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This movable gangplank could be swung out over the side of a Roman ship during battle and dropped on the deck of the enemy ship. Then, Roman soldiers could rush aboard the enemy ships, taking the enemy sailors by complete surprise and cutting them down with their deadly short swords. Roman engineers were always making improvements in the things they borrowed (or took by force) from their neighbors. This improvement on the design of the Carthaginian trireme helped the Romans to sweep the Carthaginian navy from the seas and win the First Punic War, fought with Carthage from 264 to 241 B.C.
The heavy, bronze reinforced ram or beak was the only weapon of ancient tomes that could sink a ship. Cannon hadn't been invented yet, and land based siege catapaults, which could hurl heavy stones over the wall of a fort, were too heavy and clumsy to be used aboard ships of that day. The men at the oars were made to row as hard as they could, then the ship was turned toward the enemy's broadside. The stout armored ram would tear a hole in the enemy ship's hull, letting the sea in to drown the hapless men caught belowdecks. With the ship mortally wounded, the Roman soldiers leapt upon the remainder of the enemy who still had any fight left in them and quickly put an end to the engagement. Sometimes, if the enemy were stouthearted and experienced warriors who managed to get the upper hand, they might turn things around and capture their attackers’ship!
Sometimes towers were built on Roman vessels used in war. There are several monuments that have reliefs carved into their sides showing this feature. Most historians believe they were used as a place where archers could shoot their arrows at enemy seamen in the clear above the heads of their shipmates. They may also have been used as a platform from which heavy stones or burning pitch were hurled on an enemy's decks.
The sides, or gunwales of the Roman warship were usually lined with the soldiers' shields. These were often highly decorated with Gorgon's heads or other designs. They also usually carried the unit colors or insignia. You could often tell from a distance which cohort a legionary belonged to by looking at the design on his shield
The oars were rowed by Roman soldiers (not usually by slaves, as is commonly believed) and were the primary means of propelling the ship through the water during a battle. It took strong, willing men at the benches to drive the trireme fast enough to cut a hole in an enemy hull with her ram.
Unlike modern ships, the Roman trireme was steered with a large oar that hung out over the side near the stern (rear) of the ship. Even though it seems quite crude by our standards, the steering oar was really quite efficient for these ships which seldom exceeded 150 feet in length and were used primarily on the Mediterranean Sea during daylight hours.
Roman warships had two different and independent propulsion systems, or energy sources used to move the ship. Oars were used in calm weather and when going into battle. The sails were used when the wind was blowing in the right direction and not too strong. During the later Roman period, Roman sailors did learn to sail across the wind instead of simply sailing downwind. They never learned to be great naval engineers and innovators like the Greeks and Phoenicians. Their attitude was "Just give me a ship good enough to do the job." They never really adopted naval tactics, either, preferring to wage a sea battle by ramming and boarding the enemy, then using land tactics. When the time for battle drew near, the mast was stepped (taken down) and both mast and sails were stowed (put away).
Contrary to what has been depicted in such great Hollywood movies as Cleopatra and Ben Hur, most men at the rowing benches of Roman warships were ordinary legionaries who preferred fighting on land. Though they often grumbled when their commanders required them to row a warship and spend long, seasick months training for an impending sea fight, these true Roman soldiers pitched in and did their part. After all, their lives depended on their ability to row and almost everyone preferred death standing on his two feet in a land battle to a cold, watery grave!
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Return to Table of Contents | <urn:uuid:5d3e92d8-c05a-4470-84c4-80c8eb385784> | CC-MAIN-2020-05 | http://www.jaysromanhistory.com/romeweb/romarmy/art20.htm | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00326.warc.gz | en | 0.987208 | 903 | 4 | 4 | [
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0.18416807055473328... | 4 | This movable gangplank could be swung out over the side of a Roman ship during battle and dropped on the deck of the enemy ship. Then, Roman soldiers could rush aboard the enemy ships, taking the enemy sailors by complete surprise and cutting them down with their deadly short swords. Roman engineers were always making improvements in the things they borrowed (or took by force) from their neighbors. This improvement on the design of the Carthaginian trireme helped the Romans to sweep the Carthaginian navy from the seas and win the First Punic War, fought with Carthage from 264 to 241 B.C.
The heavy, bronze reinforced ram or beak was the only weapon of ancient tomes that could sink a ship. Cannon hadn't been invented yet, and land based siege catapaults, which could hurl heavy stones over the wall of a fort, were too heavy and clumsy to be used aboard ships of that day. The men at the oars were made to row as hard as they could, then the ship was turned toward the enemy's broadside. The stout armored ram would tear a hole in the enemy ship's hull, letting the sea in to drown the hapless men caught belowdecks. With the ship mortally wounded, the Roman soldiers leapt upon the remainder of the enemy who still had any fight left in them and quickly put an end to the engagement. Sometimes, if the enemy were stouthearted and experienced warriors who managed to get the upper hand, they might turn things around and capture their attackers’ship!
Sometimes towers were built on Roman vessels used in war. There are several monuments that have reliefs carved into their sides showing this feature. Most historians believe they were used as a place where archers could shoot their arrows at enemy seamen in the clear above the heads of their shipmates. They may also have been used as a platform from which heavy stones or burning pitch were hurled on an enemy's decks.
The sides, or gunwales of the Roman warship were usually lined with the soldiers' shields. These were often highly decorated with Gorgon's heads or other designs. They also usually carried the unit colors or insignia. You could often tell from a distance which cohort a legionary belonged to by looking at the design on his shield
The oars were rowed by Roman soldiers (not usually by slaves, as is commonly believed) and were the primary means of propelling the ship through the water during a battle. It took strong, willing men at the benches to drive the trireme fast enough to cut a hole in an enemy hull with her ram.
Unlike modern ships, the Roman trireme was steered with a large oar that hung out over the side near the stern (rear) of the ship. Even though it seems quite crude by our standards, the steering oar was really quite efficient for these ships which seldom exceeded 150 feet in length and were used primarily on the Mediterranean Sea during daylight hours.
Roman warships had two different and independent propulsion systems, or energy sources used to move the ship. Oars were used in calm weather and when going into battle. The sails were used when the wind was blowing in the right direction and not too strong. During the later Roman period, Roman sailors did learn to sail across the wind instead of simply sailing downwind. They never learned to be great naval engineers and innovators like the Greeks and Phoenicians. Their attitude was "Just give me a ship good enough to do the job." They never really adopted naval tactics, either, preferring to wage a sea battle by ramming and boarding the enemy, then using land tactics. When the time for battle drew near, the mast was stepped (taken down) and both mast and sails were stowed (put away).
Contrary to what has been depicted in such great Hollywood movies as Cleopatra and Ben Hur, most men at the rowing benches of Roman warships were ordinary legionaries who preferred fighting on land. Though they often grumbled when their commanders required them to row a warship and spend long, seasick months training for an impending sea fight, these true Roman soldiers pitched in and did their part. After all, their lives depended on their ability to row and almost everyone preferred death standing on his two feet in a land battle to a cold, watery grave!
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Return to Table of Contents | 909 | ENGLISH | 1 |
His childhood and adolescence, from what little is known about these periods of his life, appear to have been typical for the time.
He was the third of four children. He was named after a recently deceased paternal uncle, David Thoreau, but since everyone always called him Henry, he eventually changed his name to Henry David, although he never petitioned to make a legal name change. Henry's father was a businessman and active in the Concord Fire Society.
His mother spent her time raising Henry and his three siblings, Helen, John and Sophia.
Henry's older siblings, Helen and John, Jr. When it was decided that their brother should go to Harvard, as had his grandfather before him, they contributed from their teaching salaries to help pay his expenses. While at college, Thoreau studied Latin and Greek grammar and composition, and took classes in a wide variety of subjects, including mathematics, English, history, philosophy, and four different modern languages.
During his Harvard years he was exposed to the writings of Ralph Waldo Emerson, who later became his chief mentor and friend. After graduating in and into the early s Thoreau was occupied as a schoolteacher and tutor.
A canoe trip in convinced him that he should not persue a schoolteacher's career but should instead aim to become established as a poet of nature. In he was invited to live in the Emerson household, where he remained intermittently until He served as handyman and assistant to Emerson, helping to edit and contributing poetry and prose to the transcendentalist magazine, The Dial.
He stayed there for two years, two months and two days, sometimes traveling into Concord for supplies and eating with his family about once a week. Friends and family also visited him at his cabin, where he spent nearly every night. While at Walden, Thoreau did an incredible amount of reading and writing, and also spent much time sauntering in nature.
In Julywhen Thoreau went into town to have a pair of shoes repaired, he was arrested for refusing to pay a poll tax meant to support America's war in Mexico. He spent a night in jail. His most famous essay, Civil Disobedience publishedwhich in its call for passive resistance to unjust laws was to inspire Gandhi and Martin Luther King, Jr.
The journal he kept at Walden became the source of his most famous book, Walden, Or Life in the Woodsin which he set forth his ideas on how an individual should best live to be attuned to his own nature as well as to nature itself.
Thoreau left Walden Pond on September 6, After that, he resided again in Emerson's house —49 and then for the rest of his life in his family home. He occasionally worked at the pencil factory and did some surveying work.Essay about Biography of Henry David Thoreau - Biography of Henry David Thoreau Henry David Thoreau was born July 12, He was born in Concord, Massachusetts.
He lived a wonderful life as a poet and essayist.
Its sad to say that he pasted away on May 6, in Concord. The first year of his life his family moved away, but also . Major essays by Henry D. Thoreau: A Walk to Wachusett» An essay about a journey Thoreau took with Richard Fuller, from Concord to the summit of Mount Wachusett located in Princeton, Massachusetts.
Biography of Henry David Thoreau Henry David Thoreau was born July 12, He was born in Concord, Massachusetts. He lived a wonderful life as a poet and essayist. Its sad to say that he pasted away on May 6, in Concord.
The first year of his life .
Watch video · Henry David Thoreau was born on July 12, , in Concord, Massachusetts. He began writing nature poetry in the s, with poet Ralph Waldo Emerson as a mentor and benjaminpohle.com: Jul 12, Henry David Thoreau, (born July 12, , Concord, Massachusetts, U.S.—died May 6, , Concord), American essayist, poet, and practical philosopher, renowned for having lived the doctrines of Transcendentalism as recorded in his masterwork, Walden (), and for having been a vigorous advocate of civil liberties, as evidenced in the essay .
Watch video · Henry David Thoreau was born on July 12, , in Concord, Massachusetts. He began writing nature poetry in the s, with poet Ralph Waldo Emerson as a mentor and benjaminpohle.com: Jul 12, | <urn:uuid:b0b64dc0-1120-47ed-9a19-dbcc0a2bb1c1> | CC-MAIN-2020-05 | https://ruxuwyjibuboniced.benjaminpohle.com/biography-of-henry-david-thoreau-essay-31365pb.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593937.27/warc/CC-MAIN-20200118193018-20200118221018-00022.warc.gz | en | 0.99134 | 943 | 3.265625 | 3 | [
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0.29256361722946... | 2 | His childhood and adolescence, from what little is known about these periods of his life, appear to have been typical for the time.
He was the third of four children. He was named after a recently deceased paternal uncle, David Thoreau, but since everyone always called him Henry, he eventually changed his name to Henry David, although he never petitioned to make a legal name change. Henry's father was a businessman and active in the Concord Fire Society.
His mother spent her time raising Henry and his three siblings, Helen, John and Sophia.
Henry's older siblings, Helen and John, Jr. When it was decided that their brother should go to Harvard, as had his grandfather before him, they contributed from their teaching salaries to help pay his expenses. While at college, Thoreau studied Latin and Greek grammar and composition, and took classes in a wide variety of subjects, including mathematics, English, history, philosophy, and four different modern languages.
During his Harvard years he was exposed to the writings of Ralph Waldo Emerson, who later became his chief mentor and friend. After graduating in and into the early s Thoreau was occupied as a schoolteacher and tutor.
A canoe trip in convinced him that he should not persue a schoolteacher's career but should instead aim to become established as a poet of nature. In he was invited to live in the Emerson household, where he remained intermittently until He served as handyman and assistant to Emerson, helping to edit and contributing poetry and prose to the transcendentalist magazine, The Dial.
He stayed there for two years, two months and two days, sometimes traveling into Concord for supplies and eating with his family about once a week. Friends and family also visited him at his cabin, where he spent nearly every night. While at Walden, Thoreau did an incredible amount of reading and writing, and also spent much time sauntering in nature.
In Julywhen Thoreau went into town to have a pair of shoes repaired, he was arrested for refusing to pay a poll tax meant to support America's war in Mexico. He spent a night in jail. His most famous essay, Civil Disobedience publishedwhich in its call for passive resistance to unjust laws was to inspire Gandhi and Martin Luther King, Jr.
The journal he kept at Walden became the source of his most famous book, Walden, Or Life in the Woodsin which he set forth his ideas on how an individual should best live to be attuned to his own nature as well as to nature itself.
Thoreau left Walden Pond on September 6, After that, he resided again in Emerson's house —49 and then for the rest of his life in his family home. He occasionally worked at the pencil factory and did some surveying work.Essay about Biography of Henry David Thoreau - Biography of Henry David Thoreau Henry David Thoreau was born July 12, He was born in Concord, Massachusetts.
He lived a wonderful life as a poet and essayist.
Its sad to say that he pasted away on May 6, in Concord. The first year of his life his family moved away, but also . Major essays by Henry D. Thoreau: A Walk to Wachusett» An essay about a journey Thoreau took with Richard Fuller, from Concord to the summit of Mount Wachusett located in Princeton, Massachusetts.
Biography of Henry David Thoreau Henry David Thoreau was born July 12, He was born in Concord, Massachusetts. He lived a wonderful life as a poet and essayist. Its sad to say that he pasted away on May 6, in Concord.
The first year of his life .
Watch video · Henry David Thoreau was born on July 12, , in Concord, Massachusetts. He began writing nature poetry in the s, with poet Ralph Waldo Emerson as a mentor and benjaminpohle.com: Jul 12, Henry David Thoreau, (born July 12, , Concord, Massachusetts, U.S.—died May 6, , Concord), American essayist, poet, and practical philosopher, renowned for having lived the doctrines of Transcendentalism as recorded in his masterwork, Walden (), and for having been a vigorous advocate of civil liberties, as evidenced in the essay .
Watch video · Henry David Thoreau was born on July 12, , in Concord, Massachusetts. He began writing nature poetry in the s, with poet Ralph Waldo Emerson as a mentor and benjaminpohle.com: Jul 12, | 945 | ENGLISH | 1 |
Double-U is actually called Double-V in Swedish.
But the W seems to have been a lot more common in the old days, and when King Gustav Adolph, a descendent of the founder of the first modern Swedish royal dynasty, Gustav Vasa, wanted to have a great warship built, he called it the Wasa, usually spelled with a W.
This was in the middle of the Reformation in the early 17th century, and Sweden’s Gustav Adolph was the great leader of the Protestant armies, in what became known as the 30 Years War.
To help fight those wars, he had the great ship built in 1628, but on its maiden voyage on the 10th of August that year, the crown of the Swedish navy foundered in a light wind, keeled over and took on water through the open cannon ports, and sank to the bottom of Stockholm harbor.
The king launched an immediate investigation, which turned up that the Wasa was hopelessly top heavy, and when it became clear the culprit was none other than the king himself who had pushed for that design, the investigation was quietly closed down.
The Wasa was forgotten for centuries, but in the 1950’s amateur archaeologist Anders Franzén found the ship on the bottom and led the successful salvaging operation. The Wasa is now in its very own museum in central Stockholm, one of the capital’s most popular tourist attractions. | <urn:uuid:a30d5680-a72c-41cf-8d81-881e1041f0c9> | CC-MAIN-2020-05 | https://sverigesradio.se/sida/artikel.aspx?programid=2054&artikel=2164985 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606872.19/warc/CC-MAIN-20200122071919-20200122100919-00226.warc.gz | en | 0.984165 | 297 | 3.34375 | 3 | [
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0.1551713645... | 1 | Double-U is actually called Double-V in Swedish.
But the W seems to have been a lot more common in the old days, and when King Gustav Adolph, a descendent of the founder of the first modern Swedish royal dynasty, Gustav Vasa, wanted to have a great warship built, he called it the Wasa, usually spelled with a W.
This was in the middle of the Reformation in the early 17th century, and Sweden’s Gustav Adolph was the great leader of the Protestant armies, in what became known as the 30 Years War.
To help fight those wars, he had the great ship built in 1628, but on its maiden voyage on the 10th of August that year, the crown of the Swedish navy foundered in a light wind, keeled over and took on water through the open cannon ports, and sank to the bottom of Stockholm harbor.
The king launched an immediate investigation, which turned up that the Wasa was hopelessly top heavy, and when it became clear the culprit was none other than the king himself who had pushed for that design, the investigation was quietly closed down.
The Wasa was forgotten for centuries, but in the 1950’s amateur archaeologist Anders Franzén found the ship on the bottom and led the successful salvaging operation. The Wasa is now in its very own museum in central Stockholm, one of the capital’s most popular tourist attractions. | 300 | ENGLISH | 1 |
One day at dawn in early 1839, Frederick Taylor and a number of other armed white men rode on horseback into a sleeping camp of Aboriginal people near present-day Terang in Victoria’s western district. Most of the people encamped on the banks of Mount Emu Creek were of the Tarnbeere gundidj clan, members of the Djargurd wurrung language group.
The settlers killed about 35 of the roughly 50 people in the camp, and threw the bodies into the water.
After the massacre, a survivor by the name of Karn had begun to pull the bodies of his friends and relatives from the water when the white men returned, gave him a blanket and took him, with his wife and child, to the homestead. The camping place was called Puuroyuup, but the site has been known since that time as Murdering Gully. | <urn:uuid:ea846977-8985-41f3-a2a6-39bb0a997d18> | CC-MAIN-2020-05 | https://dancingwithfools.wordpress.com/2019/03/23/saturday-sad-reading/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250626449.79/warc/CC-MAIN-20200124221147-20200125010147-00333.warc.gz | en | 0.982692 | 183 | 3.59375 | 4 | [
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0.236287176609... | 5 | One day at dawn in early 1839, Frederick Taylor and a number of other armed white men rode on horseback into a sleeping camp of Aboriginal people near present-day Terang in Victoria’s western district. Most of the people encamped on the banks of Mount Emu Creek were of the Tarnbeere gundidj clan, members of the Djargurd wurrung language group.
The settlers killed about 35 of the roughly 50 people in the camp, and threw the bodies into the water.
After the massacre, a survivor by the name of Karn had begun to pull the bodies of his friends and relatives from the water when the white men returned, gave him a blanket and took him, with his wife and child, to the homestead. The camping place was called Puuroyuup, but the site has been known since that time as Murdering Gully. | 184 | ENGLISH | 1 |
The Industrial RevolutionThe industrial revolution was a time period before the civil war that increased the way of life for most people who lived in the United States. During this time period, transportation and production gained a massive boost and efficiency was the new thing. However, both the environment and poor people took a turn for the worse. Because of this, I believe the industrial revolution was the most groundbreaking event / time-period in the United States. During the industrial revolution, America’s Economy was booming people in the South Began to make money and create more complex and new buildings with all the money they were earning. Common people now began to learn how to read and write because of better education. In the meantime in the North, America was getting its money on exports of cotton, a highly sought after crop that is very valuable when it comes to making clothes. Not only that but also cotton shortages weren’t a problem at all because the South grows mass amounts of cotton easily. Now here comes the fun part, the South already grew the cotton but another problem arose: how are they supposed to remove the sticky seeds from cotton. Cotton was handpicked and the seeds were removed by slaves, workers and indentured servants. Removing the seeds was hard work and it took forever to remove the seeds in general, it was not efficient at all. Enter: The Cotton Gin. Made in 1793 by Eli Whitney. His invention automated the process of removing the seeds by a hand-crank system. Because of Whitney’s invention, less workers were needed to remove the seeds and they could export cotton in higher amounts. However, the south received another problem: How were they going to bring their cotton all the way to the North fast enough? Enter the train, the train was invented by DeWitt Clinton in the 1830’s. By setting rails, the train could travel across land much faster than a carriage could. They tripled the speed the product could reach their destinations so there was another problem solved. So the South had the best way to bring the product over but a problem occurred. Cotton to begin with was a very valuable product to begin with so the South got an idea: they decided to expand even further and create more cotton because more cotton = more money, so they decided to expand. When the south was expanding they received yet another problem: how were they going to harvest all of their cotton? Guess what’s going to happen now… Enter: Slavery. | <urn:uuid:b17fb9c4-9e7f-422c-ac21-f168937897e1> | CC-MAIN-2020-05 | https://westvirginiaangerclass.com/the-crop-that-is-very-valuable-when-it/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594209.12/warc/CC-MAIN-20200119035851-20200119063851-00208.warc.gz | en | 0.985596 | 501 | 3.5625 | 4 | [
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0.05359904468059... | 1 | The Industrial RevolutionThe industrial revolution was a time period before the civil war that increased the way of life for most people who lived in the United States. During this time period, transportation and production gained a massive boost and efficiency was the new thing. However, both the environment and poor people took a turn for the worse. Because of this, I believe the industrial revolution was the most groundbreaking event / time-period in the United States. During the industrial revolution, America’s Economy was booming people in the South Began to make money and create more complex and new buildings with all the money they were earning. Common people now began to learn how to read and write because of better education. In the meantime in the North, America was getting its money on exports of cotton, a highly sought after crop that is very valuable when it comes to making clothes. Not only that but also cotton shortages weren’t a problem at all because the South grows mass amounts of cotton easily. Now here comes the fun part, the South already grew the cotton but another problem arose: how are they supposed to remove the sticky seeds from cotton. Cotton was handpicked and the seeds were removed by slaves, workers and indentured servants. Removing the seeds was hard work and it took forever to remove the seeds in general, it was not efficient at all. Enter: The Cotton Gin. Made in 1793 by Eli Whitney. His invention automated the process of removing the seeds by a hand-crank system. Because of Whitney’s invention, less workers were needed to remove the seeds and they could export cotton in higher amounts. However, the south received another problem: How were they going to bring their cotton all the way to the North fast enough? Enter the train, the train was invented by DeWitt Clinton in the 1830’s. By setting rails, the train could travel across land much faster than a carriage could. They tripled the speed the product could reach their destinations so there was another problem solved. So the South had the best way to bring the product over but a problem occurred. Cotton to begin with was a very valuable product to begin with so the South got an idea: they decided to expand even further and create more cotton because more cotton = more money, so they decided to expand. When the south was expanding they received yet another problem: how were they going to harvest all of their cotton? Guess what’s going to happen now… Enter: Slavery. | 496 | ENGLISH | 1 |
TW Viewpoint | The Miracle of DunkirkJuly 11, 2018 | Jonathan Riley
Few moments in history stand out as being so pivotal as that of Dunkirk. How was disaster avoided, and what was so miraculous about the "Miracle of Dunkirk"?
On May 10th 1940 Winston Churchill took office as Prime Minister of the United Kingdom. This was a crucial early moment in the Second World War as Germany had turned its attention to enacting Blitzkrieg across Belgium, the Netherlands, Luxembourg and France. On May 16th, the Allied forces in France were caught off guard by the German Panzer divisions which circumvented the Maginot line by driving through the Ardennes Forest. What followed was a hasty retreat for the British Expeditionary Force, or BEF, and other Allied forces.
After suffering a heavy onslaught at the hands of the advancing German army, the troops were stranded on the beach at Dunkirk. Initial attempts to rescue the encircled army proved to be too slow, with only 39 British and 4 Canadian Royal Navy Destroyers. It became obvious to the admiralty that the evacuation needed support and so the public were called upon to lend a hand. From May 26th until June 4th, 1940 the evacuation of the allied forces at Dunkirk, codenamed "Operation Dynamo", took place. In the end a fleet of over 800 boats, consisting of fishing vessels to pleasure yachts, helped to evacuate over 338,000 soldiers, when initial estimates had predicted that less than 45,000 could possibly be saved.
One of the most decisive factors in the survival of almost 85% of the Allied soldiers was the overcast and still weather. There was low-lying cloud for the majority of the evacuation. The usually choppy waters of the English Channel were described as a mill pond. On the UK's Met Office website the events surrounding Dunkirk are explained and weather reports are included. The Met Office writes " Somewhere among those awaiting evacuation at Dunkirk were meteorological officers who had been working with sound ranging units attached to Survey Regiments. Their task was to determine the direction and distance of enemy gunfire to assist with artillery operations. It is not known which ship they were evacuated on, but the unusually calm weather was certainly in their favour and played a significant part in what was later described by Churchill as the 'miracle of Dunkirk'. "
These conditions hampered the Luftwaffe from its aerial bombardment and enabled the flotilla of vessels to rescue the soldiers. Admiral Bertram Ramsay who was responsible for the evacuation later wrote: " It must be fully realised that a wind of any strength in the northern sector between the southwest and northeast would have made beach evacuation impossible. "
What would Europe look like today if the weather had been behaving normally? The Luftwaffe would have achieved air superiority and the German Panzer divisions would have continued their blitzkrieg tactics, closed out the Western front and defeated the bulk of the British army. The Met Office website provides statistical odds for the unusual weather in May/June 1940. "The maximum wind recorded throughout the evacuation was force four [13 knots] and on most days it varied between forces one and three [2-9 knots]... The odds of winds greater than force four in the Dunkirk area in May and June are slightly higher than 2:1."
In any case, the Allied forces were evacuated to safety due to the mercifully still waters of the Channel and the miraculous fog above them. Was the weather for those three days merely happenstance or was there, as Churchill once said "...some great purpose and design ...being worked out here below..."? | <urn:uuid:976fa983-6f18-4a06-83cc-ce0f172fa0ab> | CC-MAIN-2020-05 | https://www.lcgcanada.org/viewpoint/miracle-of-dunkirk.php | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250625097.75/warc/CC-MAIN-20200124191133-20200124220133-00106.warc.gz | en | 0.98681 | 739 | 3.96875 | 4 | [
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... | 1 | TW Viewpoint | The Miracle of DunkirkJuly 11, 2018 | Jonathan Riley
Few moments in history stand out as being so pivotal as that of Dunkirk. How was disaster avoided, and what was so miraculous about the "Miracle of Dunkirk"?
On May 10th 1940 Winston Churchill took office as Prime Minister of the United Kingdom. This was a crucial early moment in the Second World War as Germany had turned its attention to enacting Blitzkrieg across Belgium, the Netherlands, Luxembourg and France. On May 16th, the Allied forces in France were caught off guard by the German Panzer divisions which circumvented the Maginot line by driving through the Ardennes Forest. What followed was a hasty retreat for the British Expeditionary Force, or BEF, and other Allied forces.
After suffering a heavy onslaught at the hands of the advancing German army, the troops were stranded on the beach at Dunkirk. Initial attempts to rescue the encircled army proved to be too slow, with only 39 British and 4 Canadian Royal Navy Destroyers. It became obvious to the admiralty that the evacuation needed support and so the public were called upon to lend a hand. From May 26th until June 4th, 1940 the evacuation of the allied forces at Dunkirk, codenamed "Operation Dynamo", took place. In the end a fleet of over 800 boats, consisting of fishing vessels to pleasure yachts, helped to evacuate over 338,000 soldiers, when initial estimates had predicted that less than 45,000 could possibly be saved.
One of the most decisive factors in the survival of almost 85% of the Allied soldiers was the overcast and still weather. There was low-lying cloud for the majority of the evacuation. The usually choppy waters of the English Channel were described as a mill pond. On the UK's Met Office website the events surrounding Dunkirk are explained and weather reports are included. The Met Office writes " Somewhere among those awaiting evacuation at Dunkirk were meteorological officers who had been working with sound ranging units attached to Survey Regiments. Their task was to determine the direction and distance of enemy gunfire to assist with artillery operations. It is not known which ship they were evacuated on, but the unusually calm weather was certainly in their favour and played a significant part in what was later described by Churchill as the 'miracle of Dunkirk'. "
These conditions hampered the Luftwaffe from its aerial bombardment and enabled the flotilla of vessels to rescue the soldiers. Admiral Bertram Ramsay who was responsible for the evacuation later wrote: " It must be fully realised that a wind of any strength in the northern sector between the southwest and northeast would have made beach evacuation impossible. "
What would Europe look like today if the weather had been behaving normally? The Luftwaffe would have achieved air superiority and the German Panzer divisions would have continued their blitzkrieg tactics, closed out the Western front and defeated the bulk of the British army. The Met Office website provides statistical odds for the unusual weather in May/June 1940. "The maximum wind recorded throughout the evacuation was force four [13 knots] and on most days it varied between forces one and three [2-9 knots]... The odds of winds greater than force four in the Dunkirk area in May and June are slightly higher than 2:1."
In any case, the Allied forces were evacuated to safety due to the mercifully still waters of the Channel and the miraculous fog above them. Was the weather for those three days merely happenstance or was there, as Churchill once said "...some great purpose and design ...being worked out here below..."? | 780 | ENGLISH | 1 |
During the 1900’s, the Great Depression occurred and was the biggest stock market crash in history. It had a huge impact on the world’s economy. This created a lot of damage to the United States, causing millions of people to lose all their money, their homes and jobs. It affected other countries, including Germany, France and Great Britain. Each government handled the crisis in different ways, some better than others.
In the United States, the government took different approaches to handling the crisis at hand. They had been helping Germany out with their reparation payments to France and the rest of Europe. The American economy was also booming with many new inventions and techniques including the modern and less expensive car, the assembly line and the discovery of oil. Their money could get them far in middle and upper class. But when the Depression hit, everything was gone. Savings, stocks, jobs and homes were lost throughout the nation. The worst year was 1933, with 37.6% unemployment. It was a bad situation for every societal class, but especially hard on the lowest. The two presidents took different approaches, Herbert Hoover (1929-1933) does very little in the beginning to help those immensely affected by the depression. His philosophy stated that the “government should not be part of people’s lives, people would be limited if the government did too much for them” (source 1). Hoover realizes how much damage the depression has on the people and he starts to hold conferences to discuss the issue. He also increased work programs for the public. He creates agencies to help the public including: National Credit Corporation, the Reconstruction Finance Corporation and a Relief plan. To the public, Hoover is viewed as uncaring, there are hunger marches in the winter of 1931 and 1932. The public marched to the government buildings to ask for help and they were ignored. Hoover’s lack of caring shows that he didn’t initially grasp how badly the Great Depression affected the public. Once he did, his actions can be described as “too little, too late” (source 1). The second president was Franklin D Roosevelt, who defeated Hoover easily. Roosevelt’s campaign took a different approach than what had been seen, it expressed the idea of “Try Something”(source 1) which the Americans needed their leader to be willing to do that. Roosevelt’s response occurred very quickly after he was inaugurated. During his inauguration, Roosevelt said “The only thing we have to fear is fear itself” (source 1). He made sure that the government checked the banks to make sure they were safe, so that the people’s faith in the banks are restored when the crisis ends. He also does radio talks where he addresses the nation and tells them exactly what is going on. Finally he creates the New Deal, which is Roosevelt’s plan to end the depression. With both the presidents that helped the nation through the depression, the states did eventually gain back their economic standing.
After World War I, Germany’s economy was surprisingly stable, considering the amount of debt they were in. Their industry was not stable, considering they were invested in foreign trade. Since all their industry was in the Rhineland, when the French took over the Germans didn’t have access to the resources found in the Rhineland. After the crash, all foreign investment dropped causing the entire market to disappear. The German economic downfall hit hard, since they were so invested in foreign trade. Also the United States were helping the Germans pay off their reparations to the rest of Europe. This made an impact on the German population . The people were poor, starving and desperate. By 1932, 43.8% of their population was unemployed. Adolf Hitler started promising jobs and a better economy and delivered what he promised. It took time, but Hitler did gain followers. After a couple different elections, Hitler was finally asked into the government by Hindenburg. This was done because Hitler had such an immense number of followers from within the population. When Hindenburg dies, Hitler is made president. As president, Hitler changes the constitution, and fuses the role of Chancellor and President into one, Fuhrer. Hitler invades Poland, and World War II begins.
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... | 4 | During the 1900’s, the Great Depression occurred and was the biggest stock market crash in history. It had a huge impact on the world’s economy. This created a lot of damage to the United States, causing millions of people to lose all their money, their homes and jobs. It affected other countries, including Germany, France and Great Britain. Each government handled the crisis in different ways, some better than others.
In the United States, the government took different approaches to handling the crisis at hand. They had been helping Germany out with their reparation payments to France and the rest of Europe. The American economy was also booming with many new inventions and techniques including the modern and less expensive car, the assembly line and the discovery of oil. Their money could get them far in middle and upper class. But when the Depression hit, everything was gone. Savings, stocks, jobs and homes were lost throughout the nation. The worst year was 1933, with 37.6% unemployment. It was a bad situation for every societal class, but especially hard on the lowest. The two presidents took different approaches, Herbert Hoover (1929-1933) does very little in the beginning to help those immensely affected by the depression. His philosophy stated that the “government should not be part of people’s lives, people would be limited if the government did too much for them” (source 1). Hoover realizes how much damage the depression has on the people and he starts to hold conferences to discuss the issue. He also increased work programs for the public. He creates agencies to help the public including: National Credit Corporation, the Reconstruction Finance Corporation and a Relief plan. To the public, Hoover is viewed as uncaring, there are hunger marches in the winter of 1931 and 1932. The public marched to the government buildings to ask for help and they were ignored. Hoover’s lack of caring shows that he didn’t initially grasp how badly the Great Depression affected the public. Once he did, his actions can be described as “too little, too late” (source 1). The second president was Franklin D Roosevelt, who defeated Hoover easily. Roosevelt’s campaign took a different approach than what had been seen, it expressed the idea of “Try Something”(source 1) which the Americans needed their leader to be willing to do that. Roosevelt’s response occurred very quickly after he was inaugurated. During his inauguration, Roosevelt said “The only thing we have to fear is fear itself” (source 1). He made sure that the government checked the banks to make sure they were safe, so that the people’s faith in the banks are restored when the crisis ends. He also does radio talks where he addresses the nation and tells them exactly what is going on. Finally he creates the New Deal, which is Roosevelt’s plan to end the depression. With both the presidents that helped the nation through the depression, the states did eventually gain back their economic standing.
After World War I, Germany’s economy was surprisingly stable, considering the amount of debt they were in. Their industry was not stable, considering they were invested in foreign trade. Since all their industry was in the Rhineland, when the French took over the Germans didn’t have access to the resources found in the Rhineland. After the crash, all foreign investment dropped causing the entire market to disappear. The German economic downfall hit hard, since they were so invested in foreign trade. Also the United States were helping the Germans pay off their reparations to the rest of Europe. This made an impact on the German population . The people were poor, starving and desperate. By 1932, 43.8% of their population was unemployed. Adolf Hitler started promising jobs and a better economy and delivered what he promised. It took time, but Hitler did gain followers. After a couple different elections, Hitler was finally asked into the government by Hindenburg. This was done because Hitler had such an immense number of followers from within the population. When Hindenburg dies, Hitler is made president. As president, Hitler changes the constitution, and fuses the role of Chancellor and President into one, Fuhrer. Hitler invades Poland, and World War II begins.
France was becoming one of the most powerful countries in Europe. They were using the money Germany was paying them to rebuild parts of France. The crash affected the French during 1932, with 15.4% of the entire population out of a job. | 926 | ENGLISH | 1 |
Medieval foot soldiers were the natural the enemy of Medieval Knight, the medieval Knight who had been so dominant for so long in medieval battles found himself being dominated by foot soldiers as their weaponry and armour improved during the medieval period.
This change in circumstances was no more evident than in the battle of Crécy in 1346 in which the English Medieval crossbow men destroyed the best Knights that France could offer.
Medieval Foot Soldiers
Medieval foot soldiers were military men that fought on foot (ground troops) such as crossbow men, longbow and pike-men. Improvements in armour making, training and tactical awareness for foot soldiers made them a serious threat to the previous domination of the battlefield by Medieval Knights.
It would be at the battle of Crécy where foot soldiers used as tightly packed longbowmen this would be best illustrated as the longbow men destroyed the French knights killing literally thousands them in a rain of arrows.
The addition of crossbows to the arsenal of medieval footsoldiers was significant, now footsoldiers could attack the enemy whilst keeping out of harms way their weapons. The crossbow was a powerful and relatively easily to to load weapon that had a winding back mechanism and handle that needed less training and strength to use than the longbow.
The crossbow was popular with foot soldiers in Europe and was a dangerous weapon on the battlefield. Crossbowmen could fire two metal tipped arrows at the enemy in around a minute, and although this weapon was not as effective as the longbow, the deadly missiles it could fire ripped through a knights armour leaving him vulnerable on the battlefield.
Foot soldiers | Longbows
The effective use by footsoldiers of the longbow in medieval cannot be underestimated, it led to the famous English victory in the battle of Crécy. The victory at the battle of Crécy was down to tactical changes that were made in the use of the longbow as it was not a new weapon like the crossbow.
However the was a range of specialist arrows developed for the longbow that could inflict different kinds of damage to an enemy, there were bodkin arrows that could penetrate a knights armour and flesh piercing Broadhead arrows amongst others.
Military leaders discovered that thousands of tightly packed footsoldiers with longbows could fire an unrelenting hail of arrows into the sky that would rain down on the Medieval Knights below with devastating effect. Thousands of arrows would literally make a hissing sound as they darted across the sky and honed in on enemy knights.
Foot soldiers would spend many years training to use the longbow and were eventually able to fire up to 10 arrows per minute against the crossbows 2 per minute; they could hit a target from around a distance of 250 m. Medieval Knights were sitting ducks and their horses were also killed or wounded and sent into a panic that made them harder to control on the battlefield.
Foot soldiers | Spears and Pike Weapons
Spears and Pike weapons (long spears with spike ends) were also a very effective weapon that was used well by footsoldiers, these weapons were also improved and re-designed as the medieval period progressed.
Spears and Pike weapons had a very long handle sometimes up to 20 feet long and special formations were developed for the foot soldiers in which they would create pike formations to create a wall of spears or spikes. Medieval Knights cavalry charged would be made ineffective as they could not get near to the enemy and they would be easily brought down as their horses were killed as they ran onto these weapons.
Medieval Footsoldiers Crossbowmen in the Battle of Crécy
How Foot Soldiers won the Battle of Bannockburn
It was another famous battle that showed how the previously dominant medieval knights could be defeated by a well armed and organised group of foot soldiers. In the battle of Bannockburn King Bruce the Scottish king was outnumbered 3 to 1 by the English Kings army and it looked on paper as if the English would win easily and the Scottish army would be destroyed by the superior English forces.
The English had a large cavalry which should have been a major advantage, however the cavalry were brought down by wall of Spears by the well organised foot soldiers of King Bruce were grouped into close formations as the cavalry charged, these foot soldiers waited in formation with their long Spears (pikes).
The English cavalry was decimated and they were slaughtered in the muddy marsh lands. These type of foot soldiers were commonly known as pikemen in England and had other names in different countries.
Interesting Facts about Medieval Foot Soldiers:
Medieval longbow men were probably the most effective force against medieval knights
Medieval foot soldiers longbowmen could fire up to 10 arrows per minute
longbows were more powerful than crossbows and were a better all round weapon
Foot soldiers who used crossbows could fire two arrows per minute
Crossbows were easier to use and required less training for medieval foot soldiers
The foot soldier was the natural enemy of the medieval Knight
Longbow men destroyed the best knights France could offer in the battle of Crécy in 1314
Medieval Knights horses were destroyed and sent into panic by a hail of arrows fired by crossbowmen
Various arrows were developed for the longbow including the Broadhead and bodkin arrow heads
Foot soldiers using Spears and Pike’s defeated the English cavalry in the battle of Bannockburn | <urn:uuid:092b993d-b95a-418a-817e-c78d48573912> | CC-MAIN-2020-05 | https://www.medievalchronicles.com/medieval-people/medieval-military/foot-soldiers/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00385.warc.gz | en | 0.985469 | 1,093 | 3.5 | 4 | [
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0.06732266396284... | 4 | Medieval foot soldiers were the natural the enemy of Medieval Knight, the medieval Knight who had been so dominant for so long in medieval battles found himself being dominated by foot soldiers as their weaponry and armour improved during the medieval period.
This change in circumstances was no more evident than in the battle of Crécy in 1346 in which the English Medieval crossbow men destroyed the best Knights that France could offer.
Medieval Foot Soldiers
Medieval foot soldiers were military men that fought on foot (ground troops) such as crossbow men, longbow and pike-men. Improvements in armour making, training and tactical awareness for foot soldiers made them a serious threat to the previous domination of the battlefield by Medieval Knights.
It would be at the battle of Crécy where foot soldiers used as tightly packed longbowmen this would be best illustrated as the longbow men destroyed the French knights killing literally thousands them in a rain of arrows.
The addition of crossbows to the arsenal of medieval footsoldiers was significant, now footsoldiers could attack the enemy whilst keeping out of harms way their weapons. The crossbow was a powerful and relatively easily to to load weapon that had a winding back mechanism and handle that needed less training and strength to use than the longbow.
The crossbow was popular with foot soldiers in Europe and was a dangerous weapon on the battlefield. Crossbowmen could fire two metal tipped arrows at the enemy in around a minute, and although this weapon was not as effective as the longbow, the deadly missiles it could fire ripped through a knights armour leaving him vulnerable on the battlefield.
Foot soldiers | Longbows
The effective use by footsoldiers of the longbow in medieval cannot be underestimated, it led to the famous English victory in the battle of Crécy. The victory at the battle of Crécy was down to tactical changes that were made in the use of the longbow as it was not a new weapon like the crossbow.
However the was a range of specialist arrows developed for the longbow that could inflict different kinds of damage to an enemy, there were bodkin arrows that could penetrate a knights armour and flesh piercing Broadhead arrows amongst others.
Military leaders discovered that thousands of tightly packed footsoldiers with longbows could fire an unrelenting hail of arrows into the sky that would rain down on the Medieval Knights below with devastating effect. Thousands of arrows would literally make a hissing sound as they darted across the sky and honed in on enemy knights.
Foot soldiers would spend many years training to use the longbow and were eventually able to fire up to 10 arrows per minute against the crossbows 2 per minute; they could hit a target from around a distance of 250 m. Medieval Knights were sitting ducks and their horses were also killed or wounded and sent into a panic that made them harder to control on the battlefield.
Foot soldiers | Spears and Pike Weapons
Spears and Pike weapons (long spears with spike ends) were also a very effective weapon that was used well by footsoldiers, these weapons were also improved and re-designed as the medieval period progressed.
Spears and Pike weapons had a very long handle sometimes up to 20 feet long and special formations were developed for the foot soldiers in which they would create pike formations to create a wall of spears or spikes. Medieval Knights cavalry charged would be made ineffective as they could not get near to the enemy and they would be easily brought down as their horses were killed as they ran onto these weapons.
Medieval Footsoldiers Crossbowmen in the Battle of Crécy
How Foot Soldiers won the Battle of Bannockburn
It was another famous battle that showed how the previously dominant medieval knights could be defeated by a well armed and organised group of foot soldiers. In the battle of Bannockburn King Bruce the Scottish king was outnumbered 3 to 1 by the English Kings army and it looked on paper as if the English would win easily and the Scottish army would be destroyed by the superior English forces.
The English had a large cavalry which should have been a major advantage, however the cavalry were brought down by wall of Spears by the well organised foot soldiers of King Bruce were grouped into close formations as the cavalry charged, these foot soldiers waited in formation with their long Spears (pikes).
The English cavalry was decimated and they were slaughtered in the muddy marsh lands. These type of foot soldiers were commonly known as pikemen in England and had other names in different countries.
Interesting Facts about Medieval Foot Soldiers:
Medieval longbow men were probably the most effective force against medieval knights
Medieval foot soldiers longbowmen could fire up to 10 arrows per minute
longbows were more powerful than crossbows and were a better all round weapon
Foot soldiers who used crossbows could fire two arrows per minute
Crossbows were easier to use and required less training for medieval foot soldiers
The foot soldier was the natural enemy of the medieval Knight
Longbow men destroyed the best knights France could offer in the battle of Crécy in 1314
Medieval Knights horses were destroyed and sent into panic by a hail of arrows fired by crossbowmen
Various arrows were developed for the longbow including the Broadhead and bodkin arrow heads
Foot soldiers using Spears and Pike’s defeated the English cavalry in the battle of Bannockburn | 1,088 | ENGLISH | 1 |
By Alejandra Cano
During the 19th and 20th centuries, individuals were prone to catch highly contagious diseases for which there were no known vaccines or cures. Measles, a viral disease that suppresses the immune system, is primarily an endemic disease of children. The origin of measles is unknown, but it is most common in children who are under 2 years old. This disease took the lives of numerous children and adults prior to the discovery of its vaccine. However, even today some children do not receive the measles vaccination due to lack of access, parents being opposed to the vaccine, or simply because they are unaware of the need for the vaccine. In the past, since measles was extremely common, many believed that it was an unavoidable stage of childhood (Hendricks and Blume, 2013). To examine the effects of measles, I looked at Medical Officer of Health Reports to evaluate the extent to which this disease impacted children and several communities in London.
Measles is the most contagious in its early stages, so it was crucial for children who were suspected of having measles to refrain from going to school. When children are in class, they sit in close proximity to each other in a room with confined air space (MOH Finsbury 1902). To prevent the disease from spreading to other children, those with measles could not come to school. In the most extreme cases, the schools were shut down. Since measles is spread through direct contact with the disease, schools did not see the need of disinfecting furniture (St. Pancras 1910 ). The schools that were shut down did not clean any equipment used by the children.
In several towns, schools were the most common places were measles was spread. Schools and measles outbreaks were positively correlated. When there are “no school outbreaks, there are very little measles” (MOH St. Pancras 1916 , pg. 36). In an effort to minimize the spread of measles, the London County Council implemented Sanitary Inspectors. These individuals would visit the homes of children with the disease and advise neighborhoods of children who had it (MOH Shoreditch 1931). In the town of Lambeth, these sanitary inspectors would advise the head teachers on the conditions of children who were absent from school (MOH Lambeth 1926). Schools would advise parents not to send their children who appeared to be sick in any form. The symptoms of measles usually start with the same symptoms one feels when they get a cold. During these early stages, the disease is the most contagious. For this reason, parents would assume their child had a cold and send them to school, where other children were very likely to become infected.
An individual who has contracted measles might experience mild symptoms in the early stages of the disease. These symptoms can include “sneezing, coughing, running at the eyes and nose” (MOH Croydon 1910, pg. 115). Deaths can occur when children who have measles are kept in unhealthy conditions. They need to be kept in well ventilated rooms and are to keep all body parts warm until they have recovered (MOH Shoreditch 1931 ). Furthermore, children should be kept out of public places. Since it was difficult for parents to differentiate between their children having a common cold or measles, the disease was hard to control. Parents would not notify the school or health officers which meant that their children would be left untreated and spread the disease. It was not until the later stages of the disease, when the children would develop rashes, that parents would alert the head teacher (St. Pancras 1910 ). The lack of speed in notifying the schools lead to high rates of children infected with measles and death.
In most towns, the death rates increased when there was a measles outbreak. The disease was said to be the most fatal to children under the age of 2. This is due to the fact that as one gets older, their immune system has increased resistance against the disease (MOH Acton 1934 ). Younger children who were breastfed had the greatest chance of not getting the disease because the mother would have helped build up their immune system (Picard 2009).
In an effort to notify the public of the horrors of measles, there was a proposition to “increase propaganda in the Infant Wellness Centres” (Stepney 1934 , pg. 119). Although measles was the leading cause of death in many parts of London, some places experienced few deaths caused by measles, such as Acton, who reported only 16 deaths (MOH Acton 1924). This is due to the fact that measles outbreaks were observed to occur every 2 to 5 years (Kim-Farley, 1993). One report recounts how 38 children were given the measles vaccine to test its efficacy during the next epidemic year (Friern Barnet 1964). It was not mentioned whether the vaccine was effective in preventing measles.
Before the creation of the measles vaccine, the disease claimed the lives of millions of children. The Medical Officer Reports demonstrate how various parts of London were impacted by the disease and how the most prominent cause of death was measles. The disease quickly spread throughout schools because parents would be unaware that their children had measles, and would send them to class. This led to healthy children contracting the disease. The prevention of measles was of priority, but in many towns this failed due to the disease being highly contagious and easily spread.
Hendriks, Jan, and Stuart Blume. “Measles Vaccination before the Measles-Mumps-Rubella Vaccine.” American journal of public health. American Public Health Association, August 2013. 103(8): 1393–1401
Kim-Farley, Robert. “Measles.” In The Cambridge World History of Human Disease, edited by Kenneth F. Kiple, 871–75. Cambridge: Cambridge University Press, 1993.
Picard, Lisa. “Health and Hygiene in the 19th Century.” The British Library. The British Library, April 29, 2015. | <urn:uuid:260a27d3-2292-4f36-a9c0-2274067d845e> | CC-MAIN-2020-05 | https://londonspulse.org/effect-of-measles-on-children/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601615.66/warc/CC-MAIN-20200121044233-20200121073233-00500.warc.gz | en | 0.984811 | 1,229 | 3.65625 | 4 | [
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-0.1433843970298767,... | 8 | By Alejandra Cano
During the 19th and 20th centuries, individuals were prone to catch highly contagious diseases for which there were no known vaccines or cures. Measles, a viral disease that suppresses the immune system, is primarily an endemic disease of children. The origin of measles is unknown, but it is most common in children who are under 2 years old. This disease took the lives of numerous children and adults prior to the discovery of its vaccine. However, even today some children do not receive the measles vaccination due to lack of access, parents being opposed to the vaccine, or simply because they are unaware of the need for the vaccine. In the past, since measles was extremely common, many believed that it was an unavoidable stage of childhood (Hendricks and Blume, 2013). To examine the effects of measles, I looked at Medical Officer of Health Reports to evaluate the extent to which this disease impacted children and several communities in London.
Measles is the most contagious in its early stages, so it was crucial for children who were suspected of having measles to refrain from going to school. When children are in class, they sit in close proximity to each other in a room with confined air space (MOH Finsbury 1902). To prevent the disease from spreading to other children, those with measles could not come to school. In the most extreme cases, the schools were shut down. Since measles is spread through direct contact with the disease, schools did not see the need of disinfecting furniture (St. Pancras 1910 ). The schools that were shut down did not clean any equipment used by the children.
In several towns, schools were the most common places were measles was spread. Schools and measles outbreaks were positively correlated. When there are “no school outbreaks, there are very little measles” (MOH St. Pancras 1916 , pg. 36). In an effort to minimize the spread of measles, the London County Council implemented Sanitary Inspectors. These individuals would visit the homes of children with the disease and advise neighborhoods of children who had it (MOH Shoreditch 1931). In the town of Lambeth, these sanitary inspectors would advise the head teachers on the conditions of children who were absent from school (MOH Lambeth 1926). Schools would advise parents not to send their children who appeared to be sick in any form. The symptoms of measles usually start with the same symptoms one feels when they get a cold. During these early stages, the disease is the most contagious. For this reason, parents would assume their child had a cold and send them to school, where other children were very likely to become infected.
An individual who has contracted measles might experience mild symptoms in the early stages of the disease. These symptoms can include “sneezing, coughing, running at the eyes and nose” (MOH Croydon 1910, pg. 115). Deaths can occur when children who have measles are kept in unhealthy conditions. They need to be kept in well ventilated rooms and are to keep all body parts warm until they have recovered (MOH Shoreditch 1931 ). Furthermore, children should be kept out of public places. Since it was difficult for parents to differentiate between their children having a common cold or measles, the disease was hard to control. Parents would not notify the school or health officers which meant that their children would be left untreated and spread the disease. It was not until the later stages of the disease, when the children would develop rashes, that parents would alert the head teacher (St. Pancras 1910 ). The lack of speed in notifying the schools lead to high rates of children infected with measles and death.
In most towns, the death rates increased when there was a measles outbreak. The disease was said to be the most fatal to children under the age of 2. This is due to the fact that as one gets older, their immune system has increased resistance against the disease (MOH Acton 1934 ). Younger children who were breastfed had the greatest chance of not getting the disease because the mother would have helped build up their immune system (Picard 2009).
In an effort to notify the public of the horrors of measles, there was a proposition to “increase propaganda in the Infant Wellness Centres” (Stepney 1934 , pg. 119). Although measles was the leading cause of death in many parts of London, some places experienced few deaths caused by measles, such as Acton, who reported only 16 deaths (MOH Acton 1924). This is due to the fact that measles outbreaks were observed to occur every 2 to 5 years (Kim-Farley, 1993). One report recounts how 38 children were given the measles vaccine to test its efficacy during the next epidemic year (Friern Barnet 1964). It was not mentioned whether the vaccine was effective in preventing measles.
Before the creation of the measles vaccine, the disease claimed the lives of millions of children. The Medical Officer Reports demonstrate how various parts of London were impacted by the disease and how the most prominent cause of death was measles. The disease quickly spread throughout schools because parents would be unaware that their children had measles, and would send them to class. This led to healthy children contracting the disease. The prevention of measles was of priority, but in many towns this failed due to the disease being highly contagious and easily spread.
Hendriks, Jan, and Stuart Blume. “Measles Vaccination before the Measles-Mumps-Rubella Vaccine.” American journal of public health. American Public Health Association, August 2013. 103(8): 1393–1401
Kim-Farley, Robert. “Measles.” In The Cambridge World History of Human Disease, edited by Kenneth F. Kiple, 871–75. Cambridge: Cambridge University Press, 1993.
Picard, Lisa. “Health and Hygiene in the 19th Century.” The British Library. The British Library, April 29, 2015. | 1,312 | ENGLISH | 1 |
His main goal was to locate a star that he thought was above the South pole just as there was one above the Did Amerigo Vespucci accomplish his goal or what did he set out do? What were amerigo vespuccis goals?. Vespucci realized the land he was exploring was a separate continent and not part of Asia, as he and many others believed at the time. The continents of North and South America are named after him. Although Christopher Columbus is credited for discovering the “New World,” he. Amerigo Vespucci was an Italian-born merchant and explorer who took and to have gone as far as Cape St. Augustine (latitude about 6° S).
amerigo vespucci challenges
Amerigo Vespucci () was an Italian explorer, navigator, and cartographer Amerigo Vespucci had many goals in his life, but if what if meant is 'did he. Find out more about the voyages of Florentine explorer Amerigo Vespucci, including how his exploration of the New World led him to become America's. What was Amerigo vespuccis GOAL when he was sent out on a mission? to prove that christopher columbus' voyage wasnt to the west indies but to a new world.
The role of Amerigo Vespucci in the history of the United States of America. Amerigo Vespucci was born on March 9, , in Florence, Italy. As a young man , he was fascinated with books and maps. The Vespuccis. Amerigo Vespucci was an Italian explorer, financier, navigator, and cartographer who was born . Vespucci sailed south, discovering the mouth of the Amazon River and reaching 6°S before turning around, seeing Trinidad and the Orinoco.
Did Amerigo Vespucci accomplish his goal or what did he set out do? Amerigo Vespucci's goal was to map the New World, and I think it's pretty. Amerigo Vespucci was on a mission of discovery to sail west to the orient. At first when he landed in the new world, he thought he had achieved. Of course, like all explorers at the time, he went to spread Christianity and civilize the Indians. The cartography element was key. Source(s). Amerigo Vespucci was an important explorer during the age of discovery. They were very prominent citizens of Florence and many Vespuccis held important The purpose of his journey, therefore, became the location of a. A horse what was amerigo vespucci's goal which is able to move more and bocce courts. now that s RAD Menu By continuing to browse the site you are. Amerigo Vespucci took part in four different voyages to the New World (America) The purpose of the voyage was to explore the south coast of South America. Now Vespucci knew what other explorers had not known. The distance Still, Vespucci's goal was to observe them and accurately record what he witnessed. Amerigo first sailed with Christopher Columbus. He was there when they discovered land. Amerigo didn't think that they found Asia. He went back to prove that. Amerigo Vespucci >A Florentine navigator and pilot major of Castile, Amerigo coast from a point above Cape São Roque to approximately 47°S in Patagonia. Timeline Description: Amerigo Vespucci was an Italian explorer. America was Italy built a ship called the Amerigo Vespucci in honor of the Italian explorer.
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- How to fold a note into a square | <urn:uuid:760513c0-e1ea-4711-a1a6-d7c57307174e> | CC-MAIN-2020-05 | https://rupoonset.me/media-video/what-was-amerigo-vespucci-s-goal.php | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251779833.86/warc/CC-MAIN-20200128153713-20200128183713-00393.warc.gz | en | 0.981481 | 828 | 3.640625 | 4 | [
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0.29664388298... | 1 | His main goal was to locate a star that he thought was above the South pole just as there was one above the Did Amerigo Vespucci accomplish his goal or what did he set out do? What were amerigo vespuccis goals?. Vespucci realized the land he was exploring was a separate continent and not part of Asia, as he and many others believed at the time. The continents of North and South America are named after him. Although Christopher Columbus is credited for discovering the “New World,” he. Amerigo Vespucci was an Italian-born merchant and explorer who took and to have gone as far as Cape St. Augustine (latitude about 6° S).
amerigo vespucci challenges
Amerigo Vespucci () was an Italian explorer, navigator, and cartographer Amerigo Vespucci had many goals in his life, but if what if meant is 'did he. Find out more about the voyages of Florentine explorer Amerigo Vespucci, including how his exploration of the New World led him to become America's. What was Amerigo vespuccis GOAL when he was sent out on a mission? to prove that christopher columbus' voyage wasnt to the west indies but to a new world.
The role of Amerigo Vespucci in the history of the United States of America. Amerigo Vespucci was born on March 9, , in Florence, Italy. As a young man , he was fascinated with books and maps. The Vespuccis. Amerigo Vespucci was an Italian explorer, financier, navigator, and cartographer who was born . Vespucci sailed south, discovering the mouth of the Amazon River and reaching 6°S before turning around, seeing Trinidad and the Orinoco.
Did Amerigo Vespucci accomplish his goal or what did he set out do? Amerigo Vespucci's goal was to map the New World, and I think it's pretty. Amerigo Vespucci was on a mission of discovery to sail west to the orient. At first when he landed in the new world, he thought he had achieved. Of course, like all explorers at the time, he went to spread Christianity and civilize the Indians. The cartography element was key. Source(s). Amerigo Vespucci was an important explorer during the age of discovery. They were very prominent citizens of Florence and many Vespuccis held important The purpose of his journey, therefore, became the location of a. A horse what was amerigo vespucci's goal which is able to move more and bocce courts. now that s RAD Menu By continuing to browse the site you are. Amerigo Vespucci took part in four different voyages to the New World (America) The purpose of the voyage was to explore the south coast of South America. Now Vespucci knew what other explorers had not known. The distance Still, Vespucci's goal was to observe them and accurately record what he witnessed. Amerigo first sailed with Christopher Columbus. He was there when they discovered land. Amerigo didn't think that they found Asia. He went back to prove that. Amerigo Vespucci >A Florentine navigator and pilot major of Castile, Amerigo coast from a point above Cape São Roque to approximately 47°S in Patagonia. Timeline Description: Amerigo Vespucci was an Italian explorer. America was Italy built a ship called the Amerigo Vespucci in honor of the Italian explorer.
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- How to fold a note into a square | 813 | ENGLISH | 1 |
Septima Clark Founded Citizenship Schools
Her acclaim came from many: Dr. Martin Luther King Jr. called Septima Clark the “mother of the civil rights movement.” Former Congressman, Ambassador, and fellow activist Andrew Young described the Citizenship Schools as “laying the foundation” for all that was to follow.
Septima Clark’s Early Life
Septima Poinsette Clark was born in 1898, the second of eight children. Her father was a former house slave who worked several jobs to support his family. Her mother, a strict disciplinarian, was born free in Charleston but grew up in Haiti. From her, Septima learned the self-discipline of getting things done. From her father, she learned patience and taking the time to understand other people.
Both parents valued education. When five-year-old Septima was placed in Charleston’s public school for black children, her mother saw that the class had a student-teacher ratio of 100 to one. She pulled Septima out and enrolled her in one of the small private schools run by women from their homes. Instead of paying tuition, her mother arranged for Septima to stay after class to help the woman with her own children.
For grades 4-6, Clark returned to public school after which she enrolled in Avery Normal School, a school to prepare African Americans to be teachers. (Many normal schools were started by white northerners to rectify the lack of education for African Americans in the South.)
After finishing at Avery, Septima had the qualifications necessary to teach, but Charleston schools did not hire black teachers. In search of work, Clark moved to Johns Island along the coast of South Carolina. From 1916-1919, she taught schoolchildren during the day and literacy classes for adults at night. It was during this time that she first heard about the National Association for the Advancement of Colored People (NAACP). She soon joined.
Personal Life and Education
When offered a job at Avery Normal School, Clark accepted and moved back to Charleston. With others at Avery, she launched a campaign to urge Charleston to offer equal opportunity to African American teachers.
During this time she met and eventually married Nerie David Clark, who worked aboard a ship that docked in Charleston. He was from Hickory, N.C., and Septima’s mother adamantly opposed the marriage. She believed that marrying someone from another state was marrying a “stranger.”
Septima and Nerie moved to Hickory for a time. Together they had two sons but one died in infancy. Nerie also died young, leaving Septima to raise their son as a single mother.
Septima had long wanted a college education so she moved to Columbia, South Carolina, where she got her B.A. while teaching. Later she earned an M.B.A. as well.
A Return to Charleston
By the mid-1950s, Septima Clark and other African Americans were finally working in the Charleston public school system. Their time there was brought to an abrupt end in 1956 when Charleston passed a law that barred public employees from belonging to civil rights organizations like the NAACP. The teachers were told to drop their memberships if they wanted their jobs.
Clark and eleven other teachers refused. After forty years of teaching, Septima Clark was fired and her pension was taken away. In 1957, the law was repealed but the wrong had been done. Clark fought for years for restitution of back pay and her pension. While some payments were made to the teachers, she never fully recovered the amount that would have been due her.
Clark’s New Opportunity
During the summers of 1954 and 1955, Septima Clark ran workshops at the Tennessee Highlander Folk Center, which had begun in 1932 to teach labor activism. After Clark was fired in Charleston, the Highlander School hired her full-time.
The workshops she established there served two purposes: The first was to give participants the skills to return to their communities and motivate others. The second was to teach them literacy and Constitutional understanding so that they could qualify to vote, despite the tough literacy laws put in place throughout the South.
Each state developed its own voting requirements to try to bar blacks from voting. Clark had to tailor her workshops according to the participants’ home states. For example, in South Carolina potential voters had to write their name in cursive and read a section of the election laws.
The states of Georgia, Louisiana, Alabama, and Mississippi all required potential voters to read and answer a series of questions. In eastern Texas, there was no literacy test, but there was a poll tax. The workshops coached the participants as to how to object to the poll tax. (All this information is included in Clark’s interview in UNC’s Oral History Project of the South.)
Establishing Schools Outside Tennessee
As the project grew, the next step was to establish the schools in locations other than Tennessee. For the first one, Clark chose Johns Island, seeking the help of her cousin, Bernice Robinson, and Esau Jenkins, who drove the island bus. To avoid white scrutiny, the first citizenship school was held in secrecy on Jenkins’ bus as he drove African Americans to the mainland on their regular commute. Later this class and others like it were held in the back rooms of local stores.
In the late 1950s, Clark split her time between teaching at Highlander and setting up new schools. She happened to be at Highlander on the day in 1959 that Tennessee authorities stormed the school, arresting the staff, and closing the school. They said Highlander was in violation of a Tennessee law that barred integration.
With the closure of Highlander, Clark’s program needed a home. Dr. Martin Luther King’s organization, the Southern Christian Leadership Organization believed in the Citizenship Schools, and the SCLC made an offer to Clark. The program grew there, and by 1961, Clark had become Director of Education for the SCLC. She was invited to be on the Executive Committee, but in the UNC interview, she noted that some of the other executive board members didn’t like her being there, and she often wasn’t listened to. “A weakness of the civil rights movement was its attitude toward women,” said Clark.
Citizenship School Movement
Despite this, Septima Clark worked doggedly for what she knew was necessary to give African Americans a voice. Over the course of the fyears she devoted to the Citizenship Schools (1957-1970), Clark oversaw the establishment of about one thousand independent schools throughout the Deep South, and it is estimated that she was responsible for training about ten thousand leaders.
Rosa Parks provides insight into Septima Clark’s effect on the civil rights movement. In an unpublished paper, “Septima Clark: Teacher to a Movement,” J. Douglas Allen-Taylor tells of Parks arriving at the Highlander School to attend a workshop and being very worried about what was occurring in Montgomery. “…then I had the chance to work with Septima. She was such a calm and dedicated person in the midst of all that danger. I thought, ‘If I could only catch some of her spirit.’ I wanted to have the courage to accomplish the kinds of things that she had been doing for years.”
New Focus in Retirement
When she retired in 1970, she settled on Johns Island. She then shifted her focus to women’s issues. As a single mother she had experienced firsthand the need for affordable day care. Her experience of being sidelined by the men with the SCLC also drove her passion to fight for human and women’s rights.
During these later years she received many awards, including the Martin Luther King Jr. Award (1970). In 1979 President Jimmy Carter presented her with the Living Legacy Award. She also received the Palmetto Award, the highest award given to a citizen by the state of South Carolina.
Her second autobiography written in 1986, Ready from Within: Septima Clark and the Civil Rights Movement, won the American Book Award. Many schools and community organizations also honored her by naming their buildings for her.
Septima Clark lived by what she believed: “Knowledge can empower marginalized groups in ways that formal legal equality can’t.”
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Had a true photographer’s eye for capturing people doing everyday things; took more than 80,000 images during his career, mostly of daily life in Pittsburgh... »
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One of the most prominent African-American scholars in the 19th and 20th centuries gave voice to African-Americans, from the end of slavery to the civil... »
Charlotta Spears Bass (1874-1969): Newspaper Owner Who Fought for Civil Rights
• First African-American woman to own and operate a newspaper • Crusaded against job and housing discrimination, police brutality, and media stereotyping. Advocated for civil... » | <urn:uuid:fa2fb3e8-a452-4a63-b50b-4ab906311589> | CC-MAIN-2020-05 | https://americacomesalive.com/2016/02/01/septima-clark-founded-citizenship-schools/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591431.4/warc/CC-MAIN-20200117234621-20200118022621-00244.warc.gz | en | 0.98106 | 1,927 | 3.640625 | 4 | [
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0.11000470817... | 4 | Septima Clark Founded Citizenship Schools
Her acclaim came from many: Dr. Martin Luther King Jr. called Septima Clark the “mother of the civil rights movement.” Former Congressman, Ambassador, and fellow activist Andrew Young described the Citizenship Schools as “laying the foundation” for all that was to follow.
Septima Clark’s Early Life
Septima Poinsette Clark was born in 1898, the second of eight children. Her father was a former house slave who worked several jobs to support his family. Her mother, a strict disciplinarian, was born free in Charleston but grew up in Haiti. From her, Septima learned the self-discipline of getting things done. From her father, she learned patience and taking the time to understand other people.
Both parents valued education. When five-year-old Septima was placed in Charleston’s public school for black children, her mother saw that the class had a student-teacher ratio of 100 to one. She pulled Septima out and enrolled her in one of the small private schools run by women from their homes. Instead of paying tuition, her mother arranged for Septima to stay after class to help the woman with her own children.
For grades 4-6, Clark returned to public school after which she enrolled in Avery Normal School, a school to prepare African Americans to be teachers. (Many normal schools were started by white northerners to rectify the lack of education for African Americans in the South.)
After finishing at Avery, Septima had the qualifications necessary to teach, but Charleston schools did not hire black teachers. In search of work, Clark moved to Johns Island along the coast of South Carolina. From 1916-1919, she taught schoolchildren during the day and literacy classes for adults at night. It was during this time that she first heard about the National Association for the Advancement of Colored People (NAACP). She soon joined.
Personal Life and Education
When offered a job at Avery Normal School, Clark accepted and moved back to Charleston. With others at Avery, she launched a campaign to urge Charleston to offer equal opportunity to African American teachers.
During this time she met and eventually married Nerie David Clark, who worked aboard a ship that docked in Charleston. He was from Hickory, N.C., and Septima’s mother adamantly opposed the marriage. She believed that marrying someone from another state was marrying a “stranger.”
Septima and Nerie moved to Hickory for a time. Together they had two sons but one died in infancy. Nerie also died young, leaving Septima to raise their son as a single mother.
Septima had long wanted a college education so she moved to Columbia, South Carolina, where she got her B.A. while teaching. Later she earned an M.B.A. as well.
A Return to Charleston
By the mid-1950s, Septima Clark and other African Americans were finally working in the Charleston public school system. Their time there was brought to an abrupt end in 1956 when Charleston passed a law that barred public employees from belonging to civil rights organizations like the NAACP. The teachers were told to drop their memberships if they wanted their jobs.
Clark and eleven other teachers refused. After forty years of teaching, Septima Clark was fired and her pension was taken away. In 1957, the law was repealed but the wrong had been done. Clark fought for years for restitution of back pay and her pension. While some payments were made to the teachers, she never fully recovered the amount that would have been due her.
Clark’s New Opportunity
During the summers of 1954 and 1955, Septima Clark ran workshops at the Tennessee Highlander Folk Center, which had begun in 1932 to teach labor activism. After Clark was fired in Charleston, the Highlander School hired her full-time.
The workshops she established there served two purposes: The first was to give participants the skills to return to their communities and motivate others. The second was to teach them literacy and Constitutional understanding so that they could qualify to vote, despite the tough literacy laws put in place throughout the South.
Each state developed its own voting requirements to try to bar blacks from voting. Clark had to tailor her workshops according to the participants’ home states. For example, in South Carolina potential voters had to write their name in cursive and read a section of the election laws.
The states of Georgia, Louisiana, Alabama, and Mississippi all required potential voters to read and answer a series of questions. In eastern Texas, there was no literacy test, but there was a poll tax. The workshops coached the participants as to how to object to the poll tax. (All this information is included in Clark’s interview in UNC’s Oral History Project of the South.)
Establishing Schools Outside Tennessee
As the project grew, the next step was to establish the schools in locations other than Tennessee. For the first one, Clark chose Johns Island, seeking the help of her cousin, Bernice Robinson, and Esau Jenkins, who drove the island bus. To avoid white scrutiny, the first citizenship school was held in secrecy on Jenkins’ bus as he drove African Americans to the mainland on their regular commute. Later this class and others like it were held in the back rooms of local stores.
In the late 1950s, Clark split her time between teaching at Highlander and setting up new schools. She happened to be at Highlander on the day in 1959 that Tennessee authorities stormed the school, arresting the staff, and closing the school. They said Highlander was in violation of a Tennessee law that barred integration.
With the closure of Highlander, Clark’s program needed a home. Dr. Martin Luther King’s organization, the Southern Christian Leadership Organization believed in the Citizenship Schools, and the SCLC made an offer to Clark. The program grew there, and by 1961, Clark had become Director of Education for the SCLC. She was invited to be on the Executive Committee, but in the UNC interview, she noted that some of the other executive board members didn’t like her being there, and she often wasn’t listened to. “A weakness of the civil rights movement was its attitude toward women,” said Clark.
Citizenship School Movement
Despite this, Septima Clark worked doggedly for what she knew was necessary to give African Americans a voice. Over the course of the fyears she devoted to the Citizenship Schools (1957-1970), Clark oversaw the establishment of about one thousand independent schools throughout the Deep South, and it is estimated that she was responsible for training about ten thousand leaders.
Rosa Parks provides insight into Septima Clark’s effect on the civil rights movement. In an unpublished paper, “Septima Clark: Teacher to a Movement,” J. Douglas Allen-Taylor tells of Parks arriving at the Highlander School to attend a workshop and being very worried about what was occurring in Montgomery. “…then I had the chance to work with Septima. She was such a calm and dedicated person in the midst of all that danger. I thought, ‘If I could only catch some of her spirit.’ I wanted to have the courage to accomplish the kinds of things that she had been doing for years.”
New Focus in Retirement
When she retired in 1970, she settled on Johns Island. She then shifted her focus to women’s issues. As a single mother she had experienced firsthand the need for affordable day care. Her experience of being sidelined by the men with the SCLC also drove her passion to fight for human and women’s rights.
During these later years she received many awards, including the Martin Luther King Jr. Award (1970). In 1979 President Jimmy Carter presented her with the Living Legacy Award. She also received the Palmetto Award, the highest award given to a citizen by the state of South Carolina.
Her second autobiography written in 1986, Ready from Within: Septima Clark and the Civil Rights Movement, won the American Book Award. Many schools and community organizations also honored her by naming their buildings for her.
Septima Clark lived by what she believed: “Knowledge can empower marginalized groups in ways that formal legal equality can’t.”
View sources »
Worcy Crawford (1917-2010), Civil Rights Hero
• Crawford was one of many unsung heroes of the civil rights movement • Crawford Bus Company served the black community at vital times •... »
Charles “Teenie” Harris (1908-1998): Photographer and Chronicler of African-American Life
Had a true photographer’s eye for capturing people doing everyday things; took more than 80,000 images during his career, mostly of daily life in Pittsburgh... »
Anna Julia Cooper (1858-1964), Educator, Scholar, and Activist
One of the most prominent African-American scholars in the 19th and 20th centuries gave voice to African-Americans, from the end of slavery to the civil... »
Charlotta Spears Bass (1874-1969): Newspaper Owner Who Fought for Civil Rights
• First African-American woman to own and operate a newspaper • Crusaded against job and housing discrimination, police brutality, and media stereotyping. Advocated for civil... » | 1,930 | ENGLISH | 1 |
The Anglo Irish Church
Henry II’s son, Prince John, eventually took over the Ireland campaign. One of his first moves was to give the Diocese of Dublin to his Norman candidate. With it, he gave him grants of land and spiritual jurisdiction. Most notable of which was the area of Glendalough. Taking this off the Irish clergy took years to suppress and get handed over in 1192. It was the start of a clergy war that would last decades. It was a mess of Irish Clergy trying to keep a hold of their positions and rights to succession while the Normans countered by having their nominees often “violently installed” in the positions. Often times, after the Normans would successfully install their own candidate, the candidate would later resign due to not being able to communicate with the Irish locals. You know, because they didn’t speak Irish.
The Irish clergy and the locals needed the backing of the Pope if they wanted any semblance of control over their own country. But the Normans, their armies and the King of England were right at their doorstep and the Pope was a long way away. While he sided with the Irish many times, he sided with the Normans just as much, depending on who he had heard from last.
By 1220, Pope Honorius III was condemning the English customs. The Norman laws were manipulated to discriminate against the natives. Irish Clerics were excluded from ecclesiastical promotion. The Irish were also discriminated against in the administration of justice and controversies over ownership. Inability to speak the invader’s language was enough to ruin an Irish person’s case.
In 1221, Arch-bishop of Cashel, an Irishman, had been kidnapped and hidden away by English magnates with the support of the English King. This kind of thing had become very common. The king put his case forward to the pope that the rules had to be harsh against the Irish as they were so ferocious. He also reminded him that the Normans had moved into the country at the approval of the pope.
There became evidence of two types of churches in Ireland. Dublin, where the most fresh blood was introduced from England on a regular basis, was run the way all corporate papal churches were run on the continent. The rest around Ireland were still in their pre-Norman form, for the most part. They still taught and spread the Catholic word but they didn’t need the protection of the pope for their positions, except if the Normans moved into the area. The division of the corporate church and the Irish church is reflected in the Papal register. Letters sent to the English clergy in Ireland were addressed to Anglia while the Irish clergy were addressed to Hibernia. The divide was very evident. | <urn:uuid:ae2fa4cc-b15a-48a5-aa71-00e0b7caf4e9> | CC-MAIN-2020-05 | https://seanchasbeag.com/post-norman-invasion/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251684146.65/warc/CC-MAIN-20200126013015-20200126043015-00486.warc.gz | en | 0.993051 | 568 | 3.265625 | 3 | [
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0.17827665805... | 3 | The Anglo Irish Church
Henry II’s son, Prince John, eventually took over the Ireland campaign. One of his first moves was to give the Diocese of Dublin to his Norman candidate. With it, he gave him grants of land and spiritual jurisdiction. Most notable of which was the area of Glendalough. Taking this off the Irish clergy took years to suppress and get handed over in 1192. It was the start of a clergy war that would last decades. It was a mess of Irish Clergy trying to keep a hold of their positions and rights to succession while the Normans countered by having their nominees often “violently installed” in the positions. Often times, after the Normans would successfully install their own candidate, the candidate would later resign due to not being able to communicate with the Irish locals. You know, because they didn’t speak Irish.
The Irish clergy and the locals needed the backing of the Pope if they wanted any semblance of control over their own country. But the Normans, their armies and the King of England were right at their doorstep and the Pope was a long way away. While he sided with the Irish many times, he sided with the Normans just as much, depending on who he had heard from last.
By 1220, Pope Honorius III was condemning the English customs. The Norman laws were manipulated to discriminate against the natives. Irish Clerics were excluded from ecclesiastical promotion. The Irish were also discriminated against in the administration of justice and controversies over ownership. Inability to speak the invader’s language was enough to ruin an Irish person’s case.
In 1221, Arch-bishop of Cashel, an Irishman, had been kidnapped and hidden away by English magnates with the support of the English King. This kind of thing had become very common. The king put his case forward to the pope that the rules had to be harsh against the Irish as they were so ferocious. He also reminded him that the Normans had moved into the country at the approval of the pope.
There became evidence of two types of churches in Ireland. Dublin, where the most fresh blood was introduced from England on a regular basis, was run the way all corporate papal churches were run on the continent. The rest around Ireland were still in their pre-Norman form, for the most part. They still taught and spread the Catholic word but they didn’t need the protection of the pope for their positions, except if the Normans moved into the area. The division of the corporate church and the Irish church is reflected in the Papal register. Letters sent to the English clergy in Ireland were addressed to Anglia while the Irish clergy were addressed to Hibernia. The divide was very evident. | 564 | ENGLISH | 1 |
“We Are Seven” is a 1798 poem written by William Wordsworth, published as a part of his collection of poems titled Lyrical Ballads. It consist of 69 lines which are separated in 17 stanzas. The poem depicts the conversation between the narrator and a “little cottage girl”, who talk about the little girl’s six siblings. We learn that two of her siblings have died. However, the girl firmly believes that her siblings live on because she still loves them. Just because there are no longer seven children in the house, doesn’t mean that there’re not together.
At first we believe that perhaps the little girl is in denial, and can’t accept or cope with her siblings’ deaths. But, as we continue reading, we see that the narrator begins to realize that the girl is, in fact, very wise and knows much more about life and death than him, or any other adult for that matter. The speaker realizes that the girl, whom he deemed foolish and illogical at first, is very mature for her age, and didn’t allow her siblings’ death to sadden or depress her; instead, she continued to love them and feel for them, as if they were still alive.
The main theme in the poem is, obviously, the love all siblings share. An interesting element about the poem is that the fact that the girl is certain and confident that she will see her siblings again. She fondly remembers the times she spent with them, and joyfully expects the moment in which she will meet them again. Thus, life after death is perhaps a secondary theme of “We Are Seven”.
“We Are Seven,” written in 1798, is a short poem of sixty-nine lines divided into seventeen stanzas. It relates the story of a narrator meeting an eight-year-old girl who tells him about her family. (According to William Wordsworth, the poem was suggested by a real child he had met near Goodrich Castle in Wales five years earlier.)
Stanza 1 asks a broad question that points to the theme of the poem: What can a lively child “know of death”? In stanzas 2 and 3, the narrator sets the scene. He is presumably walking in the country when he encounters an eight-year-old “cottage Girl,” the kind of ordinary lower-class child he might have expected to meet there. He is struck (“madeglad”) by her beauty, in particular by her thick curly hair and “very fair” (blue?) eyes, by her strange clothes (“she was wildly clad”), and in general by her rural “air.” He pauses and, in order to make conversation with her, asks ordinary questions: How many sisters and brothers do you have? Where are they?
The girl gives him an extraordinary answer: How many siblings? “Seven in all.” There are herself, two living in Conway (a seaport in Wales), two at sea, and two others who “in the church-yard lie.” In short, of the seven, two are dead. She and her mother live in the churchyard cottage near the two dead children—a sister and a brother. Even though it is obvious to the narrator (and to the reader) that these two are dead, the girl tenaciously insists that “Seven boys and girls are we.”
The narrator seems amused. He points out gently that the two who are buried in the churchyard are significantly different from her: “You run about” and live, whereas they simply lie. In sum, he concludes, “ye are only five.” The child is obstinate and describes how she frequents the two graves near the cottage door. She knits and sews by the graves; she eats her supper there; she sings songs to the occupants of the graves. She tells the narrator how she had played with her sister and brother and describes the days when they were laid side by side in the churchyard.
What had first seemed a pleasant chat with a pretty child has turned into a contest of wills. “But they are dead; those two are dead!” cries the narrator, but he concludes that he is only “throwing [his] words away” when the girl willfully insists: “Nay, we are seven.”
Forms and Devices
Wordsworth wrote most of this poem during the spring of 1798 while walking...
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0.23861153423... | 1 | “We Are Seven” is a 1798 poem written by William Wordsworth, published as a part of his collection of poems titled Lyrical Ballads. It consist of 69 lines which are separated in 17 stanzas. The poem depicts the conversation between the narrator and a “little cottage girl”, who talk about the little girl’s six siblings. We learn that two of her siblings have died. However, the girl firmly believes that her siblings live on because she still loves them. Just because there are no longer seven children in the house, doesn’t mean that there’re not together.
At first we believe that perhaps the little girl is in denial, and can’t accept or cope with her siblings’ deaths. But, as we continue reading, we see that the narrator begins to realize that the girl is, in fact, very wise and knows much more about life and death than him, or any other adult for that matter. The speaker realizes that the girl, whom he deemed foolish and illogical at first, is very mature for her age, and didn’t allow her siblings’ death to sadden or depress her; instead, she continued to love them and feel for them, as if they were still alive.
The main theme in the poem is, obviously, the love all siblings share. An interesting element about the poem is that the fact that the girl is certain and confident that she will see her siblings again. She fondly remembers the times she spent with them, and joyfully expects the moment in which she will meet them again. Thus, life after death is perhaps a secondary theme of “We Are Seven”.
“We Are Seven,” written in 1798, is a short poem of sixty-nine lines divided into seventeen stanzas. It relates the story of a narrator meeting an eight-year-old girl who tells him about her family. (According to William Wordsworth, the poem was suggested by a real child he had met near Goodrich Castle in Wales five years earlier.)
Stanza 1 asks a broad question that points to the theme of the poem: What can a lively child “know of death”? In stanzas 2 and 3, the narrator sets the scene. He is presumably walking in the country when he encounters an eight-year-old “cottage Girl,” the kind of ordinary lower-class child he might have expected to meet there. He is struck (“madeglad”) by her beauty, in particular by her thick curly hair and “very fair” (blue?) eyes, by her strange clothes (“she was wildly clad”), and in general by her rural “air.” He pauses and, in order to make conversation with her, asks ordinary questions: How many sisters and brothers do you have? Where are they?
The girl gives him an extraordinary answer: How many siblings? “Seven in all.” There are herself, two living in Conway (a seaport in Wales), two at sea, and two others who “in the church-yard lie.” In short, of the seven, two are dead. She and her mother live in the churchyard cottage near the two dead children—a sister and a brother. Even though it is obvious to the narrator (and to the reader) that these two are dead, the girl tenaciously insists that “Seven boys and girls are we.”
The narrator seems amused. He points out gently that the two who are buried in the churchyard are significantly different from her: “You run about” and live, whereas they simply lie. In sum, he concludes, “ye are only five.” The child is obstinate and describes how she frequents the two graves near the cottage door. She knits and sews by the graves; she eats her supper there; she sings songs to the occupants of the graves. She tells the narrator how she had played with her sister and brother and describes the days when they were laid side by side in the churchyard.
What had first seemed a pleasant chat with a pretty child has turned into a contest of wills. “But they are dead; those two are dead!” cries the narrator, but he concludes that he is only “throwing [his] words away” when the girl willfully insists: “Nay, we are seven.”
Forms and Devices
Wordsworth wrote most of this poem during the spring of 1798 while walking...
(The entire section is 1,205 words.) | 904 | ENGLISH | 1 |
It is impossible to make comparisons today for the working and living conditions of the middle years of the 19th century – and yet it was a reality of life not to be brushed under the carpet.
Without exception, the vast majority were either potters or colliers in every town of the Potteries and the challenge to the working class was to avoid the workhouse at all costs.
The causes of such deprivation are numerous, the pottery industry was unpredictable especially with the American market.
Breadwinners, because of the system of wages being paid in the streetcorner pub, were encouraged by the landlord to have more to drink as he claimed he had not enough change to pay them from a £5 note from the foreman who held the pay for all under him.
Many wives, along with their children, would stand outside imploring their husbands to come out before all their wages were spent. But would often return home with a drunken spouse in the certain knowledge they would be evicted the following week as there was no money for the rent or food.
For many families the breadwinner would just walk out, leaving his wife and children to the mercies of the Poor Law system, or to survive on just a few pence from the relieving officer.
For others, because of industrial disease, many mothers were left widowed at an early age. Against this background of need and lack of sustenance, there was also a lack of education except that offered by Sunday schools.
The 1840s saw the number of children working under the age of 15 number 9,599 for Stoke Union and for Wolstanton and Burslem Union 8,335. There was no such thing as welfare benefits, it was abject poverty that set the tone of employment in the Potteries.
As a result, many families living in poverty managed to survive outside of the Poor Law by sending out their children to work from an early age to provide a little extra money each week. This poses the question as to whether children’s work was a means to survival by helping the household economy – or was the situation exploited by employers?
It was certain that without child labour hundreds if not thousands of families would have been forced to apply to the Poor Law Union for admission to the dreaded workhouse.
There was an extensive use of children in the pottery industry, in some cases from the age of six, working long hours in appalling conditions.
The same applied to children working in the mines from the age of seven or eight, pulling wagons underground, leaving home at 5.30am to return at 6.30pm six days a week for a weekly wage – at 14 – of just 10 shillings.
A report of the 1840s had a lot to say about how children were treated. It was reported that the employers of the day saw nothing wrong in children working a 72-hour week at eight or 10 years of age.
As a consequence, their health, growth and education suffered badly.
Indeed, most children commenced work in the pottery trade sometimes as young as five or six – as a necessity for family survival or else to be condemned to the workhouse.
Children were used as cheap, unskilled labour to fetch and carry, prepare raw materials and to provide power for the few machines that the potters used.
On reaching the age of 14 most children were apprenticed to a trade – thrower, presser, transferer or paintress.
Large numbers were employed at the ‘clay end’ of the factory, helping to shape and fire the ware.
A thrower, forming pots on the wheel, required three helpers – one to turn the wheel, one to prepare the clay and cut it into balls of the right size and one to carry away the finished wares to the stove where they would dry.
A plate-maker or presser also required three helpers – a ‘jigger-turner’, a ‘batter-out’ who prepared the clay and a ‘mould-runner’ which was deemed the hardest job in the factory.
Little boys of eight or nine would take two heavy plaster moulds, each with a damp clay plate on it; and run with them out of the workshop to the drying stove, place the moulds on the shelves, pick up two dried plates on their moulds and run back with them for 12-14 hours a day.
In the winter temperatures could range from just above freezing in the workshop to almost 100 degrees in the stove room.
The workshops were dusty and often damp and this also affected the children’s health.
A normal working day consisted of 12 hours, but many children worked longer if the order books were good.
Some orphan children even slept on sacks of straw in their place of work and had to make sure the workshop was warm in the morning.
Some, worn-out, overslept so were beaten by the master potter with a clay cutting wire as punishment.
Other children were expected to be in the workshop before the adults and to have the place swept, fires lit, water brought in and the clay prepared for the adults. It was usual for children to work overtime for three or more hours per day – this was very hard on the younger children who then had to walk upto three miles to return home.
When work was slack, or on a Monday when the master potter did not turn-in as he was still under the influence of drink devoured over the weekend, the pottery bosses relied on the children to work even longer hours for the other four or five days to make up lost time.
Not all children worked in such bad conditions. Where the pottery was decorated with printed designs young girls were employed to cut the patterns out from the sheets of paper before the transferer applied them to the pots.
This work was tiring, as the children stood all day and had to be both quick at cutting out and accurate if they were not to spoil the design.
In other workshops children painted dozens of teacups or plates. They would have a pattern to copy in front of them and would repeat border designs or floral sprigs on hundreds of pieces per week.
These children, usually girls, had some of the better working conditions. Although the pay was very low, the children sat at their work, were rarely ill-treated, and the workshops were usually clean and warm. The wages the children earned ranged from one shilling per week to three shillings and sixpence (5p-17.5p) all of which went to family income to survive another week.
Josiah Bevington, just eight years of age, worked at Mr Hackworth’s pottery in Shelton. He had been a mould-maker for a year and received two shillings (10p) a week and worked very nearly every day.
Arriving at about six o’clock, sometimes five, to light fires, his job was to carry the moulds from the worker to the hot-house and back.
Josiah had one sister at work, and she received three shillings a week as a paper-cutter.
Josiah managed a meal of water for breakfast and potatoes for dinner; sometimes a bit of bacon – not enough for his needs. He had only one set of clothes that he wore each day.
However, he could read and write a little as at ome time he attended a day-school. But because of work that reduced to only a Sunday school.
Joe Wilkinson, aged 11, worked at Maddocks & Seddon in Burslem, he had worked there from the age of six running moulds.
Joe, like most of his friends, could not read or write, but he attended Sunday school to learn the Bible.
He had a father, who despite being a collier, had not worked for years and his mother was out of work.
He received three shillings and three pence a week.
Joe had several sisters and brothers – one brother drove donkeys, another worked in the pit, another had nothing to do and one sister turned a wheel, but the other two were too young.
He turned up for work at half-past six and returned home at nine in the evening.
Sometimes his master beat him with his fist, once knocking him the other side of the pot-stove as a punishment for being so long at breakfast.
Half an hour was allowed, but makes Joe work that time before he could go home half-a-mile away.
Sadly, Joe never had time to play as he was so tired after work. Having had his supper he went straight to bed.
At work he never wore shoes and stockings as he had only one pair he kept at home for Sundays.
He had another set of clothes that he received from his day-school.
His father is noted as being good to him because he was a ‘totaller’, meaning he abstained from drink.
The report emphasises the life of children in the mid-1840s – and yet a further one, undertaken 20 years later, shows there had been no improvement at all.
In fact, the number of children under the age of 15 working in the potbanks still numbered in the thousands.
George Webb worked for Mr Hopkins at his earthenware factory in Burslem, he is recorded as 10 years old and had worked there since the age of six.
George arrived at 6am and worked a 14-hour day at such a young age. The two shillings and sixpence (12.5p) he earns goes to his parents.
George can neither read nor write, but he does go to the Bethel Sunday school.
His father worked at Sneyd Farm Iron-Stone Pits, but had been off work for three weeks with no money due to illness.
George had four brothers and one sister who was a dressmaker. One brother was a sqeeser, (a hollowware presser) another a handler and the last one a mould runner like George.
George went to Sunday school to learn to spell and write but admitted to the report’s authors that he did not know who made him, or who made the world and had never heard talk of heaven. Finally, he doesn’t know if he does right or wrong.
This is the reality of life in the five towns of the Potteries without exception where it was all about survival at any cost, even sending out your children from the age of six to avoid the horror of workhouse life.
Want to share your nostalgia story? Let us know - You can email firstname.lastname@example.org or Tweet him at @AdamcGratton We also have our own nostalgia Facebook group . And if you have pictures to share, tag us on Instagram at StokeonTrentLive . | <urn:uuid:0ab2a3ab-e5e2-4ce5-9959-27f2fd363d53> | CC-MAIN-2020-05 | https://www.stokesentinel.co.uk/news/history/pottry-industrial-children-work-staffordshire-3708768 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681412.74/warc/CC-MAIN-20200125191854-20200125221854-00532.warc.gz | en | 0.989991 | 2,267 | 3.6875 | 4 | [
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0.4381437... | 4 | It is impossible to make comparisons today for the working and living conditions of the middle years of the 19th century – and yet it was a reality of life not to be brushed under the carpet.
Without exception, the vast majority were either potters or colliers in every town of the Potteries and the challenge to the working class was to avoid the workhouse at all costs.
The causes of such deprivation are numerous, the pottery industry was unpredictable especially with the American market.
Breadwinners, because of the system of wages being paid in the streetcorner pub, were encouraged by the landlord to have more to drink as he claimed he had not enough change to pay them from a £5 note from the foreman who held the pay for all under him.
Many wives, along with their children, would stand outside imploring their husbands to come out before all their wages were spent. But would often return home with a drunken spouse in the certain knowledge they would be evicted the following week as there was no money for the rent or food.
For many families the breadwinner would just walk out, leaving his wife and children to the mercies of the Poor Law system, or to survive on just a few pence from the relieving officer.
For others, because of industrial disease, many mothers were left widowed at an early age. Against this background of need and lack of sustenance, there was also a lack of education except that offered by Sunday schools.
The 1840s saw the number of children working under the age of 15 number 9,599 for Stoke Union and for Wolstanton and Burslem Union 8,335. There was no such thing as welfare benefits, it was abject poverty that set the tone of employment in the Potteries.
As a result, many families living in poverty managed to survive outside of the Poor Law by sending out their children to work from an early age to provide a little extra money each week. This poses the question as to whether children’s work was a means to survival by helping the household economy – or was the situation exploited by employers?
It was certain that without child labour hundreds if not thousands of families would have been forced to apply to the Poor Law Union for admission to the dreaded workhouse.
There was an extensive use of children in the pottery industry, in some cases from the age of six, working long hours in appalling conditions.
The same applied to children working in the mines from the age of seven or eight, pulling wagons underground, leaving home at 5.30am to return at 6.30pm six days a week for a weekly wage – at 14 – of just 10 shillings.
A report of the 1840s had a lot to say about how children were treated. It was reported that the employers of the day saw nothing wrong in children working a 72-hour week at eight or 10 years of age.
As a consequence, their health, growth and education suffered badly.
Indeed, most children commenced work in the pottery trade sometimes as young as five or six – as a necessity for family survival or else to be condemned to the workhouse.
Children were used as cheap, unskilled labour to fetch and carry, prepare raw materials and to provide power for the few machines that the potters used.
On reaching the age of 14 most children were apprenticed to a trade – thrower, presser, transferer or paintress.
Large numbers were employed at the ‘clay end’ of the factory, helping to shape and fire the ware.
A thrower, forming pots on the wheel, required three helpers – one to turn the wheel, one to prepare the clay and cut it into balls of the right size and one to carry away the finished wares to the stove where they would dry.
A plate-maker or presser also required three helpers – a ‘jigger-turner’, a ‘batter-out’ who prepared the clay and a ‘mould-runner’ which was deemed the hardest job in the factory.
Little boys of eight or nine would take two heavy plaster moulds, each with a damp clay plate on it; and run with them out of the workshop to the drying stove, place the moulds on the shelves, pick up two dried plates on their moulds and run back with them for 12-14 hours a day.
In the winter temperatures could range from just above freezing in the workshop to almost 100 degrees in the stove room.
The workshops were dusty and often damp and this also affected the children’s health.
A normal working day consisted of 12 hours, but many children worked longer if the order books were good.
Some orphan children even slept on sacks of straw in their place of work and had to make sure the workshop was warm in the morning.
Some, worn-out, overslept so were beaten by the master potter with a clay cutting wire as punishment.
Other children were expected to be in the workshop before the adults and to have the place swept, fires lit, water brought in and the clay prepared for the adults. It was usual for children to work overtime for three or more hours per day – this was very hard on the younger children who then had to walk upto three miles to return home.
When work was slack, or on a Monday when the master potter did not turn-in as he was still under the influence of drink devoured over the weekend, the pottery bosses relied on the children to work even longer hours for the other four or five days to make up lost time.
Not all children worked in such bad conditions. Where the pottery was decorated with printed designs young girls were employed to cut the patterns out from the sheets of paper before the transferer applied them to the pots.
This work was tiring, as the children stood all day and had to be both quick at cutting out and accurate if they were not to spoil the design.
In other workshops children painted dozens of teacups or plates. They would have a pattern to copy in front of them and would repeat border designs or floral sprigs on hundreds of pieces per week.
These children, usually girls, had some of the better working conditions. Although the pay was very low, the children sat at their work, were rarely ill-treated, and the workshops were usually clean and warm. The wages the children earned ranged from one shilling per week to three shillings and sixpence (5p-17.5p) all of which went to family income to survive another week.
Josiah Bevington, just eight years of age, worked at Mr Hackworth’s pottery in Shelton. He had been a mould-maker for a year and received two shillings (10p) a week and worked very nearly every day.
Arriving at about six o’clock, sometimes five, to light fires, his job was to carry the moulds from the worker to the hot-house and back.
Josiah had one sister at work, and she received three shillings a week as a paper-cutter.
Josiah managed a meal of water for breakfast and potatoes for dinner; sometimes a bit of bacon – not enough for his needs. He had only one set of clothes that he wore each day.
However, he could read and write a little as at ome time he attended a day-school. But because of work that reduced to only a Sunday school.
Joe Wilkinson, aged 11, worked at Maddocks & Seddon in Burslem, he had worked there from the age of six running moulds.
Joe, like most of his friends, could not read or write, but he attended Sunday school to learn the Bible.
He had a father, who despite being a collier, had not worked for years and his mother was out of work.
He received three shillings and three pence a week.
Joe had several sisters and brothers – one brother drove donkeys, another worked in the pit, another had nothing to do and one sister turned a wheel, but the other two were too young.
He turned up for work at half-past six and returned home at nine in the evening.
Sometimes his master beat him with his fist, once knocking him the other side of the pot-stove as a punishment for being so long at breakfast.
Half an hour was allowed, but makes Joe work that time before he could go home half-a-mile away.
Sadly, Joe never had time to play as he was so tired after work. Having had his supper he went straight to bed.
At work he never wore shoes and stockings as he had only one pair he kept at home for Sundays.
He had another set of clothes that he received from his day-school.
His father is noted as being good to him because he was a ‘totaller’, meaning he abstained from drink.
The report emphasises the life of children in the mid-1840s – and yet a further one, undertaken 20 years later, shows there had been no improvement at all.
In fact, the number of children under the age of 15 working in the potbanks still numbered in the thousands.
George Webb worked for Mr Hopkins at his earthenware factory in Burslem, he is recorded as 10 years old and had worked there since the age of six.
George arrived at 6am and worked a 14-hour day at such a young age. The two shillings and sixpence (12.5p) he earns goes to his parents.
George can neither read nor write, but he does go to the Bethel Sunday school.
His father worked at Sneyd Farm Iron-Stone Pits, but had been off work for three weeks with no money due to illness.
George had four brothers and one sister who was a dressmaker. One brother was a sqeeser, (a hollowware presser) another a handler and the last one a mould runner like George.
George went to Sunday school to learn to spell and write but admitted to the report’s authors that he did not know who made him, or who made the world and had never heard talk of heaven. Finally, he doesn’t know if he does right or wrong.
This is the reality of life in the five towns of the Potteries without exception where it was all about survival at any cost, even sending out your children from the age of six to avoid the horror of workhouse life.
Want to share your nostalgia story? Let us know - You can email firstname.lastname@example.org or Tweet him at @AdamcGratton We also have our own nostalgia Facebook group . And if you have pictures to share, tag us on Instagram at StokeonTrentLive . | 2,204 | ENGLISH | 1 |
In the distant year of 1492, Christopher Columbus and his group spotted the shores of San Salvador, ending their 70-day travel. However, a few hours earlier, another sighting has happened which marked the eerie question: was the discovery of America supervised by a UFO?
A large number of researchers believe that extraterrestrials have been witnesses of our development as species all along.
IQ Option http://iqoption.ae/ في الامارات العربية
This theory, in fact, implies that ever since the humankind appeared, UFOs were there too.
Hints of their existence are visible in 10,000-year-old cave paintings in India, Greek and Roman writings and artistic works.
The history took an effort to mark them somehow which means they were very important to us.
Nobody expected a UFO mention in the Journal of Christopher Columbus. However, his family regarded this as an important event that had many notes in his successors’ writings.
Thee pilots observed the North Point and found that the needles turned a full point to the west of north. So, the mariners were alarmed and dejected, and did not give their reason.
But the Admiral knew, and ordered that the north should be again observed at dawn. They then found that the needles were true. The cause was that the bright star makes the movement and not the needles.”
This reference of a bright star showing movements on the night sky is very unusual by itself, but when coupled with the following events, it gives the whole picture.
Christopher Columbus later revealed to his close relatives that they’ve seen the bright star other nights too.
Moreover, he said the star was the reason for him and his crew to doubt something otherworldly is observing them.
The bare fact the sailors were more apprehensive five hundred years ago paints the picture of how much the sighting was disturbing for them.
At 10 p.m. on October 11, Columbus was guarding the deck of the Santa Maria. His crew’s spirit was already down and the men already wanted to sail back to Spain. While thinking what to do, a peculiar incident disrupted his thoughts.
In his abstract of Christopher Columbus’ log, historian Bartolomé de las Casas notes:
“The admiral, at ten o’clock, being on the deck, saw a light glimmering at a great distance, though it was so uncertain that he could not affirm whether it was touching down or not.
He called Pedro Gutierrez, a gentleman of the king’s bed-chamer, and said that there seemed to be a light, and that he should look at it.”
In the course of the same night, the light vanished and reappeared many times, while changing its altitude “in sudden and passing gleams.”
Other sources claim the light was first detected below the waves and later it climbed into the sky.
Ufo enthusiasts immediately presumed Christopher Columbus had a UFO encounter during the trip that marked his life.
Columbus’s discovery was so big in a historical way, it gave the theories even more strength to believe in.
Namely, the expedition of Columbus could have been closely observed by an extraterrestrial craft for mysterious reasons.
On the other hand, this theory indeed very controversial so the skeptics debunked it right away.
The huge number of UFO sightings, however, is proof that sometimes the skeptics are not right. There can always be another explanation, beyond rationality. | <urn:uuid:0b6c600e-a961-4215-be7e-b2a412755300> | CC-MAIN-2020-05 | https://notfromearth.org/ufo-help-christopher-columbus-discover-america/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250610919.33/warc/CC-MAIN-20200123131001-20200123160001-00167.warc.gz | en | 0.981381 | 729 | 3.265625 | 3 | [
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0.3139438927173614... | 2 | In the distant year of 1492, Christopher Columbus and his group spotted the shores of San Salvador, ending their 70-day travel. However, a few hours earlier, another sighting has happened which marked the eerie question: was the discovery of America supervised by a UFO?
A large number of researchers believe that extraterrestrials have been witnesses of our development as species all along.
IQ Option http://iqoption.ae/ في الامارات العربية
This theory, in fact, implies that ever since the humankind appeared, UFOs were there too.
Hints of their existence are visible in 10,000-year-old cave paintings in India, Greek and Roman writings and artistic works.
The history took an effort to mark them somehow which means they were very important to us.
Nobody expected a UFO mention in the Journal of Christopher Columbus. However, his family regarded this as an important event that had many notes in his successors’ writings.
Thee pilots observed the North Point and found that the needles turned a full point to the west of north. So, the mariners were alarmed and dejected, and did not give their reason.
But the Admiral knew, and ordered that the north should be again observed at dawn. They then found that the needles were true. The cause was that the bright star makes the movement and not the needles.”
This reference of a bright star showing movements on the night sky is very unusual by itself, but when coupled with the following events, it gives the whole picture.
Christopher Columbus later revealed to his close relatives that they’ve seen the bright star other nights too.
Moreover, he said the star was the reason for him and his crew to doubt something otherworldly is observing them.
The bare fact the sailors were more apprehensive five hundred years ago paints the picture of how much the sighting was disturbing for them.
At 10 p.m. on October 11, Columbus was guarding the deck of the Santa Maria. His crew’s spirit was already down and the men already wanted to sail back to Spain. While thinking what to do, a peculiar incident disrupted his thoughts.
In his abstract of Christopher Columbus’ log, historian Bartolomé de las Casas notes:
“The admiral, at ten o’clock, being on the deck, saw a light glimmering at a great distance, though it was so uncertain that he could not affirm whether it was touching down or not.
He called Pedro Gutierrez, a gentleman of the king’s bed-chamer, and said that there seemed to be a light, and that he should look at it.”
In the course of the same night, the light vanished and reappeared many times, while changing its altitude “in sudden and passing gleams.”
Other sources claim the light was first detected below the waves and later it climbed into the sky.
Ufo enthusiasts immediately presumed Christopher Columbus had a UFO encounter during the trip that marked his life.
Columbus’s discovery was so big in a historical way, it gave the theories even more strength to believe in.
Namely, the expedition of Columbus could have been closely observed by an extraterrestrial craft for mysterious reasons.
On the other hand, this theory indeed very controversial so the skeptics debunked it right away.
The huge number of UFO sightings, however, is proof that sometimes the skeptics are not right. There can always be another explanation, beyond rationality. | 694 | ENGLISH | 1 |
What does "but that most" mean in this sentence by Richard Hooker: "People imagine that anything would help them; but that most, which they least have tried"?
It's an awkward construction that is taking some liberties.
What it's saying can be better understood if the sentence is paraphrased:
People imagine that anything would help them; but [they imagine that what would help them the] most [is that] which they have tried [the] least.
Even when understanding the sentence, however, the meaning behind it is still open to interpretation.
One possibility is equating this with "the right solution is always the one tried last," which is kind of like saying that nothing comes easily, that you always have to struggle to succeed, or that you're simply unlucky.
I saw this and I had to take a crack at it...Thanks for the challenge!
"but that most" is creating a double negative as it were:
but that most...least (snip) tried
This is old English phraseology; reworded in modern English it would read like this:
"People imagine (or dream) of a way to resolve their particular problems; leaving unconsidered the one thing they have tried the least."
- or -
"People imagine that anything would help; while failing to notice the one thing they have tried the least."
Preserving most of the original text:
"People imagine that anything would help them; but one the thing they have tried the least." ~ Richard Hooker | <urn:uuid:27a99725-b090-463c-93e7-03cd765eafa9> | CC-MAIN-2020-05 | https://english.stackexchange.com/questions/459111/meaning-of-but-that-most | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589560.16/warc/CC-MAIN-20200117123339-20200117151339-00204.warc.gz | en | 0.982272 | 317 | 3.265625 | 3 | [
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0.184965878725051... | 2 | What does "but that most" mean in this sentence by Richard Hooker: "People imagine that anything would help them; but that most, which they least have tried"?
It's an awkward construction that is taking some liberties.
What it's saying can be better understood if the sentence is paraphrased:
People imagine that anything would help them; but [they imagine that what would help them the] most [is that] which they have tried [the] least.
Even when understanding the sentence, however, the meaning behind it is still open to interpretation.
One possibility is equating this with "the right solution is always the one tried last," which is kind of like saying that nothing comes easily, that you always have to struggle to succeed, or that you're simply unlucky.
I saw this and I had to take a crack at it...Thanks for the challenge!
"but that most" is creating a double negative as it were:
but that most...least (snip) tried
This is old English phraseology; reworded in modern English it would read like this:
"People imagine (or dream) of a way to resolve their particular problems; leaving unconsidered the one thing they have tried the least."
- or -
"People imagine that anything would help; while failing to notice the one thing they have tried the least."
Preserving most of the original text:
"People imagine that anything would help them; but one the thing they have tried the least." ~ Richard Hooker | 302 | ENGLISH | 1 |
Before the 20th century had even started, scores of blacks all over the world, from Cuba to South Africa were being rounded off and forced to work and live in fenced areas and encampments where they were controlled by a small group of guard forces.
Known as concentration camps or death camps, these areas were established usually by executive decree or military order for political opponents, political prisoners and minority groups who are confined for reasons of state security, exploitation, or punishment.
People placed in such camps had no benefit of fair trial and guards could beat them, starve them or even kill them without being called to account. Others passed away due to the horrific living conditions in the camp caused mainly by polluted water supplies, lack of food, and infectious diseases.
The following are five of such appalling concentration camps that European colonialists created for black people right from the 1900s:
Shark Island Concentration Camp in Luderitz Bay in Namibia
In 1884, Germans invaded what is now present-day Namibia in Southern Africa to obstruct the British who were planning to expand their territories into Namibia. The Herero and Nama tribes were the two indigenous people of Namibia who owned the lands and were prosperous cattlemen and farmers. Before the German invasion, they lived in sophisticated and well developed social settings, but between 1884 and 1903, they helplessly watched on as the Germans took over the lands and properties, killed their labour force and shipped them away into slavery. In January 1904, the outraged Herero and Nama tribesmen were armed with local weapons and rifles and attacked the Germans. But the German army was no match for them and the Germans won the battle, killing about 30,000 Hereros and 10,000 Namas.
In 1905, the Germans officially created the Shark Island Concentration Camp in Luderitz Bay where they dumped captives and the remains of the dead locals in the early 1900s. The island is located along the coast and had very harsh and cold weather conditions which were not favourable for habitation. The captives were left to their fate. Many of them died of hunger, cold or disease that was from the rot of the dead bodies. Prisoners and captives that survived were used as forced labour to construct the Otavi railway until they died. Women and children were raped and forced to remove flesh from the heads of the dead and clean them before they were shipped off to Germany for research in several institutions.
- Czech Republic offers Nigerians money to LEAVE and NEVER RETURN
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Mau Mau uprising and concentration camps
In Kenya, the Mau Mau was a major nationalist revolutionary movement that originally sought to reclaim land that the British settlers had taken away from them in the 1950s. The group would eventually contribute to Kenya’s independence. The Mau Mau uprising had begun in 1952 when a group of locals, mainly members of the Kikuyu tribe, organized resistance, which led to the killing of white settlers. The British declared a state of emergency following violent clashes that ensued between the white settlers and locals. During the Mau Mau revolt, a lot of atrocities were reported, including murder, torture, slavery and unlawful detention. The British established about twenty-one big concentration camps and other smaller ones, where the locals, including Mau Mau suspects, were imprisoned and tortured. The infamous Hola massacre is one of these instances where eleven people were clubbed to death and a greater number suffered permanent injury, according to an article by the Medium. People were beaten and forced to work in the camps while bottles were pushed into the anus and vaginas of people.
Also known as the “Camp of the Slow Death”, the Tarrafal camp was built by Portuguese dictator Antonio de Oliveira Salazar in 1933. Based on Santiago Island, the camp housed political prisoners and Africans rebelling against colonial rule in Cape Verde, Angola, and Guinea-Bissau, who were held here until Cape Verde won its independence in 1975, according to an article by World Monuments Watch. The camp, which contains a complex of prison cells, administrative facilities, and a small railway for the transport of supplies and fuel, has since been used as a military base, a refugee camp, a storage facility, and a school, the World Monuments Watch article added. In 2009, the Cape Verdean minister of Culture, Manuel Veigas, said the Tarrafal Concentration Camp should be transformed into a scientific study centre and a forum of culture for the African Portuguese Speaking Peoples. He believed that this was the only way to honour all those who suffered years of pain imposed by colonialism.
Anglo-Boer War concentration camps, South Africa
The Anglo-Boer War (11 October 1899 – 31 May 1902) was fought between the British Empire and two Boer states, the South African Republic (Republic of Transvaal) and the Orange Free State, over the Empire’s influence in South Africa. During the war, Boer women, children and men unfit for military service were rounded up and placed in concentration camps by the British forces.
“The first two of these camps (refugee camps) were established to house the families of burghers who had surrendered voluntarily, but very soon, with families of combatant burgers driven forcibly into camps established all over the country, the camps ceased to be refugee camps and became concentration camps. The abhorrent conditions in these camps caused the death of 4 177 women, 22 074 children under sixteen and 1 676 men, mainly those too old to be on commando,” writes South African History Online. Most of the blacks in these camps were forced to work – either by growing crops for the troops or digging trenches. Others also worked as miners. | <urn:uuid:c9ac701f-8e42-42f1-9e7d-a973adc86c0f> | CC-MAIN-2020-05 | https://www.enlightenmentafrica.com/four-gruesome-european-death-camps-where-blacks-were-dumped-and-killed-from-the-1900s/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606872.19/warc/CC-MAIN-20200122071919-20200122100919-00196.warc.gz | en | 0.982108 | 1,206 | 3.90625 | 4 | [
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0.538936018943... | 3 | Before the 20th century had even started, scores of blacks all over the world, from Cuba to South Africa were being rounded off and forced to work and live in fenced areas and encampments where they were controlled by a small group of guard forces.
Known as concentration camps or death camps, these areas were established usually by executive decree or military order for political opponents, political prisoners and minority groups who are confined for reasons of state security, exploitation, or punishment.
People placed in such camps had no benefit of fair trial and guards could beat them, starve them or even kill them without being called to account. Others passed away due to the horrific living conditions in the camp caused mainly by polluted water supplies, lack of food, and infectious diseases.
The following are five of such appalling concentration camps that European colonialists created for black people right from the 1900s:
Shark Island Concentration Camp in Luderitz Bay in Namibia
In 1884, Germans invaded what is now present-day Namibia in Southern Africa to obstruct the British who were planning to expand their territories into Namibia. The Herero and Nama tribes were the two indigenous people of Namibia who owned the lands and were prosperous cattlemen and farmers. Before the German invasion, they lived in sophisticated and well developed social settings, but between 1884 and 1903, they helplessly watched on as the Germans took over the lands and properties, killed their labour force and shipped them away into slavery. In January 1904, the outraged Herero and Nama tribesmen were armed with local weapons and rifles and attacked the Germans. But the German army was no match for them and the Germans won the battle, killing about 30,000 Hereros and 10,000 Namas.
In 1905, the Germans officially created the Shark Island Concentration Camp in Luderitz Bay where they dumped captives and the remains of the dead locals in the early 1900s. The island is located along the coast and had very harsh and cold weather conditions which were not favourable for habitation. The captives were left to their fate. Many of them died of hunger, cold or disease that was from the rot of the dead bodies. Prisoners and captives that survived were used as forced labour to construct the Otavi railway until they died. Women and children were raped and forced to remove flesh from the heads of the dead and clean them before they were shipped off to Germany for research in several institutions.
- Czech Republic offers Nigerians money to LEAVE and NEVER RETURN
- How China’s Prisons Harvests The Organs Of Nigerians/Africans And Kills Them
- Changing gender in Tanzania costs ‘$100 a month’
Mau Mau uprising and concentration camps
In Kenya, the Mau Mau was a major nationalist revolutionary movement that originally sought to reclaim land that the British settlers had taken away from them in the 1950s. The group would eventually contribute to Kenya’s independence. The Mau Mau uprising had begun in 1952 when a group of locals, mainly members of the Kikuyu tribe, organized resistance, which led to the killing of white settlers. The British declared a state of emergency following violent clashes that ensued between the white settlers and locals. During the Mau Mau revolt, a lot of atrocities were reported, including murder, torture, slavery and unlawful detention. The British established about twenty-one big concentration camps and other smaller ones, where the locals, including Mau Mau suspects, were imprisoned and tortured. The infamous Hola massacre is one of these instances where eleven people were clubbed to death and a greater number suffered permanent injury, according to an article by the Medium. People were beaten and forced to work in the camps while bottles were pushed into the anus and vaginas of people.
Also known as the “Camp of the Slow Death”, the Tarrafal camp was built by Portuguese dictator Antonio de Oliveira Salazar in 1933. Based on Santiago Island, the camp housed political prisoners and Africans rebelling against colonial rule in Cape Verde, Angola, and Guinea-Bissau, who were held here until Cape Verde won its independence in 1975, according to an article by World Monuments Watch. The camp, which contains a complex of prison cells, administrative facilities, and a small railway for the transport of supplies and fuel, has since been used as a military base, a refugee camp, a storage facility, and a school, the World Monuments Watch article added. In 2009, the Cape Verdean minister of Culture, Manuel Veigas, said the Tarrafal Concentration Camp should be transformed into a scientific study centre and a forum of culture for the African Portuguese Speaking Peoples. He believed that this was the only way to honour all those who suffered years of pain imposed by colonialism.
Anglo-Boer War concentration camps, South Africa
The Anglo-Boer War (11 October 1899 – 31 May 1902) was fought between the British Empire and two Boer states, the South African Republic (Republic of Transvaal) and the Orange Free State, over the Empire’s influence in South Africa. During the war, Boer women, children and men unfit for military service were rounded up and placed in concentration camps by the British forces.
“The first two of these camps (refugee camps) were established to house the families of burghers who had surrendered voluntarily, but very soon, with families of combatant burgers driven forcibly into camps established all over the country, the camps ceased to be refugee camps and became concentration camps. The abhorrent conditions in these camps caused the death of 4 177 women, 22 074 children under sixteen and 1 676 men, mainly those too old to be on commando,” writes South African History Online. Most of the blacks in these camps were forced to work – either by growing crops for the troops or digging trenches. Others also worked as miners. | 1,269 | ENGLISH | 1 |
Sojourner Truth was an amazing woman. She was a Women’s Rights Activist and an African American Abolitionist. Sojourner Truth was against slavery and was helping the Union. Truth had a rough life, she was born into slavery, escaped slavery with her kids, and spoke to many people to try to help free people from slavery. Truth was a very strong willed woman and could handle anything that got in her way of freedom.
Sojourner Truth was born into slavery by her parents James and Elizabeth Baumfree. She was born in New York in 1797. Her actual birth date was not recorded. She grew up on Colonel Hardenbergh’s Farm. After Hardenbergh died, his son took over the farm and separated Truths parents and sold her at auction along with a flock of sheep for a mere one hundred dollars. She was sold to John Neely. She remembered Neely to be “harsh and violent”. She was sold two more times and ended under John Dumont’s ownership.
In 1815 Truth met a man named Robert who lived on a neighboring farm. The two of them had a daughter. When Roberts owner found out he forbid him to see Truth again because any of the children that the two of them had would be property of Truth’s owner not Robert’s. Truth and Robert never saw each other again. In 1817 Truth’s owner made truth marry another one of his slaves named Thomas. They had a son named Peter, and two daughters named Elizabeth and Sophia. On July 4, 1826 the state of New York emancipated all slaves. Truth then escaped to freedom with her youngest daughter, Sophia.
She left her son Peter and her other Daughter Elizabeth. Shortly after Truth escaped she heard news that her son, Peter, was sold illegally. She went to court and became the first black woman to successfully challenge a white man. Her son was soon returned to her. Sojourner Truth converted to Christianity, and moved with her son Peter to New York City in 1829.
In 1844, Truth began to show herself as a Woman’s Rights... | <urn:uuid:0e87e7fb-eb21-40c8-af49-459570fbb009> | CC-MAIN-2020-05 | https://brightkite.com/essay-on/autobiographical-narrative | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251779833.86/warc/CC-MAIN-20200128153713-20200128183713-00204.warc.gz | en | 0.989333 | 450 | 3.390625 | 3 | [
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-0.02830572985... | 1 | Sojourner Truth was an amazing woman. She was a Women’s Rights Activist and an African American Abolitionist. Sojourner Truth was against slavery and was helping the Union. Truth had a rough life, she was born into slavery, escaped slavery with her kids, and spoke to many people to try to help free people from slavery. Truth was a very strong willed woman and could handle anything that got in her way of freedom.
Sojourner Truth was born into slavery by her parents James and Elizabeth Baumfree. She was born in New York in 1797. Her actual birth date was not recorded. She grew up on Colonel Hardenbergh’s Farm. After Hardenbergh died, his son took over the farm and separated Truths parents and sold her at auction along with a flock of sheep for a mere one hundred dollars. She was sold to John Neely. She remembered Neely to be “harsh and violent”. She was sold two more times and ended under John Dumont’s ownership.
In 1815 Truth met a man named Robert who lived on a neighboring farm. The two of them had a daughter. When Roberts owner found out he forbid him to see Truth again because any of the children that the two of them had would be property of Truth’s owner not Robert’s. Truth and Robert never saw each other again. In 1817 Truth’s owner made truth marry another one of his slaves named Thomas. They had a son named Peter, and two daughters named Elizabeth and Sophia. On July 4, 1826 the state of New York emancipated all slaves. Truth then escaped to freedom with her youngest daughter, Sophia.
She left her son Peter and her other Daughter Elizabeth. Shortly after Truth escaped she heard news that her son, Peter, was sold illegally. She went to court and became the first black woman to successfully challenge a white man. Her son was soon returned to her. Sojourner Truth converted to Christianity, and moved with her son Peter to New York City in 1829.
In 1844, Truth began to show herself as a Woman’s Rights... | 443 | ENGLISH | 1 |
"Arrest of Stephen S. Hill" (with text supports)
As this newspaper announcement indicates, the status of slaves in California was unclear and fluid. Even though California was admitted as a free state to the Union in 1850, many southerners, claiming their stay was temporary, brought their slaves as property with them to the gold fields. Enslaved people took advantage of the uncertainty, running away and setting up mining operations for themselves, often sending money back east to buy relatives out of slavery. In 1852, the California legislature, heavily dominated by southerners who had migrated west, passed a Fugitive Slave Law. Slaves continued to run away and several, with the help of abolitionist allies, went to court to claim that they had been in California long enough not to be considered “temporary” residents and therefore should be free.
Creator | Unknown
Item Type | Newspaper/Magazine
Cite This document | Unknown, “"Arrest of Stephen S. Hill" (with text supports),” HERB: Resources for Teachers, accessed January 24, 2020, https://herb.ashp.cuny.edu/items/show/1724. | <urn:uuid:3b5758a3-e55f-4124-91d7-9d7c5ad20cbb> | CC-MAIN-2020-05 | https://herb.ashp.cuny.edu/items/show/1724 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00132.warc.gz | en | 0.980015 | 247 | 4.21875 | 4 | [
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0.22095218300819397,
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0.37958157... | 1 | "Arrest of Stephen S. Hill" (with text supports)
As this newspaper announcement indicates, the status of slaves in California was unclear and fluid. Even though California was admitted as a free state to the Union in 1850, many southerners, claiming their stay was temporary, brought their slaves as property with them to the gold fields. Enslaved people took advantage of the uncertainty, running away and setting up mining operations for themselves, often sending money back east to buy relatives out of slavery. In 1852, the California legislature, heavily dominated by southerners who had migrated west, passed a Fugitive Slave Law. Slaves continued to run away and several, with the help of abolitionist allies, went to court to claim that they had been in California long enough not to be considered “temporary” residents and therefore should be free.
Creator | Unknown
Item Type | Newspaper/Magazine
Cite This document | Unknown, “"Arrest of Stephen S. Hill" (with text supports),” HERB: Resources for Teachers, accessed January 24, 2020, https://herb.ashp.cuny.edu/items/show/1724. | 252 | ENGLISH | 1 |
Historic 1st: Portrait of African-American legislator unveiled at Capitol
Nearly 170 years after African-Americans built the Alabama State Capitol, the first portrait of a black person has been added to its walls.
Horace King was a bridge builder, legislator and emancipated slave. His portrait, which was donated by historian and author Richard Bailey, now hangs beneath the spiral staircases that King conceptualized and built.
“It's difficult for me to convey how remarkable the life of Horace King was. His achievements leave one in awe,” said Dr. J. Mills Thornton, a retired University of Michigan professor and historian of the South.
King was born into slavery 1807 in South Carolina and purchased by contractor John Godwin in 1830. Godwin began training King how to build bridges, but King “very soon outdistanced (Godwin),” Thornton said. “He was recognized for his skill and deeply impressed people who saw his work.”
He helped Godwin manage the construction of a bridge that connected Columbus, Georgia to present-day Phenix city, as well oversaw most of the bridges that stretch over the Chattahoochee River.
“We go across the bridge daily and probably never think about (how it got there),” said Phenix City Mayor Eddie Low. “The bridge being built is what brings people together.”
In 1846 he was freed by an act of legislation and allowed to reside in Alabama for the rest of his life, which was not common practice at the time. Freed slaves were typically forced to leave the state within a year or otherwise face being re-enslaved.
“(King) out of his own earnings then repaid (Godwin) his value so that (Godwin) wouldn't be out any money because of his being freed,” Thornton said.
After a fire destroyed the first Capitol in 1849, King was commissioned to build the spiral staircases at the Capitol’s entrance.
King went on to represent Russell County in the legislature from 1868-1872, though his time in public office wouldn’t be his proudest contribution to Alabama.
“My readings show me that (King) wasn't so impressed by being a legislator as he was about being a bridge builder,” said Fred Gray, a famed civil rights attorney whose work helped de-segregate the South.
Gray noted that though the portrait hanging comes almost 170 years after King’s work and 60 years after the civil rights movement began, “It’s never too late to do the right thing.”
The Capitol’s walls are filled with paintings of white legislators and governors, including a portrait of former Gov. George Wallace that stretches nearly from floor to ceiling.
“(King’s) story is as remarkable as in American history," Thornton said. "In Alabama history, it stands alone. It is I think deeply moving that the state of Alabama is now recognizing (King) and his achievements with this portrait.” | <urn:uuid:6f35a32c-cfbe-45bf-8803-58b4deca9106> | CC-MAIN-2020-05 | https://www.montgomeryadvertiser.com/story/news/2017/02/21/1st-portrait-african-american-alabama-capitol-unveiled/98190682/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604397.40/warc/CC-MAIN-20200121132900-20200121161900-00398.warc.gz | en | 0.982284 | 636 | 3.515625 | 4 | [
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0.293626129... | 2 | Historic 1st: Portrait of African-American legislator unveiled at Capitol
Nearly 170 years after African-Americans built the Alabama State Capitol, the first portrait of a black person has been added to its walls.
Horace King was a bridge builder, legislator and emancipated slave. His portrait, which was donated by historian and author Richard Bailey, now hangs beneath the spiral staircases that King conceptualized and built.
“It's difficult for me to convey how remarkable the life of Horace King was. His achievements leave one in awe,” said Dr. J. Mills Thornton, a retired University of Michigan professor and historian of the South.
King was born into slavery 1807 in South Carolina and purchased by contractor John Godwin in 1830. Godwin began training King how to build bridges, but King “very soon outdistanced (Godwin),” Thornton said. “He was recognized for his skill and deeply impressed people who saw his work.”
He helped Godwin manage the construction of a bridge that connected Columbus, Georgia to present-day Phenix city, as well oversaw most of the bridges that stretch over the Chattahoochee River.
“We go across the bridge daily and probably never think about (how it got there),” said Phenix City Mayor Eddie Low. “The bridge being built is what brings people together.”
In 1846 he was freed by an act of legislation and allowed to reside in Alabama for the rest of his life, which was not common practice at the time. Freed slaves were typically forced to leave the state within a year or otherwise face being re-enslaved.
“(King) out of his own earnings then repaid (Godwin) his value so that (Godwin) wouldn't be out any money because of his being freed,” Thornton said.
After a fire destroyed the first Capitol in 1849, King was commissioned to build the spiral staircases at the Capitol’s entrance.
King went on to represent Russell County in the legislature from 1868-1872, though his time in public office wouldn’t be his proudest contribution to Alabama.
“My readings show me that (King) wasn't so impressed by being a legislator as he was about being a bridge builder,” said Fred Gray, a famed civil rights attorney whose work helped de-segregate the South.
Gray noted that though the portrait hanging comes almost 170 years after King’s work and 60 years after the civil rights movement began, “It’s never too late to do the right thing.”
The Capitol’s walls are filled with paintings of white legislators and governors, including a portrait of former Gov. George Wallace that stretches nearly from floor to ceiling.
“(King’s) story is as remarkable as in American history," Thornton said. "In Alabama history, it stands alone. It is I think deeply moving that the state of Alabama is now recognizing (King) and his achievements with this portrait.” | 607 | ENGLISH | 1 |
This 9th November we see the 30th anniversary of the fall of the Berlin Wall. Many of us remember that exciting day when news reports started flooding the world that the Berlin Wall had fallen.
How it All Started After World War II the country of Germany was divided up into two separate countries. East Germany became a communist country under the control of the Soviet Union. At the same time West Germany was a democratic country and allied with Britain, France, and the United States. The initial plan was that the country would eventually be reunited, but this didn’t happen for a long time.
The City of Berlin Berlin was the capital of Germany. Even though it was located in the eastern half of the country, the city was controlled by the four major powers that fought the Nazis; the Soviet Union, the United States, Britain, and France.
Defections As people in East Germany began to realize that they did not want to live under the rule of the Soviet Union and communism, they started to leave the eastern part of the country and move to the west. These people were called defectors. Over the course of the years 1949 to 1959, over 2 million people left the country. In 1960 alone, around 230,000 people defected.
Building the Wall Finally, the Soviets and the East German leaders had had enough. On August 12th and 13th of 1961 they built a wall around East Berlin to prevent people from leaving. At first the wall was just a barbed wire fence. Later it would be rebuilt with concrete blocks 12 feet high and four feet wide. The wall became the symbol of the “Iron Curtain” that separated the democratic western countries and the communist countries of Eastern Europe throughout the Cold War.
There were also many guard towers along the wall. Guards were ordered to shoot anyone attempting to escape.
It is estimated that around 5000 people escaped over or through the wall during the 28 years it stood. Around 200 were killed trying to escape.
The Fall of the Wall In 1989, a series of revolutions in nearby Eastern Bloc countries (Poland and Hungary in particular) caused a chain reaction in East Germany that ultimately resulted in the demise of the Wall. After several weeks of civil unrest, the East German government announced on 9th November 1989 that all East German citizens could visit West Germany and West Berlin. Crowds of East Germans crossed and climbed onto the Wall, joined by West Germans on the other side in a celebratory atmosphere. Over the next few weeks, euphoric people and souvenir hunters chipped away parts of the Wall. To this day sections of the wall still survive in Berlin. | <urn:uuid:6d634f39-7bd3-4f98-b92b-57e1bc94c36a> | CC-MAIN-2020-05 | http://locallinksmedia.co.uk/post/fall-of-the-wall | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00105.warc.gz | en | 0.981023 | 536 | 3.796875 | 4 | [
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0.147472947... | 2 | This 9th November we see the 30th anniversary of the fall of the Berlin Wall. Many of us remember that exciting day when news reports started flooding the world that the Berlin Wall had fallen.
How it All Started After World War II the country of Germany was divided up into two separate countries. East Germany became a communist country under the control of the Soviet Union. At the same time West Germany was a democratic country and allied with Britain, France, and the United States. The initial plan was that the country would eventually be reunited, but this didn’t happen for a long time.
The City of Berlin Berlin was the capital of Germany. Even though it was located in the eastern half of the country, the city was controlled by the four major powers that fought the Nazis; the Soviet Union, the United States, Britain, and France.
Defections As people in East Germany began to realize that they did not want to live under the rule of the Soviet Union and communism, they started to leave the eastern part of the country and move to the west. These people were called defectors. Over the course of the years 1949 to 1959, over 2 million people left the country. In 1960 alone, around 230,000 people defected.
Building the Wall Finally, the Soviets and the East German leaders had had enough. On August 12th and 13th of 1961 they built a wall around East Berlin to prevent people from leaving. At first the wall was just a barbed wire fence. Later it would be rebuilt with concrete blocks 12 feet high and four feet wide. The wall became the symbol of the “Iron Curtain” that separated the democratic western countries and the communist countries of Eastern Europe throughout the Cold War.
There were also many guard towers along the wall. Guards were ordered to shoot anyone attempting to escape.
It is estimated that around 5000 people escaped over or through the wall during the 28 years it stood. Around 200 were killed trying to escape.
The Fall of the Wall In 1989, a series of revolutions in nearby Eastern Bloc countries (Poland and Hungary in particular) caused a chain reaction in East Germany that ultimately resulted in the demise of the Wall. After several weeks of civil unrest, the East German government announced on 9th November 1989 that all East German citizens could visit West Germany and West Berlin. Crowds of East Germans crossed and climbed onto the Wall, joined by West Germans on the other side in a celebratory atmosphere. Over the next few weeks, euphoric people and souvenir hunters chipped away parts of the Wall. To this day sections of the wall still survive in Berlin. | 571 | ENGLISH | 1 |
Comprehensive Passages HSEB/ NEB 2068 and 2069 Old Questions | English Class 11
HSEB/ NEB 2069: Read the following passage and answer the questions given below. [5*2=10]
Long ago men spent most of their time looking for food. They ate anything they could find.
Some lived mostly on plants. They ate the fruits , stems and leaves of some plants and the roots of others. When food was scarce , they ate the bark of trees. If they were lucky, they would find the bird’s nest with eggs. People who lived near the water ate fish or anything that washed ashore, even rotten whales. Some people ate insects and small animals like lizards that were easy to kill.
Later, men learned to make weapons. With weapons , they could kill larger animals for meat. These early people had big appetites. If they killed an animal, they would drink the blood, eat the meat and chew the bones. When they finished the meat, there was nothing left.
At first men wandered from place to place to find their food. But when they began to grow plants, they stayed in one place and ate what they could grow. They tamed animals , trained them to work, and killed them for meat. Life was a little better than , but there was still not much variety in their meals. Day after day people ate the same food.
Gradually, man began to travel greater distances. The explorers who sailed unknown seas found new lands. And in these lands, they found new foods and spices and took them back home.
The Portugese, who sailed around the stormy Cape of Good hoped to reach China, took back “Chinese apples,” the fruit we call oranges today. Later, Portuguese colonists carried orange seeds to Brazil. From Brazil oranges were brought to California, the first place to grow oranges in the US. Peaches and melons also came from China. So did a new drink , tea.
In America the explorers found new foods, too. Here the Spanish explorers tasted hot chocolate for the first time. They had no name for this new drink, as they borrowed the Mexican word chocolate. They found both white and sweet potatoes. They also found corn, peanuts and tomatoes. Columbus himself found pineapple in the west indies and brought it back with him to Europe.
i. What kind of food did men eat before they had weapons?
ii. What difference did weapons make in the kinds of food men ate?
iii. At first, men wandered from place to place to find their food. Then some of them began to stay in one place. Why?
iv. Where did oranges come from? Where are oranges grown?
v. What new foods did the Spanish explorers find in America ?
Marco Polo was born in 1254 in the Venetian Republic. The city of Venice, Italy was at the centre of the venetian republic . When he was 17 years old, he went to china with his father, Niccolo and his uncle, Maffeo. Pope Gregory sent them to visit Kubla khan, the emperor of china. Kubla khan liked Marco Polo. He enjoyed Marco Polo’s stories about many lands. Kubla khan gave Marco polo a job. He sent polo on diplomatic missions. He also made him governer of Yangzhou , an important trading city.
When Marco polo went back to the venetian republic, he talked about his life in china. Few believed his stories. In 1298, he went to jail during a war between Venice and Genoa. While he was prisoner in jail. The man wrote down the stories. The stories became the book, “The Travels of Marco Polo”. Each chapter covers specific region of china. Each chapter is about military, farming, religion and culture of a certain area. The book was translated into many languages.
Marco Polo got out of jail in 1299. He went back to Venice to join his father and uncle. He became very rich. In 1300 he got married, and he and his wife had three children. Marco Polo died in 1324. He was almost 70 years old.
i. With whom did Marco Polo go to china ? why?
ii. Why did kubla khan like Marco Polo?
iii. Who wrote down his stories? Where did he write them?
iv. When did marco polo go to jail and when did he get out of it?
v. How can you say that kubla khan liked marco polo?
The inside of the earth is very very hot. It is so hot that the rock has melted. It has become liquid like water in a kettle. If you have seen kettle boiling, you know that the steam and boiling water try to get out. The very hot melted rock inside the earth also tries to get out. Usually it cannot because the outside of the earth is too thick and strong. But in some places , the outside of the earth is thin and weak. Sometimes, a crack ( a small opening) appears. The hot melted rock, which we call lava, pushes up through the crack and bursts through. Steam and gas shoot up in to the air and the hot melted pours out. Big pieces of rock may be thrown high in the air.
i. How is the inside of the earth?
ii. What is the condition of the rock inside?
iii. What does the hot melted rock try to do?
iv. Why can’t it get out?
v. How does it come out?
Water is the most important natural resources that Nepal possesses, although most of it is yet to be exploited. Nepal has more than 6000 rivers with a combined run off of about 200 billion cubic meters (BCM). If properly harnessed, this resource could make substantial contributions to the socio economic development not only of the people of Nepal but also of millions of people living in the countries of south Asia , especially Bangladesh and India. The Ganga is the natural drainage of the water flowing from Nepal. The overall contributions of the rivers flowing from Nepal to this mighty river is 46 percent of its flow. During the lean season it is as high as 71 percent. The relationship in water resources between the two countries, i.e Nepal and India, exists at both people – to – people and officials levels. The people to people relationship has existed since time immemorial, whereas the official level relationship based on available records, dates back by over 100 years.
Pashupatinath on the banks of the Bagmati river, Barahachhetra on the banks of the koshi river and Devighat on the banks of the Narayani river are some of the places of pilgrimage in Nepal for the people of India. Similarly , the Ganges at Rishikesh , Haridwar and Prayag ( Allahabad) and Gangotri and Yamunotri are some of the pilgrimage sites in India for the people of Nepal. The people of both countries reverse these rivers. They believe that they can meet their life time ambition once they take a dip in the water of these holy rivers, although at present one could question the quality of the water. Jagat Mehta, former foreign secretary of India, rightly say, “Nepalese even aspire to die on the banks of the Ganges”.
i. If properly harnessed, what could be the role of rivers of Nepal?
ii. What are the places of pilgrimage in Nepal for the people of India?
iii. The relationship in water resources between Nepal and India exists in two levels. What are they?
iv. Mention five pilgrimage sites on the bank of rivers in India for the people of Nepal.
v. Write the full form of BCM. | <urn:uuid:43f92846-8d4b-4f2c-ba24-ff5f8e39f846> | CC-MAIN-2020-05 | https://hamrolibrary.com/comprehensive-passages-hseb-neb-2068/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00005.warc.gz | en | 0.980209 | 1,623 | 3.453125 | 3 | [
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0.2646584510803... | 1 | Comprehensive Passages HSEB/ NEB 2068 and 2069 Old Questions | English Class 11
HSEB/ NEB 2069: Read the following passage and answer the questions given below. [5*2=10]
Long ago men spent most of their time looking for food. They ate anything they could find.
Some lived mostly on plants. They ate the fruits , stems and leaves of some plants and the roots of others. When food was scarce , they ate the bark of trees. If they were lucky, they would find the bird’s nest with eggs. People who lived near the water ate fish or anything that washed ashore, even rotten whales. Some people ate insects and small animals like lizards that were easy to kill.
Later, men learned to make weapons. With weapons , they could kill larger animals for meat. These early people had big appetites. If they killed an animal, they would drink the blood, eat the meat and chew the bones. When they finished the meat, there was nothing left.
At first men wandered from place to place to find their food. But when they began to grow plants, they stayed in one place and ate what they could grow. They tamed animals , trained them to work, and killed them for meat. Life was a little better than , but there was still not much variety in their meals. Day after day people ate the same food.
Gradually, man began to travel greater distances. The explorers who sailed unknown seas found new lands. And in these lands, they found new foods and spices and took them back home.
The Portugese, who sailed around the stormy Cape of Good hoped to reach China, took back “Chinese apples,” the fruit we call oranges today. Later, Portuguese colonists carried orange seeds to Brazil. From Brazil oranges were brought to California, the first place to grow oranges in the US. Peaches and melons also came from China. So did a new drink , tea.
In America the explorers found new foods, too. Here the Spanish explorers tasted hot chocolate for the first time. They had no name for this new drink, as they borrowed the Mexican word chocolate. They found both white and sweet potatoes. They also found corn, peanuts and tomatoes. Columbus himself found pineapple in the west indies and brought it back with him to Europe.
i. What kind of food did men eat before they had weapons?
ii. What difference did weapons make in the kinds of food men ate?
iii. At first, men wandered from place to place to find their food. Then some of them began to stay in one place. Why?
iv. Where did oranges come from? Where are oranges grown?
v. What new foods did the Spanish explorers find in America ?
Marco Polo was born in 1254 in the Venetian Republic. The city of Venice, Italy was at the centre of the venetian republic . When he was 17 years old, he went to china with his father, Niccolo and his uncle, Maffeo. Pope Gregory sent them to visit Kubla khan, the emperor of china. Kubla khan liked Marco Polo. He enjoyed Marco Polo’s stories about many lands. Kubla khan gave Marco polo a job. He sent polo on diplomatic missions. He also made him governer of Yangzhou , an important trading city.
When Marco polo went back to the venetian republic, he talked about his life in china. Few believed his stories. In 1298, he went to jail during a war between Venice and Genoa. While he was prisoner in jail. The man wrote down the stories. The stories became the book, “The Travels of Marco Polo”. Each chapter covers specific region of china. Each chapter is about military, farming, religion and culture of a certain area. The book was translated into many languages.
Marco Polo got out of jail in 1299. He went back to Venice to join his father and uncle. He became very rich. In 1300 he got married, and he and his wife had three children. Marco Polo died in 1324. He was almost 70 years old.
i. With whom did Marco Polo go to china ? why?
ii. Why did kubla khan like Marco Polo?
iii. Who wrote down his stories? Where did he write them?
iv. When did marco polo go to jail and when did he get out of it?
v. How can you say that kubla khan liked marco polo?
The inside of the earth is very very hot. It is so hot that the rock has melted. It has become liquid like water in a kettle. If you have seen kettle boiling, you know that the steam and boiling water try to get out. The very hot melted rock inside the earth also tries to get out. Usually it cannot because the outside of the earth is too thick and strong. But in some places , the outside of the earth is thin and weak. Sometimes, a crack ( a small opening) appears. The hot melted rock, which we call lava, pushes up through the crack and bursts through. Steam and gas shoot up in to the air and the hot melted pours out. Big pieces of rock may be thrown high in the air.
i. How is the inside of the earth?
ii. What is the condition of the rock inside?
iii. What does the hot melted rock try to do?
iv. Why can’t it get out?
v. How does it come out?
Water is the most important natural resources that Nepal possesses, although most of it is yet to be exploited. Nepal has more than 6000 rivers with a combined run off of about 200 billion cubic meters (BCM). If properly harnessed, this resource could make substantial contributions to the socio economic development not only of the people of Nepal but also of millions of people living in the countries of south Asia , especially Bangladesh and India. The Ganga is the natural drainage of the water flowing from Nepal. The overall contributions of the rivers flowing from Nepal to this mighty river is 46 percent of its flow. During the lean season it is as high as 71 percent. The relationship in water resources between the two countries, i.e Nepal and India, exists at both people – to – people and officials levels. The people to people relationship has existed since time immemorial, whereas the official level relationship based on available records, dates back by over 100 years.
Pashupatinath on the banks of the Bagmati river, Barahachhetra on the banks of the koshi river and Devighat on the banks of the Narayani river are some of the places of pilgrimage in Nepal for the people of India. Similarly , the Ganges at Rishikesh , Haridwar and Prayag ( Allahabad) and Gangotri and Yamunotri are some of the pilgrimage sites in India for the people of Nepal. The people of both countries reverse these rivers. They believe that they can meet their life time ambition once they take a dip in the water of these holy rivers, although at present one could question the quality of the water. Jagat Mehta, former foreign secretary of India, rightly say, “Nepalese even aspire to die on the banks of the Ganges”.
i. If properly harnessed, what could be the role of rivers of Nepal?
ii. What are the places of pilgrimage in Nepal for the people of India?
iii. The relationship in water resources between Nepal and India exists in two levels. What are they?
iv. Mention five pilgrimage sites on the bank of rivers in India for the people of Nepal.
v. Write the full form of BCM. | 1,615 | ENGLISH | 1 |
Mohammad Ali, also known as Cassius Marcellus Clay, was born in 1942 in Louisville Kentucky. Around that time, blacks in Kentucky were servants who held casual jobs such as cleaning people’s homes as well as tending backstretch. Some of blacks were lucky to join the clergy or teach in public schools where fellow blacks attended. When Ali was twelve years old, his bike was unfortunately stolen and that led him to take up boxing under the tutelage of Joe Martin, a police officer. Mohammad advanced in his boxing and at the age of eighteen he won his first gold medal. This paper focuses on the Mohammad Ali Clay influence on all people, his beliefs as well as a role model for adults and kids.
Mohammad Ali Influence
Mohammad Ali was an outstanding athlete as well as a catalyst for change socially. Moreover, he was a positive imitation model worldwide (Mohammed Ali: Through the Eyes of the World). He inspired people of all races; he did not discriminate whites or blacks. In 1980, Mohammad retired from boxing, but he became busier than when he was fighting (Hauser 148). Despite his disability, he travels to diverse places like New York, Los Angeles, Australia, Morocco, Cuba, and Washington under the protection and guidance of his wife. There he inspired many people. A huge number of celebrities participated in his cultural program the Ali Rap. The program involved Mohammed Ali saying accompanied by music. His second program, also known as Ali’s Dozen, was a highlight of his twelve fights he had won except one. The lost fight against Joe Frazier was celebrated as a moral victory because the fight was around the time of the Vietnam War. Therefore, he seemed to be fighting for the progressions and critics of all Americans. Long after he stopped fighting, Mohammad Ali still commands respect from people worldwide. His earlier flaws and dark moment seem forgotten since he was courageous, and his goodness set an example for generations to come.
was when Mohammad was banned from boxing that he transformed from athletic idol into a struggle for independence representative as well as an integrity messenger (Mohammed Ali: Through the Eyes of the World). To many people, he became an icon of joy and the liberty fight. For instance, an opinion poll held in 1970 of American GIS fighting showed that Malcolm x and Mohammad Ali were viewed as American heroes. The International Olympic Committee also conducted an opinion poll that showed that Clay was among the top five athletic century leaders.
Though Mohammad struggle for his crown recovery, he endured all the tribulations, thus setting an example to those in the moral and physical struggle for better times ahead (Zang 116). Nowadays, Clay is still an example for all who seek a better world because he is an icon of the struggle for freedom.
Mohammad Ali Beliefs
Mohammad admitted that he first heard about the Nation of Islam in the Chicago Golden Gloves competition where he attended the conference in 1961. He started attending the conferences of the Nation of Islam privately. Apparently, he met Malcolm x, who became his mentor religiously and mentally. Unluckily, when he was about to attend his Liston fight, all the Nation of Islam members were present; therefore, it was nearly canceled. Later, Malcolm and Mohammad’s friendship ended when the Malcolm left the Nation of Islam shortly after Mohammed joined. Ali remained with the nations, but he regretted ever leaving Malcolm x. The Nation of Islam labeled the whites as the genocide perpetrators against African Americans. As a result, Clay condemned publicly (Mohammed Ali: Through the Eyes of the World). Ali had a notion that the white people are all unrighteous, and the white man is the devil. It was ironic to him since he had a white wife and most of his colleagues were white. In 1975, Ali converted from the Nation of Islam to Sunni Islam. He later embraced Sufism religious practices.
Mohammad as a Role Model for Adults and Kids
Mohammad is a role model to many children in many ways. According to Hauser, Muhammad had the sheer joy when entertaining kids. Children remarkably displayed happiness in Mohammad presence. Once he had an encounter with a boy suffering from leukemia who wanted to meet him before his fight. He took a photograph of the boy, and later he sent it to the ailing kid with ‘you are going to fight cancer’ inscription. Although the child later died, Mohammad was supportive during the short time that he lived.
Clay had the natural affinity for engaging children. Most of the time, he fought for peace and children’s rights. He also engaged in supplying food and medics to children worldwide who were in need. Mohammad was and still is a role model for many kids; he set up a center to support the children in becoming who they wanted to be.
There were many instances where Muhammad was a role model for the adults. For example, in America, a man threw his watch and beeper in the river in order to relieve physical tension. He did this to emulate Ali who had done that with his Gold Medal (Zang 117). The deed symbolically followed Ali’s remarks on ‘I want to be what I want to be’. In other parts of the world, people saw Ali as a great champion. Most striving people admired Clay as a role model. They watched his televised fights that inspired some to join boxing. Muhammad stood up for the rights of the people, especially the blacks in America. It led to celebrities emulating him by using their celebrity status to promote health in various parts of the world (Mohammed Ali: Through the Eyes of the World).
Ali believed in changing other peoples’ lives through his life. Moreover, he also thought that fate linked his fate with that of the masses. In other words, if he won a fight he could motivate neglected people to rise out of the drain. For instance, Ali believed that if he fought Frazier, he would inspire drunkards to go for rehabilitation, the jobless to look for jobs as well as many to stop abusing drugs.
Although Mohammad was a Muslim, he participated in the humanitarian aid without excluding any group. It is well documented that Muslims and Jews have a long standing conflict, but Ali closed beyond borders by contributing a self-help group Jewish nursing home.
How Mohammad Ali Clay Is an Artifact of Popular Culture
Mohammad Ali is an icon of culture loved worldwide. There are collections of his fight worn gloves that represent the most legendary battles that Ali fought (Hauser 148). The gloves serve as the crown jewels in boxing. They also rank among the most important art crafts ever offered publicly. Ali’s bouts are the most watched, anticipated as well as controversial in the history of sports. Clay entered the fight against Liston as a seven to one underdog that brought him his first heavyweight champion (Mohammed Ali: Through the Eyes of the World). There have been continuous rebroadcasting of his famous proclamations ‘I am the greatest’ as well as ‘I shook up the world’ for decades. It was due to Clay’s jubilant and defiant celebrations with taunts repeatedly. The fight when Ali met Frazier has been among the best contest ever in history of boxing. Although Ali never won the match due to his refusal to be inducted into the Vietnam War, the fight was billed as the struggle of the history.
Ali gloves were also distinct with identifying notations. There are significant artifacts brought together such as the Ali boxing license in 1963, his robe that was ever last white, his working-out dress, as well as the gloves worn when fighting (Hauser 149). Other artifacts include the mouthpiece wore and molds. All these artifacts made him forget his status undisputedly as the greatest all the time.
In conclusion, Muhammad Ali was and is very influential worldwide. He did not conquer through fighting countries or the physical world discovery. It was through leading by example. He set an example to be emulated by many and he influenced many persons positively. He lived an exemplary life if when followed, peace and better human relation will reign over the world. Muhammad is an icon to be celebrated for generations. | <urn:uuid:e9b677a9-cf1c-483a-a7ee-75a0c071ffef> | CC-MAIN-2020-05 | https://topdissertations.com/essays/mohammad-ali/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598217.23/warc/CC-MAIN-20200120081337-20200120105337-00376.warc.gz | en | 0.986427 | 1,668 | 3.53125 | 4 | [
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0.13073472678661346... | 1 | Mohammad Ali, also known as Cassius Marcellus Clay, was born in 1942 in Louisville Kentucky. Around that time, blacks in Kentucky were servants who held casual jobs such as cleaning people’s homes as well as tending backstretch. Some of blacks were lucky to join the clergy or teach in public schools where fellow blacks attended. When Ali was twelve years old, his bike was unfortunately stolen and that led him to take up boxing under the tutelage of Joe Martin, a police officer. Mohammad advanced in his boxing and at the age of eighteen he won his first gold medal. This paper focuses on the Mohammad Ali Clay influence on all people, his beliefs as well as a role model for adults and kids.
Mohammad Ali Influence
Mohammad Ali was an outstanding athlete as well as a catalyst for change socially. Moreover, he was a positive imitation model worldwide (Mohammed Ali: Through the Eyes of the World). He inspired people of all races; he did not discriminate whites or blacks. In 1980, Mohammad retired from boxing, but he became busier than when he was fighting (Hauser 148). Despite his disability, he travels to diverse places like New York, Los Angeles, Australia, Morocco, Cuba, and Washington under the protection and guidance of his wife. There he inspired many people. A huge number of celebrities participated in his cultural program the Ali Rap. The program involved Mohammed Ali saying accompanied by music. His second program, also known as Ali’s Dozen, was a highlight of his twelve fights he had won except one. The lost fight against Joe Frazier was celebrated as a moral victory because the fight was around the time of the Vietnam War. Therefore, he seemed to be fighting for the progressions and critics of all Americans. Long after he stopped fighting, Mohammad Ali still commands respect from people worldwide. His earlier flaws and dark moment seem forgotten since he was courageous, and his goodness set an example for generations to come.
was when Mohammad was banned from boxing that he transformed from athletic idol into a struggle for independence representative as well as an integrity messenger (Mohammed Ali: Through the Eyes of the World). To many people, he became an icon of joy and the liberty fight. For instance, an opinion poll held in 1970 of American GIS fighting showed that Malcolm x and Mohammad Ali were viewed as American heroes. The International Olympic Committee also conducted an opinion poll that showed that Clay was among the top five athletic century leaders.
Though Mohammad struggle for his crown recovery, he endured all the tribulations, thus setting an example to those in the moral and physical struggle for better times ahead (Zang 116). Nowadays, Clay is still an example for all who seek a better world because he is an icon of the struggle for freedom.
Mohammad Ali Beliefs
Mohammad admitted that he first heard about the Nation of Islam in the Chicago Golden Gloves competition where he attended the conference in 1961. He started attending the conferences of the Nation of Islam privately. Apparently, he met Malcolm x, who became his mentor religiously and mentally. Unluckily, when he was about to attend his Liston fight, all the Nation of Islam members were present; therefore, it was nearly canceled. Later, Malcolm and Mohammad’s friendship ended when the Malcolm left the Nation of Islam shortly after Mohammed joined. Ali remained with the nations, but he regretted ever leaving Malcolm x. The Nation of Islam labeled the whites as the genocide perpetrators against African Americans. As a result, Clay condemned publicly (Mohammed Ali: Through the Eyes of the World). Ali had a notion that the white people are all unrighteous, and the white man is the devil. It was ironic to him since he had a white wife and most of his colleagues were white. In 1975, Ali converted from the Nation of Islam to Sunni Islam. He later embraced Sufism religious practices.
Mohammad as a Role Model for Adults and Kids
Mohammad is a role model to many children in many ways. According to Hauser, Muhammad had the sheer joy when entertaining kids. Children remarkably displayed happiness in Mohammad presence. Once he had an encounter with a boy suffering from leukemia who wanted to meet him before his fight. He took a photograph of the boy, and later he sent it to the ailing kid with ‘you are going to fight cancer’ inscription. Although the child later died, Mohammad was supportive during the short time that he lived.
Clay had the natural affinity for engaging children. Most of the time, he fought for peace and children’s rights. He also engaged in supplying food and medics to children worldwide who were in need. Mohammad was and still is a role model for many kids; he set up a center to support the children in becoming who they wanted to be.
There were many instances where Muhammad was a role model for the adults. For example, in America, a man threw his watch and beeper in the river in order to relieve physical tension. He did this to emulate Ali who had done that with his Gold Medal (Zang 117). The deed symbolically followed Ali’s remarks on ‘I want to be what I want to be’. In other parts of the world, people saw Ali as a great champion. Most striving people admired Clay as a role model. They watched his televised fights that inspired some to join boxing. Muhammad stood up for the rights of the people, especially the blacks in America. It led to celebrities emulating him by using their celebrity status to promote health in various parts of the world (Mohammed Ali: Through the Eyes of the World).
Ali believed in changing other peoples’ lives through his life. Moreover, he also thought that fate linked his fate with that of the masses. In other words, if he won a fight he could motivate neglected people to rise out of the drain. For instance, Ali believed that if he fought Frazier, he would inspire drunkards to go for rehabilitation, the jobless to look for jobs as well as many to stop abusing drugs.
Although Mohammad was a Muslim, he participated in the humanitarian aid without excluding any group. It is well documented that Muslims and Jews have a long standing conflict, but Ali closed beyond borders by contributing a self-help group Jewish nursing home.
How Mohammad Ali Clay Is an Artifact of Popular Culture
Mohammad Ali is an icon of culture loved worldwide. There are collections of his fight worn gloves that represent the most legendary battles that Ali fought (Hauser 148). The gloves serve as the crown jewels in boxing. They also rank among the most important art crafts ever offered publicly. Ali’s bouts are the most watched, anticipated as well as controversial in the history of sports. Clay entered the fight against Liston as a seven to one underdog that brought him his first heavyweight champion (Mohammed Ali: Through the Eyes of the World). There have been continuous rebroadcasting of his famous proclamations ‘I am the greatest’ as well as ‘I shook up the world’ for decades. It was due to Clay’s jubilant and defiant celebrations with taunts repeatedly. The fight when Ali met Frazier has been among the best contest ever in history of boxing. Although Ali never won the match due to his refusal to be inducted into the Vietnam War, the fight was billed as the struggle of the history.
Ali gloves were also distinct with identifying notations. There are significant artifacts brought together such as the Ali boxing license in 1963, his robe that was ever last white, his working-out dress, as well as the gloves worn when fighting (Hauser 149). Other artifacts include the mouthpiece wore and molds. All these artifacts made him forget his status undisputedly as the greatest all the time.
In conclusion, Muhammad Ali was and is very influential worldwide. He did not conquer through fighting countries or the physical world discovery. It was through leading by example. He set an example to be emulated by many and he influenced many persons positively. He lived an exemplary life if when followed, peace and better human relation will reign over the world. Muhammad is an icon to be celebrated for generations. | 1,672 | ENGLISH | 1 |
The Damascus Oracle
Amos 1:2 introduces his message to Israel, saying,
2 And he said, “The Lord [Yahweh] roars from Zion, and from Jerusalem He utters His voice; and the shepherds’ pasture grounds mourn, and the summit of Carmel dries up.”
This establishes that Yahweh is the source of his revelation. In this case it is the voice of divine judgment coming “from Zion and from Jerusalem,” the place where He had placed His name at that time. The roaring depicts Yahweh as a lion.
It is known that when lions roar, it is too late to get out of their way. Lions roar as they leap upon their prey. As a shepherd, Amos well understood the roar of a lion.
The Hebrew verb sha’ag describes the roar of a lion as he leaps upon his prey. It expresses the immediacy of the judgment; for when the shepherd hears the roar, he knows that the attack is already taking place, and it is too late to save the sheep. (The Wycliffe Bible Commentary, p. 830).
It appears that Amos was writing his book after he had been forced to leave Israel—after Israel had rejected his message. The judgment, therefore, had been set in the divine court, because the people and priests had refused to repent. Judgment would soon begin with the great earthquake and soon continue with the Assyrian invasion.
Amos knew how pastures would “mourn” in times of drought. Droughts often brought famine. There are thirteen famines mentioned in Scripture. Most, if not all, are prophetic in some way, the most notable, perhaps, being the famine that occurred in the days of Elijah.
The prophet also says that “the summit of Carmel dries up.” Carmel means “garden land.” The gardens were to dry up, as it were. Mount Carmel is best known as the location of Elijah’s showdown with the prophets of Baal (1 Kings 18:19) after the 3½ year drought. That showdown took place about a century before Amos prophesied.
There is little doubt that Amos was familiar with Elijah’s ministry. In writing about drought in his introduction, he suggests that divine judgment upon Israel, which had been avoided earlier (through repentance), was now about to devastate the unrepentant nation of Israel—and affect Judah as well.
This prophecy was certainly fulfilled a short time later, when “the king of Assyria carried Israel away into exile to Assyria” (2 Kings 18:11). Yet there is a timeless aspect to this prophecy as well, for toward the end of his book, Amos speaks of a spiritual drought that was to cause a famine of hearing the word of God (Amos 8:11, 12). This famine has persisted to the present day.
The famine in the days of Elijah essentially prophesied of this famine of hearing the word. This suggests that another Mount Carmel showdown was to occur in the future, ending the long-term spiritual drought. The final words of Amos set forth this great hope of restoration in the end.
However, in Amos’ own time, such restoration was for a future generation. The immediate danger was the pouncing lion, the mourning pastures, and the dried-up garden land of Mount Carmel.
Amos then began to prophesy about the nations in that part of the world.
Legal Cause for Judgment
Amos 1:3 begins with a prophecy about Damascus.
3 Thus says the Lord [Yahweh], “For three transgressions [pehsha, “rebellions, revolts”] and for four I will not revoke its punishment, because they threshed Gilead with implements of sharp iron.
The expression “for three transgressions and for four” is a Hebrew idiom that refers to numerous times Damascus had revolted against God’s rule and violated His laws. But since Damascus (or Syria in general) had not been with Israel when the laws were given through Moses, one may wonder why and how God could judge them for violating the law. What would make them accountable to the law?
The answer is that since the time of Adam all the nations originally possessed a general knowledge of the laws of God, if you trace their history back far enough. Paul says in Rom. 1:19, “that which is known about God is evident within them.” He goes on to explain that “they are without excuse” (Rom. 1:20).
They may not have had a complete revelation of the law, but they were accountable for that which they ought to have known and remembered. Their problem was not that they were without the law, but that they forgot it. In other words, their problem was the same as with Israel, who received the law, but soon forgot it.
Syria was founded by Terah, Abraham’s father, and settled by Haran, Abraham’s half-brother. It was from the land of Haran that Abraham himself was called to immigrate to the land of Canaan. Isaac and Jacob both got their wives from the land of Haran, later called Aram, or Syria. So there was always a close family connection between Syria and Israel.
From a spiritual perspective, Terah and Haran were willing to leave Ur of the Chaldees, but they were not willing to go all the way to the Promised Land with Abraham. One might say they were partial or lukewarm believers, and for this reason, they strayed from the truth of the word as time passed.
God also told Elijah to anoint Hazael king over Aram (1 Kings 19:15) shortly toward the end of the prophet’s ministry. To receive such an anointing did not endorse Hazael’s subsequent actions; rather, it showed that Hazael was under God’s authority. He was supposed to be obedient to God’s laws and instructions.
But when Elisha told Hazael in 2 Kings 8:13, “God has shown me that you will be king over Aram,” the prophet wept, knowing that Hazael would misuse that God-given authority to make war on Israel (2 Kings 8:12). Their repeated wars against Gilead became the stated reason for divine judgment in Amos’ prophecy against Damascus.
Hazael means “one who sees God.” With a name like that, he made the claim of seeing God and thereby claimed to know His will. If he had seen God in some manner, he was disobedient to his revelation; however, we should probably view this as a false claim of revelation.
Hazael’s dynasty continued into the next century when Amos gave the word of God to Damascus, the capital of Aram/Syria. So it is clear that God was holding Damascus accountable for its rebellion against God and for not implementing the laws of God which they should have known or at least remembered.
In the next generation after Amos, the prophet Isaiah also prophesied about Damascus. Isaiah 17:1 says,
1 The oracle concerning Damascus. “Behold, Damascus is about to be removed from being a city, and it will become a fallen ruin.”
The reason given is found in Isaiah 17:10, “For you have forgotten the God of your salvation and have not remembered the rock of your refuge.”
Again, this prophecy implies that Syria originally knew the revelation of God but that the nation had “not remembered the rock of your refuge.” There is no hint that the Syrians were exempt from judgment on the grounds that the law of God had not been given to them. They did have some revelation, and God held them accountable.
These prophecies of destruction were fulfilled only partially over the years. Even today, Damascus is one of the oldest cities in the world. In the first century, shortly after the ministry of Christ, King Abgar V of Edessa (in Syria) became the first of a long line of Christian believers. He had written a letter to Jesus, inviting him to Edessa, where He could be protected from His enemies in Jerusalem.
Jesus declined, but told him that when His work was finished, He would send a disciple in His place. Hence, Thaddeus was sent to Edessa, first to heal Abgar’s disease and then to preach the gospel to the king and the entire city. The city was converted, and Edessa later became known as the place where the “Shroud of Turin” was stored. This was reputed to be Jesus’ burial cloth, having the image of a man burned into it.
The exchange of letters between Abgar and Jesus was mentioned by Eusebius, the bishop of Caesarea in the early fourth century (Eccl. Hist., I, xiii). Apparently, the original letters that Eusebius quoted were available to him in his day but are now lost. I reproduced them in Appendix 3 of my book, Lessons from Church History, Vol. 1.
The Syrian church is one of the oldest in the world, predating the Roman church and perhaps even the British church.
Centuries later, Damascus was overrun by the Muslims, who made it their cultural capital for many years. Today, it has come to near ruin with the recent war. Whether or not there is more “ruin” to occur in Damascus remains to be seen. What is apparent is that Amos’ prophecy, as well as Isaiah’s oracle, applies to present-day Damascus.
Hazael and Ben-hadad
Amos 1:4 says,
4 So I will send fire upon the house of Hazael, and it will consume the citadels of Ben-hadad.
In the days of Elijah, Hazael responded to the word of the Lord by killing Ben-hadad, the king of Syria, and taking his place as king (2 Kings 8:15). Hazael’s son was named Ben-hadad, probably in honor of the king that he had been serving. It is likely that young Ben-hadad had been born and named while his father was still the king’s steward.
So there is more than one Ben-hadad, but in Amos 1:4, “the citadels of Ben-hadad” were the castles or palaces built by Ben-hadad, son of Hazael.
Amos 1:4 tells us that the house of Hazael (that is, his family line or dynasty) was to be judged. God was to “send fire upon the house of Hazael.” Perhaps the prophetic metaphor could be viewed in terms of God sending a fire upon the house of one who sees God. God Himself is said to be a consuming fire (Deut. 4:24), so it is as if Hazael was consumed by the God he claimed to see and serve.
It is also important to note that since the dynasty of Hazael had begun with a prophetic anointing from Elisha, it is clear that this dynasty had failed to serve the God who had called them to rule. Anyone claiming to have an anointing from God is equally responsible to be God’s servant or steward. No such king owns his throne.
Amos continues his prophecy, saying in Amos 1:5,
5 “I will also break the gate bar of Damascus, and cut off the inhabitant from the valley [bika] of Aven, and him who holds the scepter, from Beth-eden; so the people of Aram [Syria] will go exiled to Kir,” says the Lord.
The gates of walled cities in ancient times were closed and barred at night and during times of siege. So “the gate bar of Damascus” is a metaphor for the city’s defenses. A broken bar was of little use in keeping enemies from storming the gate.
The valley (or plain) of Aven was a four-hour journey west from Damascus, but north of Israel. Today it is known as the Beka’a valley in Lebanon. Amos calls it the Bika Aven. Bika means “a split, divide, tear, or cleave.” This valley is part of the fault line (rift) extending from Turkey south through the Jordan Valley, and the arabah to the Gulf of Aqaba. It is the same fault line where the great earthquake occurred.
Aven itself means “vanity, empty (words), lies.” So Amos uses this term to add to the meaning of the prophecy. Those who inhabit the Valley of Aven will be cut off from “him who holds the scepter” (i.e., the king in Damascus), but also they will be cut off from truth. In other words, they will be left in their vanity to believe the lies of false gods.
The king holding the scepter had a summer residence not far from Damascus in a place known as Eden. This is the “Beth-eden” in Amos 1:5. This is not the Eden of Gen. 2:8 yet no doubt it was named for the original paradise. Eden means “pleasure, delight, luxury.” Beth-eden was the Syrian’ king’s luxurious summer residence.
The Syrian king pretended to be in Eden, as if he could get past the cherubim guarding the way to the Tree of Life (Gen. 3:24).
This irony was not lost on Amos. Just as Adam and Eve were exiled from Eden and were prevented from returning to the Garden by the flaming sword of the cherubim, so also will the people of Vanity Valley be cut off and be sent into exile to Kir.
The precise location of Kir is unknown at the present time, but we know that eventually, the Assyrians took Damascus and exiled the people to Kir. 2 Kings 16:9 tells us,
9 … and the king of Assyria went up against Damascus and captured it, and carried the people of it away into exile to Kir, and put Rezin [the king] to death.
In fact, Amos 9:7 seems to say that the Syrians (or Arameans) had come originally from Kir.
7 … Have I not brought up Israel from the land of Egypt, and the Philistines from Caphtor, and the Arameans from Kir?
If we may identify the original Arameans with Terah and Haran, then perhaps Kir is really Ur in the land of the Chaldees south of Babylon. Ur is called Urumma, Urima, or Uru in the inscriptions. It is far to the south of Babylon along the lower Euphrates River.
The Syrian city of Edessa, which I mentioned earlier, was the Greek name for Urfa, or Oorfa, before the Greeks renamed it. It seems feasible that when Terah and Haran moved from Ur in Chaldea, they eventually founded a city named Urfa (New Ur?), as men have often done in history.
Knowing this history, the Assyrians repatriated the people of Damascus to Kir, the southern city of Ur, from whence Terah, Haran, and Abram had immigrated many centuries earlier.
If so, we might derive from this the lesson that those who had followed the command of God in a partial manner (Terah and Haran) ended up returning to their place of origin. The same lesson can be seen in the story of the exodus, for many Israelites complained and wanted to return to Egypt. Only those who truly had a heart for God and who endured to the end would enjoy the blessing of God. | <urn:uuid:46daeaac-1c71-4f82-960c-fa658d1b6054> | CC-MAIN-2020-05 | https://www.gods-kingdom-ministries.net/teachings/books/amos-missionary-to-israel/chapter-3-the-damascus-oracle/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606269.37/warc/CC-MAIN-20200122012204-20200122041204-00490.warc.gz | en | 0.982762 | 3,323 | 3.265625 | 3 | [
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-0.1879777759... | 5 | The Damascus Oracle
Amos 1:2 introduces his message to Israel, saying,
2 And he said, “The Lord [Yahweh] roars from Zion, and from Jerusalem He utters His voice; and the shepherds’ pasture grounds mourn, and the summit of Carmel dries up.”
This establishes that Yahweh is the source of his revelation. In this case it is the voice of divine judgment coming “from Zion and from Jerusalem,” the place where He had placed His name at that time. The roaring depicts Yahweh as a lion.
It is known that when lions roar, it is too late to get out of their way. Lions roar as they leap upon their prey. As a shepherd, Amos well understood the roar of a lion.
The Hebrew verb sha’ag describes the roar of a lion as he leaps upon his prey. It expresses the immediacy of the judgment; for when the shepherd hears the roar, he knows that the attack is already taking place, and it is too late to save the sheep. (The Wycliffe Bible Commentary, p. 830).
It appears that Amos was writing his book after he had been forced to leave Israel—after Israel had rejected his message. The judgment, therefore, had been set in the divine court, because the people and priests had refused to repent. Judgment would soon begin with the great earthquake and soon continue with the Assyrian invasion.
Amos knew how pastures would “mourn” in times of drought. Droughts often brought famine. There are thirteen famines mentioned in Scripture. Most, if not all, are prophetic in some way, the most notable, perhaps, being the famine that occurred in the days of Elijah.
The prophet also says that “the summit of Carmel dries up.” Carmel means “garden land.” The gardens were to dry up, as it were. Mount Carmel is best known as the location of Elijah’s showdown with the prophets of Baal (1 Kings 18:19) after the 3½ year drought. That showdown took place about a century before Amos prophesied.
There is little doubt that Amos was familiar with Elijah’s ministry. In writing about drought in his introduction, he suggests that divine judgment upon Israel, which had been avoided earlier (through repentance), was now about to devastate the unrepentant nation of Israel—and affect Judah as well.
This prophecy was certainly fulfilled a short time later, when “the king of Assyria carried Israel away into exile to Assyria” (2 Kings 18:11). Yet there is a timeless aspect to this prophecy as well, for toward the end of his book, Amos speaks of a spiritual drought that was to cause a famine of hearing the word of God (Amos 8:11, 12). This famine has persisted to the present day.
The famine in the days of Elijah essentially prophesied of this famine of hearing the word. This suggests that another Mount Carmel showdown was to occur in the future, ending the long-term spiritual drought. The final words of Amos set forth this great hope of restoration in the end.
However, in Amos’ own time, such restoration was for a future generation. The immediate danger was the pouncing lion, the mourning pastures, and the dried-up garden land of Mount Carmel.
Amos then began to prophesy about the nations in that part of the world.
Legal Cause for Judgment
Amos 1:3 begins with a prophecy about Damascus.
3 Thus says the Lord [Yahweh], “For three transgressions [pehsha, “rebellions, revolts”] and for four I will not revoke its punishment, because they threshed Gilead with implements of sharp iron.
The expression “for three transgressions and for four” is a Hebrew idiom that refers to numerous times Damascus had revolted against God’s rule and violated His laws. But since Damascus (or Syria in general) had not been with Israel when the laws were given through Moses, one may wonder why and how God could judge them for violating the law. What would make them accountable to the law?
The answer is that since the time of Adam all the nations originally possessed a general knowledge of the laws of God, if you trace their history back far enough. Paul says in Rom. 1:19, “that which is known about God is evident within them.” He goes on to explain that “they are without excuse” (Rom. 1:20).
They may not have had a complete revelation of the law, but they were accountable for that which they ought to have known and remembered. Their problem was not that they were without the law, but that they forgot it. In other words, their problem was the same as with Israel, who received the law, but soon forgot it.
Syria was founded by Terah, Abraham’s father, and settled by Haran, Abraham’s half-brother. It was from the land of Haran that Abraham himself was called to immigrate to the land of Canaan. Isaac and Jacob both got their wives from the land of Haran, later called Aram, or Syria. So there was always a close family connection between Syria and Israel.
From a spiritual perspective, Terah and Haran were willing to leave Ur of the Chaldees, but they were not willing to go all the way to the Promised Land with Abraham. One might say they were partial or lukewarm believers, and for this reason, they strayed from the truth of the word as time passed.
God also told Elijah to anoint Hazael king over Aram (1 Kings 19:15) shortly toward the end of the prophet’s ministry. To receive such an anointing did not endorse Hazael’s subsequent actions; rather, it showed that Hazael was under God’s authority. He was supposed to be obedient to God’s laws and instructions.
But when Elisha told Hazael in 2 Kings 8:13, “God has shown me that you will be king over Aram,” the prophet wept, knowing that Hazael would misuse that God-given authority to make war on Israel (2 Kings 8:12). Their repeated wars against Gilead became the stated reason for divine judgment in Amos’ prophecy against Damascus.
Hazael means “one who sees God.” With a name like that, he made the claim of seeing God and thereby claimed to know His will. If he had seen God in some manner, he was disobedient to his revelation; however, we should probably view this as a false claim of revelation.
Hazael’s dynasty continued into the next century when Amos gave the word of God to Damascus, the capital of Aram/Syria. So it is clear that God was holding Damascus accountable for its rebellion against God and for not implementing the laws of God which they should have known or at least remembered.
In the next generation after Amos, the prophet Isaiah also prophesied about Damascus. Isaiah 17:1 says,
1 The oracle concerning Damascus. “Behold, Damascus is about to be removed from being a city, and it will become a fallen ruin.”
The reason given is found in Isaiah 17:10, “For you have forgotten the God of your salvation and have not remembered the rock of your refuge.”
Again, this prophecy implies that Syria originally knew the revelation of God but that the nation had “not remembered the rock of your refuge.” There is no hint that the Syrians were exempt from judgment on the grounds that the law of God had not been given to them. They did have some revelation, and God held them accountable.
These prophecies of destruction were fulfilled only partially over the years. Even today, Damascus is one of the oldest cities in the world. In the first century, shortly after the ministry of Christ, King Abgar V of Edessa (in Syria) became the first of a long line of Christian believers. He had written a letter to Jesus, inviting him to Edessa, where He could be protected from His enemies in Jerusalem.
Jesus declined, but told him that when His work was finished, He would send a disciple in His place. Hence, Thaddeus was sent to Edessa, first to heal Abgar’s disease and then to preach the gospel to the king and the entire city. The city was converted, and Edessa later became known as the place where the “Shroud of Turin” was stored. This was reputed to be Jesus’ burial cloth, having the image of a man burned into it.
The exchange of letters between Abgar and Jesus was mentioned by Eusebius, the bishop of Caesarea in the early fourth century (Eccl. Hist., I, xiii). Apparently, the original letters that Eusebius quoted were available to him in his day but are now lost. I reproduced them in Appendix 3 of my book, Lessons from Church History, Vol. 1.
The Syrian church is one of the oldest in the world, predating the Roman church and perhaps even the British church.
Centuries later, Damascus was overrun by the Muslims, who made it their cultural capital for many years. Today, it has come to near ruin with the recent war. Whether or not there is more “ruin” to occur in Damascus remains to be seen. What is apparent is that Amos’ prophecy, as well as Isaiah’s oracle, applies to present-day Damascus.
Hazael and Ben-hadad
Amos 1:4 says,
4 So I will send fire upon the house of Hazael, and it will consume the citadels of Ben-hadad.
In the days of Elijah, Hazael responded to the word of the Lord by killing Ben-hadad, the king of Syria, and taking his place as king (2 Kings 8:15). Hazael’s son was named Ben-hadad, probably in honor of the king that he had been serving. It is likely that young Ben-hadad had been born and named while his father was still the king’s steward.
So there is more than one Ben-hadad, but in Amos 1:4, “the citadels of Ben-hadad” were the castles or palaces built by Ben-hadad, son of Hazael.
Amos 1:4 tells us that the house of Hazael (that is, his family line or dynasty) was to be judged. God was to “send fire upon the house of Hazael.” Perhaps the prophetic metaphor could be viewed in terms of God sending a fire upon the house of one who sees God. God Himself is said to be a consuming fire (Deut. 4:24), so it is as if Hazael was consumed by the God he claimed to see and serve.
It is also important to note that since the dynasty of Hazael had begun with a prophetic anointing from Elisha, it is clear that this dynasty had failed to serve the God who had called them to rule. Anyone claiming to have an anointing from God is equally responsible to be God’s servant or steward. No such king owns his throne.
Amos continues his prophecy, saying in Amos 1:5,
5 “I will also break the gate bar of Damascus, and cut off the inhabitant from the valley [bika] of Aven, and him who holds the scepter, from Beth-eden; so the people of Aram [Syria] will go exiled to Kir,” says the Lord.
The gates of walled cities in ancient times were closed and barred at night and during times of siege. So “the gate bar of Damascus” is a metaphor for the city’s defenses. A broken bar was of little use in keeping enemies from storming the gate.
The valley (or plain) of Aven was a four-hour journey west from Damascus, but north of Israel. Today it is known as the Beka’a valley in Lebanon. Amos calls it the Bika Aven. Bika means “a split, divide, tear, or cleave.” This valley is part of the fault line (rift) extending from Turkey south through the Jordan Valley, and the arabah to the Gulf of Aqaba. It is the same fault line where the great earthquake occurred.
Aven itself means “vanity, empty (words), lies.” So Amos uses this term to add to the meaning of the prophecy. Those who inhabit the Valley of Aven will be cut off from “him who holds the scepter” (i.e., the king in Damascus), but also they will be cut off from truth. In other words, they will be left in their vanity to believe the lies of false gods.
The king holding the scepter had a summer residence not far from Damascus in a place known as Eden. This is the “Beth-eden” in Amos 1:5. This is not the Eden of Gen. 2:8 yet no doubt it was named for the original paradise. Eden means “pleasure, delight, luxury.” Beth-eden was the Syrian’ king’s luxurious summer residence.
The Syrian king pretended to be in Eden, as if he could get past the cherubim guarding the way to the Tree of Life (Gen. 3:24).
This irony was not lost on Amos. Just as Adam and Eve were exiled from Eden and were prevented from returning to the Garden by the flaming sword of the cherubim, so also will the people of Vanity Valley be cut off and be sent into exile to Kir.
The precise location of Kir is unknown at the present time, but we know that eventually, the Assyrians took Damascus and exiled the people to Kir. 2 Kings 16:9 tells us,
9 … and the king of Assyria went up against Damascus and captured it, and carried the people of it away into exile to Kir, and put Rezin [the king] to death.
In fact, Amos 9:7 seems to say that the Syrians (or Arameans) had come originally from Kir.
7 … Have I not brought up Israel from the land of Egypt, and the Philistines from Caphtor, and the Arameans from Kir?
If we may identify the original Arameans with Terah and Haran, then perhaps Kir is really Ur in the land of the Chaldees south of Babylon. Ur is called Urumma, Urima, or Uru in the inscriptions. It is far to the south of Babylon along the lower Euphrates River.
The Syrian city of Edessa, which I mentioned earlier, was the Greek name for Urfa, or Oorfa, before the Greeks renamed it. It seems feasible that when Terah and Haran moved from Ur in Chaldea, they eventually founded a city named Urfa (New Ur?), as men have often done in history.
Knowing this history, the Assyrians repatriated the people of Damascus to Kir, the southern city of Ur, from whence Terah, Haran, and Abram had immigrated many centuries earlier.
If so, we might derive from this the lesson that those who had followed the command of God in a partial manner (Terah and Haran) ended up returning to their place of origin. The same lesson can be seen in the story of the exodus, for many Israelites complained and wanted to return to Egypt. Only those who truly had a heart for God and who endured to the end would enjoy the blessing of God. | 3,243 | ENGLISH | 1 |
Who Was Mary McLeod Bethune?
Mary McLeod Bethune was a child of former slaves. She graduated from the Scotia Seminary for Girls in 1893. Believing that education provided the key to racial advancement, Bethune founded the Daytona Normal and Industrial Institute in 1904, which later became Bethune-Cookman College. She founded the National Council of Negro Women in 1935. Bethune died in 1955.
Born Mary Jane McLeod on July 10, 1875, in Mayesville, South Carolina, Mary McLeod Bethune was a leading educator and civil rights activist. She grew up in poverty, as one of 17 children born to former slaves. Everyone in the family worked, and many toiled in the fields, picking cotton. Bethune became the one and only child in her family to go to school when a missionary opened a school nearby for African American children. Traveling miles each way, she walked to school each day and did her best to share her newfound knowledge with her family.
Bethune later received a scholarship to the Scotia Seminary (now Barber-Scotia College), a school for girls in Concord, North Carolina. After graduating from the seminary in 1893, she went to the Dwight Moody's Institute for Home and Foreign Missions (also known as Moody Bible Institute) in Chicago. Bethune completed her studies there two years later. Returning to the South, she began her career as a teacher.
For nearly a decade, Bethune worked as an educator. She married fellow teacher Albertus Bethune in 1898. The couple had one son together—Albert Mcleod Bethune—before ending their marriage in 1907. She believed that education provided the key to racial advancement. To that end, Bethune founded the Daytona Normal and Industrial Institute for Negro Girls in Daytona, Florida, in 1904. Starting out with only five students, she helped grow the school to more 250 students over the next years.
Bethune served as the school's president, and she remained its leader even after it was combined with the Cookman Institute for Men in 1923 (some sources say 1929). The merged institution became known as the Bethune-Cookman College. The college was one of the few places that African American students could pursue a college degree. Bethune stayed with the college until 1942.
Activist and Advisor
In addition to her work at the school, Bethune did much to contribute to American society at large. She served as the president of the Florida chapter of the National Association of Colored Women for many years. In 1924, Bethune became the organization's national leader, beating out fellow reformer Ida B. Wells for the top post.
Bethune also became involved in government service, lending her expertise to several presidents. President Calvin Coolidge invited her to participate in a conference on child welfare. For President Herbert Hoover, she served on Commission on Home Building and Home Ownership and was appointed to a committee on child health. But her most significant roles in public service came from President Franklin D. Roosevelt.
In 1935, Bethune became a special advisor to President Roosevelt on minority affairs. That same year, she also started up her own civil rights organization, the National Council of Negro Women. Bethune created this organization to represent numerous groups working on critical issues for African-American women. She received another appointment from President Roosevelt the following year. In 1936, she became the director of the Division of Negro Affairs of the National Youth Administration. One of her main concerns in this position was helping young people find job opportunities. In addition to her official role in the Roosevelt administration, Bethune became a trusted friend and adviser to both the president and his wife Eleanor Roosevelt.
Later Years and Legacy
One of the nation's leading educators and activists, Bethune spent much of the rest of her life devoted to social causes after leaving Bethune-Cookman College in 1942. She took up residence at its new National Council of Negro Women headquarters in a Washington, D.C., townhouse in 1943 and lived there for several years. An early member of the National Association for the Advancement of Colored People, she helped represent the group at the 1945 conference on the founding of the United Nations along with W.E.B. DuBois. In the early 1950s, President Harry Truman appointed her to a committee on national defense and appointed her to serve as an official delegate to a presidential inauguration in Liberia.
"I leave you a thirst for education. Knowledge is the prime need of the hour."
Eventually returning to Florida in her retirement, Bethune died on May 18, 1955, in Daytona, Florida. She is remembered for her work to advance the rights of both African Americans and women. Before her death, Bethune penned "My Last Will and Testament," which served as a reflection on her own life and legacy in addition to addressing a few estate matters. Among her list of spiritual bequests, she wrote "I leave you a thirst for education. Knowledge is the prime need of the hour." Bethune closed with 'If I have a legacy to leave my people, it is my philosophy of living and serving."
Since her passing, Bethune has been honored in many ways. In 1973, she was inducted into the National Women's Hall of Fame. The U.S. Postal Service issued a stamp with her likeness in 1985. In 1994, the U.S. Park Service bought the former headquarters of the NCNW. The site is now known as the Mary Mcleod Bethune Council House National Historic Site.
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Mary McLeod Bethune was a child of former slaves. She graduated from the Scotia Seminary for Girls in 1893. Believing that education provided the key to racial advancement, Bethune founded the Daytona Normal and Industrial Institute in 1904, which later became Bethune-Cookman College. She founded the National Council of Negro Women in 1935. Bethune died in 1955.
Born Mary Jane McLeod on July 10, 1875, in Mayesville, South Carolina, Mary McLeod Bethune was a leading educator and civil rights activist. She grew up in poverty, as one of 17 children born to former slaves. Everyone in the family worked, and many toiled in the fields, picking cotton. Bethune became the one and only child in her family to go to school when a missionary opened a school nearby for African American children. Traveling miles each way, she walked to school each day and did her best to share her newfound knowledge with her family.
Bethune later received a scholarship to the Scotia Seminary (now Barber-Scotia College), a school for girls in Concord, North Carolina. After graduating from the seminary in 1893, she went to the Dwight Moody's Institute for Home and Foreign Missions (also known as Moody Bible Institute) in Chicago. Bethune completed her studies there two years later. Returning to the South, she began her career as a teacher.
For nearly a decade, Bethune worked as an educator. She married fellow teacher Albertus Bethune in 1898. The couple had one son together—Albert Mcleod Bethune—before ending their marriage in 1907. She believed that education provided the key to racial advancement. To that end, Bethune founded the Daytona Normal and Industrial Institute for Negro Girls in Daytona, Florida, in 1904. Starting out with only five students, she helped grow the school to more 250 students over the next years.
Bethune served as the school's president, and she remained its leader even after it was combined with the Cookman Institute for Men in 1923 (some sources say 1929). The merged institution became known as the Bethune-Cookman College. The college was one of the few places that African American students could pursue a college degree. Bethune stayed with the college until 1942.
Activist and Advisor
In addition to her work at the school, Bethune did much to contribute to American society at large. She served as the president of the Florida chapter of the National Association of Colored Women for many years. In 1924, Bethune became the organization's national leader, beating out fellow reformer Ida B. Wells for the top post.
Bethune also became involved in government service, lending her expertise to several presidents. President Calvin Coolidge invited her to participate in a conference on child welfare. For President Herbert Hoover, she served on Commission on Home Building and Home Ownership and was appointed to a committee on child health. But her most significant roles in public service came from President Franklin D. Roosevelt.
In 1935, Bethune became a special advisor to President Roosevelt on minority affairs. That same year, she also started up her own civil rights organization, the National Council of Negro Women. Bethune created this organization to represent numerous groups working on critical issues for African-American women. She received another appointment from President Roosevelt the following year. In 1936, she became the director of the Division of Negro Affairs of the National Youth Administration. One of her main concerns in this position was helping young people find job opportunities. In addition to her official role in the Roosevelt administration, Bethune became a trusted friend and adviser to both the president and his wife Eleanor Roosevelt.
Later Years and Legacy
One of the nation's leading educators and activists, Bethune spent much of the rest of her life devoted to social causes after leaving Bethune-Cookman College in 1942. She took up residence at its new National Council of Negro Women headquarters in a Washington, D.C., townhouse in 1943 and lived there for several years. An early member of the National Association for the Advancement of Colored People, she helped represent the group at the 1945 conference on the founding of the United Nations along with W.E.B. DuBois. In the early 1950s, President Harry Truman appointed her to a committee on national defense and appointed her to serve as an official delegate to a presidential inauguration in Liberia.
"I leave you a thirst for education. Knowledge is the prime need of the hour."
Eventually returning to Florida in her retirement, Bethune died on May 18, 1955, in Daytona, Florida. She is remembered for her work to advance the rights of both African Americans and women. Before her death, Bethune penned "My Last Will and Testament," which served as a reflection on her own life and legacy in addition to addressing a few estate matters. Among her list of spiritual bequests, she wrote "I leave you a thirst for education. Knowledge is the prime need of the hour." Bethune closed with 'If I have a legacy to leave my people, it is my philosophy of living and serving."
Since her passing, Bethune has been honored in many ways. In 1973, she was inducted into the National Women's Hall of Fame. The U.S. Postal Service issued a stamp with her likeness in 1985. In 1994, the U.S. Park Service bought the former headquarters of the NCNW. The site is now known as the Mary Mcleod Bethune Council House National Historic Site.
We strive for accuracy and fairness. If you see something that doesn't look right, contact us! | 1,228 | ENGLISH | 1 |
On March 24, 1989, an oil tanker called Exxon Valdez struck the Bligh Coral Reef in Alaska. 11 million gallons of crude oil spilled into the Prince William Sound, which was a location in the Gulf of Alaska known to be hazardous to navigate. The oil slick left 11,000 miles of water and 1,300 miles of shoreline covered in crude oil, affecting alaskan commercial fishing business and killing millions of animals.This was the largest spill in history until the BP oil spill in the gulf of Mexico in 2010. Exxon paid over 1 billion dollars in cleanup and legal fees after the spill. The Exxon Valdez oil spill devastated the ecosystem and crippled the economy in the surrounding area.
The Exxon Valdez oil spill hit the ecosystem in the area extremely hard. Millions of animals were killed because of this disaster and many of the species have still yet to recover from this tragedy. Charles H Peterson and his team think habitats near the shorelines affected by the spill will take up to 30 years to recover fully. (Grahm, 1). Sea otters got covered in oil and were unable to stay warm in the cold water. More than three thousand otters died becuase of the oil spill. Some sea otters tried to lick the oil off of their fur, which would make them very sick.”An animal rehabilitation center has been set up at Valdez, where experts have been washing birds with Dawn, a brand of detergent that biologists say is particularly good at cleaning oily waterfowl.”(Brown, 1). Many volunteers came to Valdez to try and help. Volunteers would help wash animals, give medical treatment, and see to the recovery of the animals. These people worked long hours and packed the once small town of Valdez.
The entire ecosystem surrounding the sound was severely damaged by the disaster, Food chains were unbalanced and animal homes were destroyed. Animals struggled to find food and to even survive at all in most cases. Fish and shellfish were dying in large numbers in the billions. Sea birds in the area struggled to find food, and some dove into the water only to become covered in oil and unable to fly. Over 250 thousand seabirds and 250 bald eagles died in the years following.
Pacific Herring were spawning when the oil tanker spilled. This species of fish is very lucrative for fishermen and provided almost half of their income. Pacific herring has been closed to commercial fishing and put a huge strain on fisherman in the area. More than 32 thousand fisherman and other alaskans filed a lawsuit against exxon mobil which awarded them 5 billion in damages. (Shin, 1) Salmon had eggs laid in Prince William Sound when the spill occured. The Salmon eggs were exposed and the mortality rate increased drastically over the years following. Humans have been destroying animal habitats since before this disaster, but not many single events compare. People apart of the ecosystem were also hurt. People were unable to eat plants or animals from the oily waters, losing a big chunk of their food supply. “By 2014, the National Oceanic and Atmospheric Administration reported most of the affected species had recovered, but the sound had not returned to pre spill conditions.” ( Shin, 2)
The cleanup of the spill was a huge effort that took a lot of money and people. Many fisherman who lost work due to the spill were compensated by Exxon hiring them for cleanup. Exxon paid 2 billion in cleanup costs and 1.8 billion to restore habitats.( History, 1) People washed the oily beaches and getting oil off of the waters surface. Chemicals were put into the water in an effort to disperse the oil.
Immediately after the spill, Exxon sent a group of talented lawyers to fight the spill.(Struver, 1) Exxon was fined 125 million dollars because of the clean water act, a federal law that regulates pollution. The company was also fined another 25 million dollars because of the Migratory Bird Treaty Act, a federal law that protects certain species of migratory birds. (Liszka, 7) The company only ended up paying a total of 25 million dollars. The fine was lessened because Exxon paid billions in cleanup, and for their cooperation and behavior after the incident. The National Transportation Safety board investigated the spill and looked for causes as to how it happened. The board came to the conclusion that the captain was drunk and had failed to properly navigate the ship. Captain Joseph Hazelwood was known to have a drinking problem, amd he insisted on crew reduction on the ship. The Captain was charged with second degree criminal mischief, operating a watercraft while intoxicated, endangerment, negligent discharge of oil. He had one thousand hours of cleanup and had to pay 50 thousand dollars. The captain pleaded no contest to drunkeness. The ship was supposed to have 24 men on it, but Exxon reduced the crew to 14 to save money. The crew was also not properly trained and fatigued. There was not a watch officer on deck.
The United States made regulations on ship hulls, forcing ships to have a double hull. The Exxon Valdez was repaired a year after the spill and was used in European waters under the name Exxon Mediterranean. Single hull ships were banned in U.S. waters but could still be used in some other waters like Europe.( History, 1) In 2002, Europe banned single hull tankers, so the Exxon Mediterranean moved to Asian waters under the name Dong Feng Ocean as an ore ship. In the year 2010, the ship collided with another ship, and was later sold as scrap metal. Today, the rate of oil spills dropped tremendously due to the many regulations now in place. Some companies like BP use tankers well over the legal requirements. (Struver, 2) | <urn:uuid:39e85323-6251-4fa7-abda-6a14230c147f> | CC-MAIN-2020-05 | https://tooly.io/exxon-valdez-oil-spill/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251737572.61/warc/CC-MAIN-20200127235617-20200128025617-00558.warc.gz | en | 0.982586 | 1,165 | 3.828125 | 4 | [
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-0.1270954... | 1 | On March 24, 1989, an oil tanker called Exxon Valdez struck the Bligh Coral Reef in Alaska. 11 million gallons of crude oil spilled into the Prince William Sound, which was a location in the Gulf of Alaska known to be hazardous to navigate. The oil slick left 11,000 miles of water and 1,300 miles of shoreline covered in crude oil, affecting alaskan commercial fishing business and killing millions of animals.This was the largest spill in history until the BP oil spill in the gulf of Mexico in 2010. Exxon paid over 1 billion dollars in cleanup and legal fees after the spill. The Exxon Valdez oil spill devastated the ecosystem and crippled the economy in the surrounding area.
The Exxon Valdez oil spill hit the ecosystem in the area extremely hard. Millions of animals were killed because of this disaster and many of the species have still yet to recover from this tragedy. Charles H Peterson and his team think habitats near the shorelines affected by the spill will take up to 30 years to recover fully. (Grahm, 1). Sea otters got covered in oil and were unable to stay warm in the cold water. More than three thousand otters died becuase of the oil spill. Some sea otters tried to lick the oil off of their fur, which would make them very sick.”An animal rehabilitation center has been set up at Valdez, where experts have been washing birds with Dawn, a brand of detergent that biologists say is particularly good at cleaning oily waterfowl.”(Brown, 1). Many volunteers came to Valdez to try and help. Volunteers would help wash animals, give medical treatment, and see to the recovery of the animals. These people worked long hours and packed the once small town of Valdez.
The entire ecosystem surrounding the sound was severely damaged by the disaster, Food chains were unbalanced and animal homes were destroyed. Animals struggled to find food and to even survive at all in most cases. Fish and shellfish were dying in large numbers in the billions. Sea birds in the area struggled to find food, and some dove into the water only to become covered in oil and unable to fly. Over 250 thousand seabirds and 250 bald eagles died in the years following.
Pacific Herring were spawning when the oil tanker spilled. This species of fish is very lucrative for fishermen and provided almost half of their income. Pacific herring has been closed to commercial fishing and put a huge strain on fisherman in the area. More than 32 thousand fisherman and other alaskans filed a lawsuit against exxon mobil which awarded them 5 billion in damages. (Shin, 1) Salmon had eggs laid in Prince William Sound when the spill occured. The Salmon eggs were exposed and the mortality rate increased drastically over the years following. Humans have been destroying animal habitats since before this disaster, but not many single events compare. People apart of the ecosystem were also hurt. People were unable to eat plants or animals from the oily waters, losing a big chunk of their food supply. “By 2014, the National Oceanic and Atmospheric Administration reported most of the affected species had recovered, but the sound had not returned to pre spill conditions.” ( Shin, 2)
The cleanup of the spill was a huge effort that took a lot of money and people. Many fisherman who lost work due to the spill were compensated by Exxon hiring them for cleanup. Exxon paid 2 billion in cleanup costs and 1.8 billion to restore habitats.( History, 1) People washed the oily beaches and getting oil off of the waters surface. Chemicals were put into the water in an effort to disperse the oil.
Immediately after the spill, Exxon sent a group of talented lawyers to fight the spill.(Struver, 1) Exxon was fined 125 million dollars because of the clean water act, a federal law that regulates pollution. The company was also fined another 25 million dollars because of the Migratory Bird Treaty Act, a federal law that protects certain species of migratory birds. (Liszka, 7) The company only ended up paying a total of 25 million dollars. The fine was lessened because Exxon paid billions in cleanup, and for their cooperation and behavior after the incident. The National Transportation Safety board investigated the spill and looked for causes as to how it happened. The board came to the conclusion that the captain was drunk and had failed to properly navigate the ship. Captain Joseph Hazelwood was known to have a drinking problem, amd he insisted on crew reduction on the ship. The Captain was charged with second degree criminal mischief, operating a watercraft while intoxicated, endangerment, negligent discharge of oil. He had one thousand hours of cleanup and had to pay 50 thousand dollars. The captain pleaded no contest to drunkeness. The ship was supposed to have 24 men on it, but Exxon reduced the crew to 14 to save money. The crew was also not properly trained and fatigued. There was not a watch officer on deck.
The United States made regulations on ship hulls, forcing ships to have a double hull. The Exxon Valdez was repaired a year after the spill and was used in European waters under the name Exxon Mediterranean. Single hull ships were banned in U.S. waters but could still be used in some other waters like Europe.( History, 1) In 2002, Europe banned single hull tankers, so the Exxon Mediterranean moved to Asian waters under the name Dong Feng Ocean as an ore ship. In the year 2010, the ship collided with another ship, and was later sold as scrap metal. Today, the rate of oil spills dropped tremendously due to the many regulations now in place. Some companies like BP use tankers well over the legal requirements. (Struver, 2) | 1,219 | ENGLISH | 1 |
Juneteenth is an annual holiday which occurs on June 19th and is observed in the United States. It is one of the oldest celebrations of the abolition of slavery in the world. While this holiday isn’t an official government holiday in any U.S state, it is recognized as a ceremonial observance in roughly half of the U.S states and is observed as a “partial staffing holiday” in Texas – which means that government offices do not close on this day but some employees are allowed to take the day off by using a floating holiday.
History of Juneteenth
The history of Juneteenth can be traced all the way back to June 19th of 1865. This is when the Union Army, led by Major General Gordon Granger, arrived in Galveston, Texas with news that the Civil War had ended and that all former slaves were now free. Although President Lincoln had issued the Emancipation Proclamation on January 1, 1863, slavery hadn’t ended in Texas because there weren’t enough Union soldiers in the state to enforce the new order. However, the sound defeat of General Lee in April of that year and the arrival of the Union soldiers under Granger strengthened the forces sufficiently enough to enforce the Emancipation Proclamation.
While the original reason for why Texas was over two years behind in freeing slaves is lost to the fog of time. However, there are a few stories that have been passed down through the generations to explain the delay. The first story tells of a messenger who was on his way to Texas to deliver the order of freedom when he was captured and murdered. Another possibility is that the plantations ignored the order so they could maintain their free working force.
On June 19th, 1865, Major General Granger read General Order Number 3 to the people of Texas. This order stated: “The people of Texas are informed that in accordance with a Proclamation from the Executive of the United States, all slaves are free. This involves an absolute equality of rights and rights of property between former masters and slaves, and the connection heretofore existing between them becomes that between employer and free laborer.” Reaction to this order by the former slaves was as varied as you could imagine. Some of the slaves stayed on under their former masters in a working capacity, while others left immediately after the order was read. Some of the headed North and others head to other parts of the South looking for family members they may have been separated. As more and more families united, they remembered fondly the day they acquired their freedom and began to celebrate it as Juneteenth. The day gained further prominence during the Civil Rights Movement.
Juneteenth Customs & Celebrations
Juneteenth is celebrated in a variety of different ways. One of the most traditional ways to celebrate it is by having a BBQ. Meats such as pork and beef are often cooked up and sometimes it is served with strawberry pop. People also fish and engage in sports such as baseball and attend rodeos. At larger events, guest speakers will be brought in to give inspirational speeches and elders will tell stories of their past experiences. At most events, prayers are also a major component of this celebration.
When is Juneteenth?
|This year (2020)||June 19 (Friday)||Multiple dates - more|
|Next year (2021)||June 19 (Saturday)||Multiple dates - more|
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0.032938964664936... | 4 | Juneteenth is an annual holiday which occurs on June 19th and is observed in the United States. It is one of the oldest celebrations of the abolition of slavery in the world. While this holiday isn’t an official government holiday in any U.S state, it is recognized as a ceremonial observance in roughly half of the U.S states and is observed as a “partial staffing holiday” in Texas – which means that government offices do not close on this day but some employees are allowed to take the day off by using a floating holiday.
History of Juneteenth
The history of Juneteenth can be traced all the way back to June 19th of 1865. This is when the Union Army, led by Major General Gordon Granger, arrived in Galveston, Texas with news that the Civil War had ended and that all former slaves were now free. Although President Lincoln had issued the Emancipation Proclamation on January 1, 1863, slavery hadn’t ended in Texas because there weren’t enough Union soldiers in the state to enforce the new order. However, the sound defeat of General Lee in April of that year and the arrival of the Union soldiers under Granger strengthened the forces sufficiently enough to enforce the Emancipation Proclamation.
While the original reason for why Texas was over two years behind in freeing slaves is lost to the fog of time. However, there are a few stories that have been passed down through the generations to explain the delay. The first story tells of a messenger who was on his way to Texas to deliver the order of freedom when he was captured and murdered. Another possibility is that the plantations ignored the order so they could maintain their free working force.
On June 19th, 1865, Major General Granger read General Order Number 3 to the people of Texas. This order stated: “The people of Texas are informed that in accordance with a Proclamation from the Executive of the United States, all slaves are free. This involves an absolute equality of rights and rights of property between former masters and slaves, and the connection heretofore existing between them becomes that between employer and free laborer.” Reaction to this order by the former slaves was as varied as you could imagine. Some of the slaves stayed on under their former masters in a working capacity, while others left immediately after the order was read. Some of the headed North and others head to other parts of the South looking for family members they may have been separated. As more and more families united, they remembered fondly the day they acquired their freedom and began to celebrate it as Juneteenth. The day gained further prominence during the Civil Rights Movement.
Juneteenth Customs & Celebrations
Juneteenth is celebrated in a variety of different ways. One of the most traditional ways to celebrate it is by having a BBQ. Meats such as pork and beef are often cooked up and sometimes it is served with strawberry pop. People also fish and engage in sports such as baseball and attend rodeos. At larger events, guest speakers will be brought in to give inspirational speeches and elders will tell stories of their past experiences. At most events, prayers are also a major component of this celebration.
When is Juneteenth?
|This year (2020)||June 19 (Friday)||Multiple dates - more|
|Next year (2021)||June 19 (Saturday)||Multiple dates - more|
|Last year (2019)||June 19 (Wednesday)||Multiple dates - more| | 727 | ENGLISH | 1 |
Why Did Mary Pose a Threat to Elizabeth?
Mary’s arrival in England triggered the discontent among some Catholic sympathisers to become prevalent, as Mary provided a clear leader to focus their religious dissatisfactions with the moderately Protestant settlement imposed by Elizabeth.This is why religious motivations behind some of the laity were the most dangerous threat from Mary.Political advantages from individuals supporting Mary are contributory factors to threaten Elizabeth, without the laity’s religious motivations however they cannot amount to a crucial significance.
International implications from Mary’s presence were potentially huge but were never anything more than potential.
All these factors revolving around Mary that threatened Elizabeth were compounded by the way Elizabeth mismanaged situations. Mary can be seen as the reaction pathway in the threat towards Elizabeth, she does not do much herself to endanger Elizabeth, however she provided the discontented with the motivation to threaten Elizabeth because she was the next Catholic heir. Those who felt discontented about Elizabeth’s moderate Protestant settlement now had a clear leader to focus their ambitions of a Catholic England.
The Northern Rebellion is a prime example of this religious discontent of many of the laity being focused on releasing Mary to restore Catholicism to England (5600/6000 were individuals not tenants of the landowners who would have been forced into fighting). The reason why this is the paramount threat to Elizabeth is because of the number of people who had grievances against the religion and saw Mary Stuart as the way to gain their religion back.
Tied into this is the political danger of those Nobles who also had Catholic sympathies but were also in a position to challenge Elizabeth i. e. he Duke of Norfolk who was under demands from Mary Stuart to gain her release from prison by force if needed. Mary was always going to be the main centre of Catholic plots against Elizabeth because she was the heir to the throne. Catholic dissatisfactions were already present before her arrival but were compounded and given direction with her arrival. Therefore Mary can be seen as the instigator behind the Catholic threat to Elizabeth. This is shown by the fact that until 1568 Elizabeth was relatively free from Catholic threats, however with the arrival of Mary Stuart the question of Elizabeth’s successor arisen and the Catholic plots began.
Moreover with a Catholic heir to the throne available to the Catholics in England then Elizabeth’s life was under increased threat. This is because the extreme Catholics were undoubtedly prepared to kill Elizabeth, their Queen, to gain their religion. After all their route to heaven or hell was controlled by Elizabeth and if she got it wrong then they would not gain salvation. This personal threat to Elizabeth is shown by the St Bartholomew’s Day massacre, where French Catholics killed their Protestant King in the name of their religion.
This threat is also emphasised by the assassination of William of Orange by Dutch Catholics. Mary behaves like a catalyst in the Catholic threat to Elizabeth, without her the plots that surrounded her would have no meaning because there is nobody to restore Catholicism for them. However as Mary was in England then repeats of what had happened in France and Spain to Protestant leaders similar to Elizabeth could also happen. Politically Mary Stuart provides an alternative for those Nobles who were not content with their position under Elizabeth.
Nobles who were isolated from power under Elizabeth may see supporting Mary Stuart as a way to gain power in court or getting back positions that they had deprived under Elizabeth. Example of these nobles includes the Earl of Northumberland who under Elizabeth had his wardship of the Middlemarch deprived. This plan by Elizabeth to decrease the power of the magnates in the North had loosened the allegiance between Elizabeth and nobles such as Northumberland to such an extent that they saw taking a risk on Mary Stuart as being more advantageous than serving under Elizabeth an having their power and prestige slowly eaten away.
Once again Mary has not done anything herself to threaten Elizabeth but inversely her position as heir to the throne has attracted supporters who are willing to threaten Elizabeth, therefore Mary is the main pathway for Catholic threats. Tied in with the threats from isolated Nobles were the threats from within Elizabeth’s court involving Mary Stuart, which were also very dangerous to Elizabeth. The main court intrigue was the proposed marriage between the Duke of Norfolk and Mary Stuart. This faction came to be mainly because of the fact that they wanted Elizabeth to name Mary as her heir.
However this faction contained many powerful Nobles, who it seemed were plotting against Elizabeth around Mary. International threats revolving around Mary Stuart were potentially huge, especially from Spain who at that time were the major Catholic leaders in Europe. In theory it would be thought that Spain would want to support Mary Stuart onto the English throne because of her Catholicism. However because Mary Stuart was in the Guise family who controlled France and Scotland, then Spain would rather not have France effectively controlling England as well.
Despite the disadvantages of Spain supporting Mary Stuart there are still examples of how Mary Stuart’s presence in England gave rise to danger to the security of Elizabeth’s throne from Spainish involvement, nor could Elizabeth ignore this potentially massive threat. For example the Ridolfi Plot which once again aimed to secure Mary’s release and position on the English throne also included military assistance from Spain, however the plot was discovered and the troops did not come.
Although the military did not come form Spain, Mary Stuart’s qualities as a ruler i. e. she is Catholic, once again means that these international threats are going to see her as a means to weaken Elizabeth if not to replace her altogether. Foreign involvement centring around Elizabeth also came from France, after all Mary was half-French and therefore a clear motivation for France can be seen to control England as well. This is shown by the Throckmorton plot were the Duke of Guise was planning to lead an army to depose Elizabeth and place Mary on the throne.
Although it failed it shows that Mary was the link between almost all the people who felt unhappy with Elizabeth’s reign from the English laity in the North to some of the French Catholics. She united people who felt frustrated with Elizabeth’s reign and those who saw advantages from supporting Mary. The security of Elizabeth’s throne is definitely challenged here, although it does not go ahead, it is warning of what can happen, and foreign involvement from the leading two Catholic powers in Europe, i. e. Spain and France in supporting Mary Stuart cannot be taken lightly.
Elizabeth’s mismanagement of situations that may have deflated the threats aimed towards her centring around Mary Stuart made them worse. Politically Elizabeth tried to reduce the power of the magnates in the North by setting up councils. This alienated Nobles such as Northumberland from power and therefore distanced the Noble’s allegiance to Elizabeth. This is a major factor in why the Revolt of the Northern Earls took place. This would not have been such a problem if not for the fact that Mary Stuart was present in England. She gave the isolated Nobles a chance to avenge their disfavour from Elizabeth.
Elizabeth can also be identified in mismanaging the religious settlement to make some Catholics discontented enough to support Mary, a French women, over their own English Queen. To drive 5400 individuals to a point where they felt they had to rebel in the Northern Rebellion must have been down to something Elizabeth did. For example Elizabeth introduced the use of the Protestant prayer Book. Therefore Elizabeth created support for Mary Stuart with her own actions. This increases Mary’s threat and shows that the security of Elizabeth’s throne was intensified by some actions taken by Elizabeth.
Elizabeth also hampered the security of her own throne by not taking the opportunities to subdue the threat from Mary. This could have easily been done by naming Mary Stuart as her heir, this would have pleased a lot of people and had a lot to commend itself. Including the fact that the Catholic threat, the main threat centring around Mary, would have decreased significantly because they would have been most likely been content with knowing that the next Monarch of England was going to restore Catholicism. However instead Elizabeth hesitated and refused to make her decision by ignoring the subject.
For example during the court intrigue she refused to name her heir under significant pressure from her court. Once again Elizabeth has intensified the threat orbiting around Mary, not taking the opportunities to relieve the pressure that Mary is placing on the security of Elizabeth’s throne. Mary Stuart’s threat to Elizabeth not only came from the fact that she was the Catholic heir but she did have tremendous political skill and personal magnetism. This is clear to see from the way she manipulated the Duke of Norfolk into trying to secure her release.
For example before the Northern Rebellion when Mary met Norfolk and she old him to get her released by force if necessary and Norfolk undoubtedly did what he was told and was involved in a number of plots to release Mary. Cecil knew about Mary’s personal danger an tried to persuade Elizabeth to have her executed much earlier than she was, however Elizabeth refused, this is another example of how Elizabeth’s indecision over crucial matters failed to remove the danger of Mary Stuart and is clearly linked to her mismanagement of matters as shown above.
Mary Stuart’s arrival in England was the instigator in many of the plots against Elizabeth. She was the turning point in the security of Elizabeth’s throne, from being relatively calm pre 1568, to continuous strain on Elizabeth’s throne after 1568. Mary herself was not the actual threat to Elizabeth, but she was the motivation for them. Most significantly religious threats orbiting around the fact that Mary was Catholic and placing Mary on the throne were paramount compared to all other motivations.
Political factors were contributory to religion and international threats were conceivable but never got off the ground. However Mary’s overall threat could have been reduced by Elizabeth but of her mismanagement. Nobody troubled Elizabeth more than Mary Stuart in her reign due to the fact that she was the Catholic heir and therefore Catholics who felt religiously dissatisfied were prompted to threaten Elizabeth. | <urn:uuid:b6bc8aaa-ee33-4fef-b2df-d443d1de5baa> | CC-MAIN-2020-05 | https://phdessay.com/arrival-1568-mary-stuart-posed-major-threat-security-elizabeth-government/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594333.5/warc/CC-MAIN-20200119064802-20200119092802-00197.warc.gz | en | 0.984112 | 2,048 | 3.71875 | 4 | [
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-0.044811047613... | 2 | Why Did Mary Pose a Threat to Elizabeth?
Mary’s arrival in England triggered the discontent among some Catholic sympathisers to become prevalent, as Mary provided a clear leader to focus their religious dissatisfactions with the moderately Protestant settlement imposed by Elizabeth.This is why religious motivations behind some of the laity were the most dangerous threat from Mary.Political advantages from individuals supporting Mary are contributory factors to threaten Elizabeth, without the laity’s religious motivations however they cannot amount to a crucial significance.
International implications from Mary’s presence were potentially huge but were never anything more than potential.
All these factors revolving around Mary that threatened Elizabeth were compounded by the way Elizabeth mismanaged situations. Mary can be seen as the reaction pathway in the threat towards Elizabeth, she does not do much herself to endanger Elizabeth, however she provided the discontented with the motivation to threaten Elizabeth because she was the next Catholic heir. Those who felt discontented about Elizabeth’s moderate Protestant settlement now had a clear leader to focus their ambitions of a Catholic England.
The Northern Rebellion is a prime example of this religious discontent of many of the laity being focused on releasing Mary to restore Catholicism to England (5600/6000 were individuals not tenants of the landowners who would have been forced into fighting). The reason why this is the paramount threat to Elizabeth is because of the number of people who had grievances against the religion and saw Mary Stuart as the way to gain their religion back.
Tied into this is the political danger of those Nobles who also had Catholic sympathies but were also in a position to challenge Elizabeth i. e. he Duke of Norfolk who was under demands from Mary Stuart to gain her release from prison by force if needed. Mary was always going to be the main centre of Catholic plots against Elizabeth because she was the heir to the throne. Catholic dissatisfactions were already present before her arrival but were compounded and given direction with her arrival. Therefore Mary can be seen as the instigator behind the Catholic threat to Elizabeth. This is shown by the fact that until 1568 Elizabeth was relatively free from Catholic threats, however with the arrival of Mary Stuart the question of Elizabeth’s successor arisen and the Catholic plots began.
Moreover with a Catholic heir to the throne available to the Catholics in England then Elizabeth’s life was under increased threat. This is because the extreme Catholics were undoubtedly prepared to kill Elizabeth, their Queen, to gain their religion. After all their route to heaven or hell was controlled by Elizabeth and if she got it wrong then they would not gain salvation. This personal threat to Elizabeth is shown by the St Bartholomew’s Day massacre, where French Catholics killed their Protestant King in the name of their religion.
This threat is also emphasised by the assassination of William of Orange by Dutch Catholics. Mary behaves like a catalyst in the Catholic threat to Elizabeth, without her the plots that surrounded her would have no meaning because there is nobody to restore Catholicism for them. However as Mary was in England then repeats of what had happened in France and Spain to Protestant leaders similar to Elizabeth could also happen. Politically Mary Stuart provides an alternative for those Nobles who were not content with their position under Elizabeth.
Nobles who were isolated from power under Elizabeth may see supporting Mary Stuart as a way to gain power in court or getting back positions that they had deprived under Elizabeth. Example of these nobles includes the Earl of Northumberland who under Elizabeth had his wardship of the Middlemarch deprived. This plan by Elizabeth to decrease the power of the magnates in the North had loosened the allegiance between Elizabeth and nobles such as Northumberland to such an extent that they saw taking a risk on Mary Stuart as being more advantageous than serving under Elizabeth an having their power and prestige slowly eaten away.
Once again Mary has not done anything herself to threaten Elizabeth but inversely her position as heir to the throne has attracted supporters who are willing to threaten Elizabeth, therefore Mary is the main pathway for Catholic threats. Tied in with the threats from isolated Nobles were the threats from within Elizabeth’s court involving Mary Stuart, which were also very dangerous to Elizabeth. The main court intrigue was the proposed marriage between the Duke of Norfolk and Mary Stuart. This faction came to be mainly because of the fact that they wanted Elizabeth to name Mary as her heir.
However this faction contained many powerful Nobles, who it seemed were plotting against Elizabeth around Mary. International threats revolving around Mary Stuart were potentially huge, especially from Spain who at that time were the major Catholic leaders in Europe. In theory it would be thought that Spain would want to support Mary Stuart onto the English throne because of her Catholicism. However because Mary Stuart was in the Guise family who controlled France and Scotland, then Spain would rather not have France effectively controlling England as well.
Despite the disadvantages of Spain supporting Mary Stuart there are still examples of how Mary Stuart’s presence in England gave rise to danger to the security of Elizabeth’s throne from Spainish involvement, nor could Elizabeth ignore this potentially massive threat. For example the Ridolfi Plot which once again aimed to secure Mary’s release and position on the English throne also included military assistance from Spain, however the plot was discovered and the troops did not come.
Although the military did not come form Spain, Mary Stuart’s qualities as a ruler i. e. she is Catholic, once again means that these international threats are going to see her as a means to weaken Elizabeth if not to replace her altogether. Foreign involvement centring around Elizabeth also came from France, after all Mary was half-French and therefore a clear motivation for France can be seen to control England as well. This is shown by the Throckmorton plot were the Duke of Guise was planning to lead an army to depose Elizabeth and place Mary on the throne.
Although it failed it shows that Mary was the link between almost all the people who felt unhappy with Elizabeth’s reign from the English laity in the North to some of the French Catholics. She united people who felt frustrated with Elizabeth’s reign and those who saw advantages from supporting Mary. The security of Elizabeth’s throne is definitely challenged here, although it does not go ahead, it is warning of what can happen, and foreign involvement from the leading two Catholic powers in Europe, i. e. Spain and France in supporting Mary Stuart cannot be taken lightly.
Elizabeth’s mismanagement of situations that may have deflated the threats aimed towards her centring around Mary Stuart made them worse. Politically Elizabeth tried to reduce the power of the magnates in the North by setting up councils. This alienated Nobles such as Northumberland from power and therefore distanced the Noble’s allegiance to Elizabeth. This is a major factor in why the Revolt of the Northern Earls took place. This would not have been such a problem if not for the fact that Mary Stuart was present in England. She gave the isolated Nobles a chance to avenge their disfavour from Elizabeth.
Elizabeth can also be identified in mismanaging the religious settlement to make some Catholics discontented enough to support Mary, a French women, over their own English Queen. To drive 5400 individuals to a point where they felt they had to rebel in the Northern Rebellion must have been down to something Elizabeth did. For example Elizabeth introduced the use of the Protestant prayer Book. Therefore Elizabeth created support for Mary Stuart with her own actions. This increases Mary’s threat and shows that the security of Elizabeth’s throne was intensified by some actions taken by Elizabeth.
Elizabeth also hampered the security of her own throne by not taking the opportunities to subdue the threat from Mary. This could have easily been done by naming Mary Stuart as her heir, this would have pleased a lot of people and had a lot to commend itself. Including the fact that the Catholic threat, the main threat centring around Mary, would have decreased significantly because they would have been most likely been content with knowing that the next Monarch of England was going to restore Catholicism. However instead Elizabeth hesitated and refused to make her decision by ignoring the subject.
For example during the court intrigue she refused to name her heir under significant pressure from her court. Once again Elizabeth has intensified the threat orbiting around Mary, not taking the opportunities to relieve the pressure that Mary is placing on the security of Elizabeth’s throne. Mary Stuart’s threat to Elizabeth not only came from the fact that she was the Catholic heir but she did have tremendous political skill and personal magnetism. This is clear to see from the way she manipulated the Duke of Norfolk into trying to secure her release.
For example before the Northern Rebellion when Mary met Norfolk and she old him to get her released by force if necessary and Norfolk undoubtedly did what he was told and was involved in a number of plots to release Mary. Cecil knew about Mary’s personal danger an tried to persuade Elizabeth to have her executed much earlier than she was, however Elizabeth refused, this is another example of how Elizabeth’s indecision over crucial matters failed to remove the danger of Mary Stuart and is clearly linked to her mismanagement of matters as shown above.
Mary Stuart’s arrival in England was the instigator in many of the plots against Elizabeth. She was the turning point in the security of Elizabeth’s throne, from being relatively calm pre 1568, to continuous strain on Elizabeth’s throne after 1568. Mary herself was not the actual threat to Elizabeth, but she was the motivation for them. Most significantly religious threats orbiting around the fact that Mary was Catholic and placing Mary on the throne were paramount compared to all other motivations.
Political factors were contributory to religion and international threats were conceivable but never got off the ground. However Mary’s overall threat could have been reduced by Elizabeth but of her mismanagement. Nobody troubled Elizabeth more than Mary Stuart in her reign due to the fact that she was the Catholic heir and therefore Catholics who felt religiously dissatisfied were prompted to threaten Elizabeth. | 2,007 | ENGLISH | 1 |
17th and 18th Amendments Four decades of constitutional folly and failure – 4
By C. A. Chandraprema
(Courtesy of The Island)
The idea that key appointments in the state should not be made by elected people’s representatives but by a panel of unelected, wise, politically uninvolved men and women came to the fore with the 17th Amendment which was passed into law in October 2001. The 17th Amendment was all about the Constitutional Council and independent commissions. At that time, a great deal of power was concentrated in the hands of the President who made most, if not all the appointments to the important positions of the state that came under the Constitutional Council. So the introduction of the 17th Amendment was couched in terms of curbing the powers of the all-powerful executive presidency. For over two decades, there had been strident calls for its complete abolition. What came in the form of the 17th Amendment in 2001 was an attempt to ‘defang’ the executive presidency since abolishing it completely was proving to be difficult.
The Seventeenth Amendment to the Constitution envisaged the creation of a ten member Constitutional Council made up of ten persons – the Prime Minister, the Speaker, the Leader of the Opposition, one person appointed by the President, five persons nominated by both the Prime Minister and the Leader of the Opposition and one person nominated by the smaller political parties represented in Parliament other than the political parties to which the Prime Minister and the Leader of the Opposition belongs. The 17th A stipulated that when the Prime Minister and the Leader of the Opposition named the five persons they were supposed to nominate jointly, they should consult the leaders or the political parties and independent groups represented in Parliament. The law also laid down the rule that three of those five persons shall be appointed to represent minority interests in consultation with the Members of Parliament belong to the respective minority communities.
The Speaker was to be the Chairman of the Constitutional Council and the seven outsiders other than the three Parliamentarians who were on it ex officio, were to be ‘persons of eminence and integrity who have distinguished themselves in public life’ and who are not members of any political party. These non-political distinguished personalities on the CC were to hold office for a period of three years and were ineligible for re-appointment which meant that once every three years, there would be a search for distinguished personalities to fill the slots falling vacant. A member of the CC could be removed from office only if the Prime Minister and the Leader of the Opposition both formed an opinion that such member is physically or mentally incapacitated and is unable to function further in office.
The Constitutional Council was to recommend to the President persons for appointment as Chairmen or members of the Election Commission, the Public Service Commission, the National Police Commission, the Human Rights Commission of Sri Lanka, the Permanent Commission to Investigate Allegations of Bribery or Corruption, the Finance Commission and the Delimitation Commission. In such cases, it was the Constitutional Council that was to take the initiative by recommending persons suitable to be members of the independent commissions. In the case of important offices of the state such as the Judges of the Supreme Court and Court of Appeal, members of the Judicial Service Commission other than the Chairman, the Attorney-General, the Auditor-General, the Inspector-General of Police, the Ombudsman and the Secretary-General of Parliament the roles were reversed with the President making the recommendation of the candidate to the Constitutional Council and the latter indicating its approval or disapproval.
The quorum for any meeting of the CC was to be six members and for a decision to be valid, it had to be supported by at least five members. The Constitutional Council’s decisions were final and the only recourse that a party aggrieved by its decision had was to file a fundamental rights case in the Supreme Court. The independent Commissions established by the 17th Amendment were designed to take power over state sector personnel away from the political authorities. The appointment, promotion, transfer, disciplinary control and dismissal of all Heads of Departments was vested in the Cabinet. However, the Public Service Commission was to have power over the appointment, promotion, transfer, disciplinary control and dismissal of all public officers except the heads of departments. Likewise, the National Police Commission had complete authority over the appointment, promotion, transfer, disciplinary control and dismissal of all police officers other than the Inspector-General of Police.
17th A stood on its head
What was most noteworthy about the 17th Amendment was how quickly and completely its stated intention was stood on its head by its own provisions. The stated intentions of the 17th Amendment were in practice, implemented in reverse. The way the 17th Amendment was drafted was at the root of this fiasco. When it was said that five members had to be nominated by both the Prime Minister and the Leader of the Opposition and that in making these nominations, they had to consult the leaders of the political parties represented in Parliament and that three of these five persons should belong to minority communities, there was only one way in which things could go. The Muslim political parties nominated one member, the Up-country Tamil parties and Tamils of the North and East getting one member each, and the Prime Minister and Leader of the Opposition also getting one member each. When it came to the member nominated by the smaller political parties represented in Parliament, the JVP and the JHU played musical chairs for that seat with the TNA also staking a claim despite the fact that they already had a nominee to represent the Tamils of the North and East.
Ultimately it so turned out that the “persons of eminence and integrity who have distinguished themselves in public life and who are not members of any political party” who were to sit on the Constitutional Council were all nominees of various political parties. If those political parties had simply nominated one of their MPs to sit on the Constitutional Council, the effect achieved would have been the same. If the idea was to curb the power of the government of the day or the President so that they would not be able appoint just about anybody they liked to high state positions, then getting the opposition MPs in Parliament also involved in the process would have brought about the desired broad basing.
But in addition to the view that the power of the executive in making appointments to important positions in the state should be curbed, there was also the snooty view that the elected people’s representatives whether of the government or the opposition could not be trusted to make the proper decision and that therefore, this had to be done by “persons of eminence and integrity who have distinguished themselves in public life and who are not members of any political party”.
Yet according to the provisions of the 17th Amendment itself, these ‘distinguished and honourable’ men and women had to be nominated to the CC by the reviled politicians! The President would nominate one, the Tamil politicians would nominate their representatives, the Muslim politicians theirs, the PM would have one, the leader of the opposition will have one and the smaller political parties will fight among themselves to nominate the last member of the CC. Ultimately, naming a nominee to the Constitutional Council took place on the same basis as the respective political parties deciding on their national list MPs! However much this was pointed out to the proponents of the 17th Amendment, they like the naïve King in Hans Christian Andersen’s fairy story, refused to acknowledge that the 17th Amendment was nothing but self-deception.
The reviled 18th Amendment
Ironically, the much reviled Eighteenth Amendment to the Constitution corrected the absurdity of the 17th Amendment by replacing the Constitutional Council with a Parliamentary Council comprising of the Prime Minister, the Speaker, the Leader of the Opposition, a Member of Parliament nominated by the Prime Minister, and another MP nominated by the Leader of the Opposition. The President would make appointments to the important offices of the state and the independent commissions mentioned earlier and in doing so, the President was required to seek the observations of the Parliamentary Council. The observations of the Parliamentary Council, regarding the persons proposed by him for such appointments, would have to be conveyed to him by the Speaker within one week of the proposal.
What was envisaged was a consultative process whereby the President would consult the Parliamentary opposition as well in making important appointments. To make things even more inclusive, the 18th A stipulated that if the Leader of any recognized political party represented in Parliament desires to propose the name of any person for appointment as Chairman or member of an independent Commission, he may within the period of one week allocated to the Parliamentary Council to make its observations, forward to the Speaker the name of any person in relation thereto. The President may take such names into consideration when making such appointments. This was a more direct and less hypocritical way of getting nominations from the party leaders themselves instead of obtaining those views through a political stooge of those party leaders sitting on the Constitutional Council as under the 17th Amendment.
Even though the Parliamentary Council system established under the 18th Amendment was more rational and less hypocritical than the arrangement under the 17th Amendment, the 18th A came under fire for other reasons such as repealing Article 31(2) of the Constitution which stated that ‘No person who has been twice elected to the office of President by the People shall be qualified thereafter to be elected to such office by the People’ thus effectively allowing a President to serve as president on more than two occasions. It was not so much the Parliamentary Council system introduced by the 18th A that became the focus of criticism, but the lifting of this limit on the number of terms that a President could hold office.
The Parliamentary Council system was introduced by the 18th A in the context where the Constitutional Council introduced by the 17th Amendment had been in a state of abeyance for years because the smaller political parties in parliament, the TNA, JVP and the JHU were not able to decide among themselves whose turn it was to send a nominee to sit on the constitutional council! Hence, the Parliamentary Council introduced by the 18th Amendment did provide something where there was nothing earlier. However the 18th Amendment never won acceptance because of the provision removing the two term bar on the President. 168 Viewers | <urn:uuid:011bea25-cee0-4d35-be42-015273df098f> | CC-MAIN-2020-05 | http://www.sinhalanet.net/17th-and-18th-amendments-four-decades-of-constitutional-folly-and-failure-4 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250613416.54/warc/CC-MAIN-20200123191130-20200123220130-00201.warc.gz | en | 0.985186 | 2,088 | 3.453125 | 3 | [
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-0.076875880... | 1 | 17th and 18th Amendments Four decades of constitutional folly and failure – 4
By C. A. Chandraprema
(Courtesy of The Island)
The idea that key appointments in the state should not be made by elected people’s representatives but by a panel of unelected, wise, politically uninvolved men and women came to the fore with the 17th Amendment which was passed into law in October 2001. The 17th Amendment was all about the Constitutional Council and independent commissions. At that time, a great deal of power was concentrated in the hands of the President who made most, if not all the appointments to the important positions of the state that came under the Constitutional Council. So the introduction of the 17th Amendment was couched in terms of curbing the powers of the all-powerful executive presidency. For over two decades, there had been strident calls for its complete abolition. What came in the form of the 17th Amendment in 2001 was an attempt to ‘defang’ the executive presidency since abolishing it completely was proving to be difficult.
The Seventeenth Amendment to the Constitution envisaged the creation of a ten member Constitutional Council made up of ten persons – the Prime Minister, the Speaker, the Leader of the Opposition, one person appointed by the President, five persons nominated by both the Prime Minister and the Leader of the Opposition and one person nominated by the smaller political parties represented in Parliament other than the political parties to which the Prime Minister and the Leader of the Opposition belongs. The 17th A stipulated that when the Prime Minister and the Leader of the Opposition named the five persons they were supposed to nominate jointly, they should consult the leaders or the political parties and independent groups represented in Parliament. The law also laid down the rule that three of those five persons shall be appointed to represent minority interests in consultation with the Members of Parliament belong to the respective minority communities.
The Speaker was to be the Chairman of the Constitutional Council and the seven outsiders other than the three Parliamentarians who were on it ex officio, were to be ‘persons of eminence and integrity who have distinguished themselves in public life’ and who are not members of any political party. These non-political distinguished personalities on the CC were to hold office for a period of three years and were ineligible for re-appointment which meant that once every three years, there would be a search for distinguished personalities to fill the slots falling vacant. A member of the CC could be removed from office only if the Prime Minister and the Leader of the Opposition both formed an opinion that such member is physically or mentally incapacitated and is unable to function further in office.
The Constitutional Council was to recommend to the President persons for appointment as Chairmen or members of the Election Commission, the Public Service Commission, the National Police Commission, the Human Rights Commission of Sri Lanka, the Permanent Commission to Investigate Allegations of Bribery or Corruption, the Finance Commission and the Delimitation Commission. In such cases, it was the Constitutional Council that was to take the initiative by recommending persons suitable to be members of the independent commissions. In the case of important offices of the state such as the Judges of the Supreme Court and Court of Appeal, members of the Judicial Service Commission other than the Chairman, the Attorney-General, the Auditor-General, the Inspector-General of Police, the Ombudsman and the Secretary-General of Parliament the roles were reversed with the President making the recommendation of the candidate to the Constitutional Council and the latter indicating its approval or disapproval.
The quorum for any meeting of the CC was to be six members and for a decision to be valid, it had to be supported by at least five members. The Constitutional Council’s decisions were final and the only recourse that a party aggrieved by its decision had was to file a fundamental rights case in the Supreme Court. The independent Commissions established by the 17th Amendment were designed to take power over state sector personnel away from the political authorities. The appointment, promotion, transfer, disciplinary control and dismissal of all Heads of Departments was vested in the Cabinet. However, the Public Service Commission was to have power over the appointment, promotion, transfer, disciplinary control and dismissal of all public officers except the heads of departments. Likewise, the National Police Commission had complete authority over the appointment, promotion, transfer, disciplinary control and dismissal of all police officers other than the Inspector-General of Police.
17th A stood on its head
What was most noteworthy about the 17th Amendment was how quickly and completely its stated intention was stood on its head by its own provisions. The stated intentions of the 17th Amendment were in practice, implemented in reverse. The way the 17th Amendment was drafted was at the root of this fiasco. When it was said that five members had to be nominated by both the Prime Minister and the Leader of the Opposition and that in making these nominations, they had to consult the leaders of the political parties represented in Parliament and that three of these five persons should belong to minority communities, there was only one way in which things could go. The Muslim political parties nominated one member, the Up-country Tamil parties and Tamils of the North and East getting one member each, and the Prime Minister and Leader of the Opposition also getting one member each. When it came to the member nominated by the smaller political parties represented in Parliament, the JVP and the JHU played musical chairs for that seat with the TNA also staking a claim despite the fact that they already had a nominee to represent the Tamils of the North and East.
Ultimately it so turned out that the “persons of eminence and integrity who have distinguished themselves in public life and who are not members of any political party” who were to sit on the Constitutional Council were all nominees of various political parties. If those political parties had simply nominated one of their MPs to sit on the Constitutional Council, the effect achieved would have been the same. If the idea was to curb the power of the government of the day or the President so that they would not be able appoint just about anybody they liked to high state positions, then getting the opposition MPs in Parliament also involved in the process would have brought about the desired broad basing.
But in addition to the view that the power of the executive in making appointments to important positions in the state should be curbed, there was also the snooty view that the elected people’s representatives whether of the government or the opposition could not be trusted to make the proper decision and that therefore, this had to be done by “persons of eminence and integrity who have distinguished themselves in public life and who are not members of any political party”.
Yet according to the provisions of the 17th Amendment itself, these ‘distinguished and honourable’ men and women had to be nominated to the CC by the reviled politicians! The President would nominate one, the Tamil politicians would nominate their representatives, the Muslim politicians theirs, the PM would have one, the leader of the opposition will have one and the smaller political parties will fight among themselves to nominate the last member of the CC. Ultimately, naming a nominee to the Constitutional Council took place on the same basis as the respective political parties deciding on their national list MPs! However much this was pointed out to the proponents of the 17th Amendment, they like the naïve King in Hans Christian Andersen’s fairy story, refused to acknowledge that the 17th Amendment was nothing but self-deception.
The reviled 18th Amendment
Ironically, the much reviled Eighteenth Amendment to the Constitution corrected the absurdity of the 17th Amendment by replacing the Constitutional Council with a Parliamentary Council comprising of the Prime Minister, the Speaker, the Leader of the Opposition, a Member of Parliament nominated by the Prime Minister, and another MP nominated by the Leader of the Opposition. The President would make appointments to the important offices of the state and the independent commissions mentioned earlier and in doing so, the President was required to seek the observations of the Parliamentary Council. The observations of the Parliamentary Council, regarding the persons proposed by him for such appointments, would have to be conveyed to him by the Speaker within one week of the proposal.
What was envisaged was a consultative process whereby the President would consult the Parliamentary opposition as well in making important appointments. To make things even more inclusive, the 18th A stipulated that if the Leader of any recognized political party represented in Parliament desires to propose the name of any person for appointment as Chairman or member of an independent Commission, he may within the period of one week allocated to the Parliamentary Council to make its observations, forward to the Speaker the name of any person in relation thereto. The President may take such names into consideration when making such appointments. This was a more direct and less hypocritical way of getting nominations from the party leaders themselves instead of obtaining those views through a political stooge of those party leaders sitting on the Constitutional Council as under the 17th Amendment.
Even though the Parliamentary Council system established under the 18th Amendment was more rational and less hypocritical than the arrangement under the 17th Amendment, the 18th A came under fire for other reasons such as repealing Article 31(2) of the Constitution which stated that ‘No person who has been twice elected to the office of President by the People shall be qualified thereafter to be elected to such office by the People’ thus effectively allowing a President to serve as president on more than two occasions. It was not so much the Parliamentary Council system introduced by the 18th A that became the focus of criticism, but the lifting of this limit on the number of terms that a President could hold office.
The Parliamentary Council system was introduced by the 18th A in the context where the Constitutional Council introduced by the 17th Amendment had been in a state of abeyance for years because the smaller political parties in parliament, the TNA, JVP and the JHU were not able to decide among themselves whose turn it was to send a nominee to sit on the constitutional council! Hence, the Parliamentary Council introduced by the 18th Amendment did provide something where there was nothing earlier. However the 18th Amendment never won acceptance because of the provision removing the two term bar on the President. 168 Viewers | 2,121 | ENGLISH | 1 |
Jack Kerouac’s death, 50 years later
Jack Kerouac is one of the most prolific authors of all time, known for writing the 1957 travel novel, On the Road. He was a leader of the infamous Beat movement of writers, and his literature had a broad cultural influence. Kerouac was also keenly aware of the society and the spirit of the 1950s.
October 21, 2019, marked the 50th anniversary of Jack Kerouac’s death. People know Kerouac, but they probably don’t know everything about him. Did you know he was a poet? Did you know he invented a form of poetry? There’s more to know about Kerouac than what meets the eye.
One of the Beat poets
Born on March 12, 1922, as Jean-Louis Lebris de Kerouac, in Lowell, Massachusetts, Kerouac grew up as the son of a printer and a shoe factory employee. He attended a French-Canadian school, and he spoke fluent “joual,” a Canadian dialect of French. Because of this dialect, Kerouac considered himself a foreigner in his native country.
In 1940, Kerouac enrolled at the prestigious Columbia University, where he met two influential writers who would become his best friends: Allen Ginsberg and William S. Burroughs. The trio might not have been household names then, but they would eventually become prominent figures of the Beat literary movement.
To fully understand Kerouac’s biography, readers need to understand the Beat poetry and literary movement. Known as the “down-and-out” movement in the 1950s, writers signified the bottom of entire existence (both financially and emotionally). However, through their writing, they were the most spiritually high group of individuals. These writers openly reflected American culture and politics, often criticizing society.
For example, Ginsberg’s famous poem, “Howl,” boldly declares: “I saw the best minds of my generation destroyed by madness, starving hysterical naked.”
Did you know he invented a form of poetry?
Kerouac dove headfirst into the Beat movement, and he wasn’t afraid to write what he felt was important. Following the advice of one of his friends from Columbia, who told Kerouac to sketch “like a painter, but with words,” Kerouac began writing poetry.
Inventing the American haiku
Kerouac began writing poetry in the early 1950s, and he completed a collection of poems, Visions of Cody, in 1951-52. The collection was published posthumously in 1972. While he loved experimenting with poetic forms and prose styles, Kerouac departed himself from his fellow friends in the Beat movement by rewriting the Japanese haiku. He shifted from the traditional 17-syllable, three-line stanza to an American haiku. The poem still features three lines, but there isn’t a syllable regulation.
“I don’t think American haikus (short three-line poems intended to be completely packed with Void of Whole) should worry about syllables because American speech is something again…bursting to pop…I propose that the ‘Western Haiku’ simply say a lot in three short lines in any Western language,” Kerouac explained. “Above all, a haiku must be very simple and free of all poetic trickery and make a little picture.”
Kerouac’s mastery of the new form was demonstrated in his 1958 novel, The Dharm Burns. Kerouac clearly knew language, but that doesn’t mean he was always happy with his work.
His unfortunate decline
It’s hard to imagine Kerouac didn’t consider himself as a talented writer. He was often unhappy with the pace of his prose. But he soldiered on and kept writing, even long after the 1957 publication of his famous novel, On the Road.
But in 1969, Kerouac was broke, and many of his books were out of print. An alcoholic, he would often get into fights at bars. He was living with his third wife, Stella Kerouac, and his mother in St. Petersburg, Florida, when he died of internal hemorrhaging on October 21, 1969, while sitting in front of his television set.
But Kerouac’s legacy has persisted. Today, he is known for his “true-life” novels, and his quest for pure, unadulterated language. His prose was spontaneous. There will never be another voice like Jack Kerouac’s. No writer has even tried to compete against the literary legend.
A deeper dive – Related reading from the 101:
Learn about the mysterious death of another famous literary figure, Edgar Allan Poe.
Read the biography of one of America’s most prolific authors, Ernest Hemingway. | <urn:uuid:e5be066a-fd68-4226-bf7d-753300f25000> | CC-MAIN-2020-05 | https://www.history101.com/50-years-after-jack-kerouacs-death/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594101.10/warc/CC-MAIN-20200119010920-20200119034920-00234.warc.gz | en | 0.980469 | 1,039 | 3.484375 | 3 | [
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-0.25531429052352905... | 13 | Jack Kerouac’s death, 50 years later
Jack Kerouac is one of the most prolific authors of all time, known for writing the 1957 travel novel, On the Road. He was a leader of the infamous Beat movement of writers, and his literature had a broad cultural influence. Kerouac was also keenly aware of the society and the spirit of the 1950s.
October 21, 2019, marked the 50th anniversary of Jack Kerouac’s death. People know Kerouac, but they probably don’t know everything about him. Did you know he was a poet? Did you know he invented a form of poetry? There’s more to know about Kerouac than what meets the eye.
One of the Beat poets
Born on March 12, 1922, as Jean-Louis Lebris de Kerouac, in Lowell, Massachusetts, Kerouac grew up as the son of a printer and a shoe factory employee. He attended a French-Canadian school, and he spoke fluent “joual,” a Canadian dialect of French. Because of this dialect, Kerouac considered himself a foreigner in his native country.
In 1940, Kerouac enrolled at the prestigious Columbia University, where he met two influential writers who would become his best friends: Allen Ginsberg and William S. Burroughs. The trio might not have been household names then, but they would eventually become prominent figures of the Beat literary movement.
To fully understand Kerouac’s biography, readers need to understand the Beat poetry and literary movement. Known as the “down-and-out” movement in the 1950s, writers signified the bottom of entire existence (both financially and emotionally). However, through their writing, they were the most spiritually high group of individuals. These writers openly reflected American culture and politics, often criticizing society.
For example, Ginsberg’s famous poem, “Howl,” boldly declares: “I saw the best minds of my generation destroyed by madness, starving hysterical naked.”
Did you know he invented a form of poetry?
Kerouac dove headfirst into the Beat movement, and he wasn’t afraid to write what he felt was important. Following the advice of one of his friends from Columbia, who told Kerouac to sketch “like a painter, but with words,” Kerouac began writing poetry.
Inventing the American haiku
Kerouac began writing poetry in the early 1950s, and he completed a collection of poems, Visions of Cody, in 1951-52. The collection was published posthumously in 1972. While he loved experimenting with poetic forms and prose styles, Kerouac departed himself from his fellow friends in the Beat movement by rewriting the Japanese haiku. He shifted from the traditional 17-syllable, three-line stanza to an American haiku. The poem still features three lines, but there isn’t a syllable regulation.
“I don’t think American haikus (short three-line poems intended to be completely packed with Void of Whole) should worry about syllables because American speech is something again…bursting to pop…I propose that the ‘Western Haiku’ simply say a lot in three short lines in any Western language,” Kerouac explained. “Above all, a haiku must be very simple and free of all poetic trickery and make a little picture.”
Kerouac’s mastery of the new form was demonstrated in his 1958 novel, The Dharm Burns. Kerouac clearly knew language, but that doesn’t mean he was always happy with his work.
His unfortunate decline
It’s hard to imagine Kerouac didn’t consider himself as a talented writer. He was often unhappy with the pace of his prose. But he soldiered on and kept writing, even long after the 1957 publication of his famous novel, On the Road.
But in 1969, Kerouac was broke, and many of his books were out of print. An alcoholic, he would often get into fights at bars. He was living with his third wife, Stella Kerouac, and his mother in St. Petersburg, Florida, when he died of internal hemorrhaging on October 21, 1969, while sitting in front of his television set.
But Kerouac’s legacy has persisted. Today, he is known for his “true-life” novels, and his quest for pure, unadulterated language. His prose was spontaneous. There will never be another voice like Jack Kerouac’s. No writer has even tried to compete against the literary legend.
A deeper dive – Related reading from the 101:
Learn about the mysterious death of another famous literary figure, Edgar Allan Poe.
Read the biography of one of America’s most prolific authors, Ernest Hemingway. | 1,026 | ENGLISH | 1 |
Parashat Lech-Lecha: The Uniqueness of the Avot
Parashat Lech Lecha begins as God commands Avram to leave his home and to go to Erets Yisrael. The Commentators ask why the Torah uses the dual-phrase "Lech Lecha," and not just "lech"?
The Ba’al HaTurim, in his commentary to the Torah, offers two answers.
First, he notes that the numerical equivalent (gematria) of lech lecha is one hundred. God hinted to Avram that he would not see the blessings he was promised until he reaches the age of one hundred. Second, God hinted to Avram that he would die in one hundred years, at the age of one hundred and seventy-five.
The rabbis teach us that leaving his birthplace and traveling to an unknown destination was one of the ten tests (asara niseyonot) which God tested Avraham. However, we might ask why this is considered to be a test, as God promised him that he would receive children, money, and fame. If so, this doesn’t seem to be a very difficult test!?
Among the other tests, the Midrash relates that Avraham threw himself into a fiery furnace rather than worship Nimrod. One the one hand, this appears to be the greatest test, as Avraham was willing to sacrifice his life for God. However, it appears leaving his home was greater than the other tests. The Jewish people, throughout history, succeed in momentary tests, similar to Avraham’s test of faith. However, an open-ended test, day after day, is much harder.
God commands Avraham to move to Erets Yisrael, where there is a famine, and he must leave to Egypt, where his wife is taken captive. Avraham experiences one problem after the other. This test spanned years; it is harder to "live" a sacrifice, than to "die" in sacrifice.
The Mesilat Yesharim explains that every day we are tested. These are the day to day tests which we confront, and they are difficult. Great people don’t only pass their momentary tests, but they excel day after day.
The Ramban explains that our forefathers were unique in that their actions created templates for the rest of Jewish history. This is known as "maaseh avot siman lebanim." For example, he explains that just as Avraham went in to the land of Israel and settled at Hai, years later Yehoshua’s first stop when he brings the people into Israel in Hai. Similarly, the Ramban explains that just as Avraham went to Egypt because of a famine, and God punishes Pharaoh for taking Sarah, and then Avraham is released and sent away with gifts, years later the sons of Yaakov go to Egypt due to a famine, and after being enslaved by Pharaoh they are set free with great wealth. Avraham created the templates for Jewish history. For this reason, it is important to carefully study the lives of the avot, who created these templates for their descendants. | <urn:uuid:da7888a8-adbb-431a-aca2-24af98c9a63d> | CC-MAIN-2020-05 | http://www.dailyhalacha.com/WeeklyParasha.asp?ParashaClipID=706 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00004.warc.gz | en | 0.980511 | 657 | 3.375 | 3 | [
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0.384268939495... | 10 | Parashat Lech-Lecha: The Uniqueness of the Avot
Parashat Lech Lecha begins as God commands Avram to leave his home and to go to Erets Yisrael. The Commentators ask why the Torah uses the dual-phrase "Lech Lecha," and not just "lech"?
The Ba’al HaTurim, in his commentary to the Torah, offers two answers.
First, he notes that the numerical equivalent (gematria) of lech lecha is one hundred. God hinted to Avram that he would not see the blessings he was promised until he reaches the age of one hundred. Second, God hinted to Avram that he would die in one hundred years, at the age of one hundred and seventy-five.
The rabbis teach us that leaving his birthplace and traveling to an unknown destination was one of the ten tests (asara niseyonot) which God tested Avraham. However, we might ask why this is considered to be a test, as God promised him that he would receive children, money, and fame. If so, this doesn’t seem to be a very difficult test!?
Among the other tests, the Midrash relates that Avraham threw himself into a fiery furnace rather than worship Nimrod. One the one hand, this appears to be the greatest test, as Avraham was willing to sacrifice his life for God. However, it appears leaving his home was greater than the other tests. The Jewish people, throughout history, succeed in momentary tests, similar to Avraham’s test of faith. However, an open-ended test, day after day, is much harder.
God commands Avraham to move to Erets Yisrael, where there is a famine, and he must leave to Egypt, where his wife is taken captive. Avraham experiences one problem after the other. This test spanned years; it is harder to "live" a sacrifice, than to "die" in sacrifice.
The Mesilat Yesharim explains that every day we are tested. These are the day to day tests which we confront, and they are difficult. Great people don’t only pass their momentary tests, but they excel day after day.
The Ramban explains that our forefathers were unique in that their actions created templates for the rest of Jewish history. This is known as "maaseh avot siman lebanim." For example, he explains that just as Avraham went in to the land of Israel and settled at Hai, years later Yehoshua’s first stop when he brings the people into Israel in Hai. Similarly, the Ramban explains that just as Avraham went to Egypt because of a famine, and God punishes Pharaoh for taking Sarah, and then Avraham is released and sent away with gifts, years later the sons of Yaakov go to Egypt due to a famine, and after being enslaved by Pharaoh they are set free with great wealth. Avraham created the templates for Jewish history. For this reason, it is important to carefully study the lives of the avot, who created these templates for their descendants. | 647 | ENGLISH | 1 |
Elizabethan Dance Elizabethan Dance and Dancers After millennia of Dark Ages, the culture of Europe dance remained stagnant and undeveloped, but all that changed with the arrival of 13th century. During that time, strong economic growth, establishment of safe trade routes, and technological advancements finally enabled the birth of the high class of Italian merchants and nobles whoto set their sights on art, music and dance. After their initial steps in creating 13th century Renaissance of European continent, their efforts quickly spread across the western lands, finally coming to the England where dance was accepted with open arms. During the reign of Queen Elizabeth I between andmusic and dance received unprecedented amount of refinement and advancement, which received highest points of regard and respect from surrounding European countries and entire Western Civilization.
It was a male dominated society Elizabethan women had little or no control at all over their destinies. Normally, it was a male who made decisions for the Elizabethan era women, without as much as a consultation with or affirmation from the women involved.
In the case of Gwyneth Paltrow's character, Viola, it was her father who promised her to an aristocratic family, without asking her whether the marriage suited her. Did Elizabethan women get educated?
The women of the Elizabethan era were given education only if they were members of the nobility. Otherwise, they had to stay home and learn to run the household. For Elizabethan era women of noble birth, education included knowledge of several languages, including Latin, Greek, Italian, and French.
However, even noblewomen were not allowed to go to university and were only taught by tutors who visited them in their home.
Gender roles during the Elizabethan era were clearly defined, with men reigning superior over women. Men really had such great influence over women. While a man went out to work, a woman at that time was only expected to keep the hearth - to stay at home and manage the household duties in the family.
From birth, Elizabethan era women were taught how to govern a household and perform domestic duties so that when they married, which was expected of them regardless of their class and ancestry, their husbands would be proud. Marriage in the Elizabethan Era Speaking of Elizabethan marriagewomen were also expected to provide a dowry, which could be any amount of money, goods, or property that was to be their contribution to the marriage.
Once married, a woman during the Elizabethan era was expected, perhaps even pressured, to have and raise children. During the time, the mortality rate among infants and children were high, so even though the women gave birth often, families were not always large in number.
|Did Elizabethan women get educated?||The reign of Queen Elizabeth I saw England emerge as the leading naval and commercial power of the Western world.|
While marriage was a highly coveted state, especially among women of lower classes, not all Elizabethan era women married. For single women at the time, the nunnery was a place suggested. When monasteries were dissolved, however, the only place for single women during the Elizabethan era was in domestic service.
Women's dependence on men All throughout their life, the women of the Elizabethan times were made to become dependent on a male relative - father, brother, uncle, husband, or other.
Even religion dictated the fate of women, as obedience of a woman to a man was greatly emphasized. It is interesting to note that while the rest of the women citizenry of England during what people call the Golden Age were given to the decisions of the male members in their family and were only limited to household duties, it was a woman who sat on the throne as queen of the land.Elizabethan England rutadeltambor.com started as a site primarily focused on life in England during Elizabethan era.
Over the period of time, it has grown to include information about logically extending to era before Elizabethan era and period after elizabethan era. The Elizabethan era is the epoch in the Tudor period of the history of England during the reign of Queen Elizabeth I (–). Historians often depict it as the golden age in English history.
The symbol of Britannia (a female personification of Great Britain) was first used in , and often thereafter, to mark the Elizabethan age as a renaissance that inspired national pride through. During the period of time in 16th century that is today remembered as an Elizabethan Era, dance and music received unprecedented attention, advancement and refinement that allowed it to become one of the most popular ways for socialization and exercise, and a foundation for the creation of all modern dances.
Renaissance, Elizabethan, Tudor, Celtic gowns and clothing, Medieval, Period, Gothic gowns and dresses and garb. The Elizabethan era is the epoch in the Tudor period of the history of England during the reign of Queen Elizabeth I (–).
Historians often depict it as the golden age in English history. The symbol of Britannia (a female personification of Great Britain) was first used in , and often thereafter, to mark the Elizabethan age as a renaissance . During the period of time in 16th century that is today remembered as an Elizabethan Era, dance and music received unprecedented attention, advancement and refinement that allowed it to become one of the most popular ways for socialization and exercise, and . | <urn:uuid:6b925e34-fdbe-4a5e-8f72-0616610f99fa> | CC-MAIN-2020-05 | https://mogocutyvimu.rutadeltambor.com/a-history-of-the-music-of-the-elizabethan-era-31405ax.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604849.31/warc/CC-MAIN-20200121162615-20200121191615-00107.warc.gz | en | 0.984833 | 1,105 | 3.640625 | 4 | [
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-0.015389... | 1 | Elizabethan Dance Elizabethan Dance and Dancers After millennia of Dark Ages, the culture of Europe dance remained stagnant and undeveloped, but all that changed with the arrival of 13th century. During that time, strong economic growth, establishment of safe trade routes, and technological advancements finally enabled the birth of the high class of Italian merchants and nobles whoto set their sights on art, music and dance. After their initial steps in creating 13th century Renaissance of European continent, their efforts quickly spread across the western lands, finally coming to the England where dance was accepted with open arms. During the reign of Queen Elizabeth I between andmusic and dance received unprecedented amount of refinement and advancement, which received highest points of regard and respect from surrounding European countries and entire Western Civilization.
It was a male dominated society Elizabethan women had little or no control at all over their destinies. Normally, it was a male who made decisions for the Elizabethan era women, without as much as a consultation with or affirmation from the women involved.
In the case of Gwyneth Paltrow's character, Viola, it was her father who promised her to an aristocratic family, without asking her whether the marriage suited her. Did Elizabethan women get educated?
The women of the Elizabethan era were given education only if they were members of the nobility. Otherwise, they had to stay home and learn to run the household. For Elizabethan era women of noble birth, education included knowledge of several languages, including Latin, Greek, Italian, and French.
However, even noblewomen were not allowed to go to university and were only taught by tutors who visited them in their home.
Gender roles during the Elizabethan era were clearly defined, with men reigning superior over women. Men really had such great influence over women. While a man went out to work, a woman at that time was only expected to keep the hearth - to stay at home and manage the household duties in the family.
From birth, Elizabethan era women were taught how to govern a household and perform domestic duties so that when they married, which was expected of them regardless of their class and ancestry, their husbands would be proud. Marriage in the Elizabethan Era Speaking of Elizabethan marriagewomen were also expected to provide a dowry, which could be any amount of money, goods, or property that was to be their contribution to the marriage.
Once married, a woman during the Elizabethan era was expected, perhaps even pressured, to have and raise children. During the time, the mortality rate among infants and children were high, so even though the women gave birth often, families were not always large in number.
|Did Elizabethan women get educated?||The reign of Queen Elizabeth I saw England emerge as the leading naval and commercial power of the Western world.|
While marriage was a highly coveted state, especially among women of lower classes, not all Elizabethan era women married. For single women at the time, the nunnery was a place suggested. When monasteries were dissolved, however, the only place for single women during the Elizabethan era was in domestic service.
Women's dependence on men All throughout their life, the women of the Elizabethan times were made to become dependent on a male relative - father, brother, uncle, husband, or other.
Even religion dictated the fate of women, as obedience of a woman to a man was greatly emphasized. It is interesting to note that while the rest of the women citizenry of England during what people call the Golden Age were given to the decisions of the male members in their family and were only limited to household duties, it was a woman who sat on the throne as queen of the land.Elizabethan England rutadeltambor.com started as a site primarily focused on life in England during Elizabethan era.
Over the period of time, it has grown to include information about logically extending to era before Elizabethan era and period after elizabethan era. The Elizabethan era is the epoch in the Tudor period of the history of England during the reign of Queen Elizabeth I (–). Historians often depict it as the golden age in English history.
The symbol of Britannia (a female personification of Great Britain) was first used in , and often thereafter, to mark the Elizabethan age as a renaissance that inspired national pride through. During the period of time in 16th century that is today remembered as an Elizabethan Era, dance and music received unprecedented attention, advancement and refinement that allowed it to become one of the most popular ways for socialization and exercise, and a foundation for the creation of all modern dances.
Renaissance, Elizabethan, Tudor, Celtic gowns and clothing, Medieval, Period, Gothic gowns and dresses and garb. The Elizabethan era is the epoch in the Tudor period of the history of England during the reign of Queen Elizabeth I (–).
Historians often depict it as the golden age in English history. The symbol of Britannia (a female personification of Great Britain) was first used in , and often thereafter, to mark the Elizabethan age as a renaissance . During the period of time in 16th century that is today remembered as an Elizabethan Era, dance and music received unprecedented attention, advancement and refinement that allowed it to become one of the most popular ways for socialization and exercise, and . | 1,099 | ENGLISH | 1 |
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King and martyr ; b., probably, 605; d. 5 Aug., 642; the second of seven brothers, sons of Ethelfrid, who was grandson of Ida, founder of the Kingdom of Northumbria in 547. Oswald's mother was Acha, daughter of Ella or Alla, who, after Ida's death, had seized Deira and thus separated it from the Northern Bernicia. The years of Oswald's youth were spent at home, as long as his father reigned, but when, in 617, Ethelfrid was slain in battle by Redwald, King of the East Angles, Oswald with his brothers fled for protection from Edwin, their uncle, Acha's brother, to the land of the Scots and were cared for at Columba's Monastery at Hii, or Iona. There they remained until Edwin's death in the battle of Heathfield (633). Eanfrid, his elder brother, then retuurned to accept the Kingdom of Deira, whilst Osric, cousin of Edwin, received Bernicia. The kingdom was thus again divided and both parts relapsed into paganism. In the following year Osric was slain in battle, and Eanfrid treacherously murdered by the British king, Cadwalla. Oswald thereupon came down from the North, and in 635 a small but resolute band gathered round him near the Roman Wall at a spot seven miles north of Hexham, afterwards known as Hevenfelt, or Heaven's Field. Here, encouraged by a vision and promise of victory from St. Columba, who shrouded with his mantle all his camp, Oswald set up a cross of wood as his standard -- the first Christian symbol ever raised in Bernicia -- and gave battle to the Britons, who were led, probably, by Cadwalla. The Britons were completely routed, and thenceforth could only act on the defensive.
Oswald's victory reunited the Northumbrian Kingdom not only because he delivered it from the humiliating yoke of the Mercians and Britons, but also because on his father's side he was a descendant of Ida of Bernicia and on his mother's of the royal house of Ella of Deira. Thus united, Northumbria could not fail to become the chief power in a confederation against Penda of Mercia and the Britons of Wales. Oswald was thoroughly grounded in the principles of the Christian religion, and, though but twelve nobles with whom he returned from exile were Christians, far from abandoning his faith, his first care was to spread it among the Bernicians, thus confirming the political union effected by Edwin with a religious union unknown before. Edwin, it is true, had himself received the Faith in 627, through the influence of his wife Ethelburga, sister of the Kentish King, who had brought St. Paulinus to the North, but his example was followed only by the people of Deira. Oswald, brought up in Columba's monastery at Iona, naturally looked to the North for missionaries. The first preacher who set forth soon returned, having found the Northumbrian people too barbarous and stubborn. Then Aidan was sent, "a man of singular meekness, piety and moderation", who established his episcopal see at Lindisfarne, in 635. Oswald's zealous co-operation with the monk-bishop soon filled the land with churches and monasteries, and the church at York, begun by Edwin, was completed. Moreover, his wonderful humility in the midst of success, his charity, and his piety soon had their effect in turning his subjects from Woden to Christ. We are told that the king in his Court acted as the interpreter of the Irish missionaries who knew not the language of his thanes.
It was Oswald's work to add to the warlike glory of his father Ethelfrid and the wise administration of his uncle Edwin the moral power of Christianity, and to build up a great kingdom. Edwin had gathered the whole English race into one political body and was overlord of every English kingdom save that of Kent. The Venerable Bede (III, 6) says that Oswald had a greater dominion than any of his ancestors, and that "he brought under his sway all the nations and provinces of Britain, which are divided into four languages, namely the Britons, the Picts, the Scots, and the English". He had great power in the North-West, as far south as Chester and Lancashire, and was probably owned as overlord by the Welsh Kingdom of Strath Clyde, as well as by the Picts and Scots of Dalriada. In the East he was supreme in Lindsey, and the words of Bede seem to imply that he was overlord of Mercia, which was still ruled by Penda; but this could have been scarcely more than nominal. The West Saxons in the South, influenced by the fear of Penda, readily acknowledged Oswald, their allegiance being strengthened, in 635, by the conversion of King Cynegils, of Wessex, at whose baptism Oswald stood sponsor, and whose daughter he married. Both sovereigns then established Bishop Birinus at Dorchester.
This vast supremacy, extending from north to south, and broken only by Penda's kingdom in Mid-Britain and that of the East Angles, led Adamnan of Hii to call Oswald "The Emperor of the whole of Britain". Christianity seemed to be forming a network round the pagan Penda of Mercia. The kingdom of the East Angles, which was still Christian, but acknowledged Penda as overlord, was necessary to Oswald to maintain the connection between his dominions in the north and the south. War was therefore inevitable. At the battle of Maserfeld, said to be seven miles from Shrewsbury, "on the border of Wales, near Offa's dyke", Oswald was slain on 5 Aug., 642, and thus perished "the most powerful and most Christian King" in the eighth year of his reign and in the flower of his age. His last words were for the spiritual welfare of his soldiers, whence the proverb: " God have mercy on their souls, as said Oswald when he fell." His body was mutilated by Penda, and his limbs set up on stakes, where they remained a full year, until they were taken away by Oswy and given to the monks at Bardney in Lindsey. In the tenth century some of the bones were carried off by Ethelred and Ethelfleda of Mercia to St. Peter's, Gloucester. His head was taken from the battlefield to the church of St. Peter in the royal fortress at Bamborough, and was afterwards translated to Lindisfarne, where, for fear of the Danes, it was placed in 875 in the coffin of St. Cuthbert, which found its resting place at Durham in 998. It was in the coffin at the translation of St. Cuthbert in 1104, and was thought to be there when the tomb was opened in 1828. His arm and hand (or hands) were taken to Bamborough and perhaps afterwards removed to Peterborough, and were still incorrupt in the time of Symeon of Durham, early in the twelfth century. Reginald gives an account of his personal appearance: arms of great length and power, eyes bright blue, hair yellow, face long and beard thin, and his small lips wearing a kindly smile.
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King and martyr ; b., probably, 605; d. 5 Aug., 642; the second of seven brothers, sons of Ethelfrid, who was grandson of Ida, founder of the Kingdom of Northumbria in 547. Oswald's mother was Acha, daughter of Ella or Alla, who, after Ida's death, had seized Deira and thus separated it from the Northern Bernicia. The years of Oswald's youth were spent at home, as long as his father reigned, but when, in 617, Ethelfrid was slain in battle by Redwald, King of the East Angles, Oswald with his brothers fled for protection from Edwin, their uncle, Acha's brother, to the land of the Scots and were cared for at Columba's Monastery at Hii, or Iona. There they remained until Edwin's death in the battle of Heathfield (633). Eanfrid, his elder brother, then retuurned to accept the Kingdom of Deira, whilst Osric, cousin of Edwin, received Bernicia. The kingdom was thus again divided and both parts relapsed into paganism. In the following year Osric was slain in battle, and Eanfrid treacherously murdered by the British king, Cadwalla. Oswald thereupon came down from the North, and in 635 a small but resolute band gathered round him near the Roman Wall at a spot seven miles north of Hexham, afterwards known as Hevenfelt, or Heaven's Field. Here, encouraged by a vision and promise of victory from St. Columba, who shrouded with his mantle all his camp, Oswald set up a cross of wood as his standard -- the first Christian symbol ever raised in Bernicia -- and gave battle to the Britons, who were led, probably, by Cadwalla. The Britons were completely routed, and thenceforth could only act on the defensive.
Oswald's victory reunited the Northumbrian Kingdom not only because he delivered it from the humiliating yoke of the Mercians and Britons, but also because on his father's side he was a descendant of Ida of Bernicia and on his mother's of the royal house of Ella of Deira. Thus united, Northumbria could not fail to become the chief power in a confederation against Penda of Mercia and the Britons of Wales. Oswald was thoroughly grounded in the principles of the Christian religion, and, though but twelve nobles with whom he returned from exile were Christians, far from abandoning his faith, his first care was to spread it among the Bernicians, thus confirming the political union effected by Edwin with a religious union unknown before. Edwin, it is true, had himself received the Faith in 627, through the influence of his wife Ethelburga, sister of the Kentish King, who had brought St. Paulinus to the North, but his example was followed only by the people of Deira. Oswald, brought up in Columba's monastery at Iona, naturally looked to the North for missionaries. The first preacher who set forth soon returned, having found the Northumbrian people too barbarous and stubborn. Then Aidan was sent, "a man of singular meekness, piety and moderation", who established his episcopal see at Lindisfarne, in 635. Oswald's zealous co-operation with the monk-bishop soon filled the land with churches and monasteries, and the church at York, begun by Edwin, was completed. Moreover, his wonderful humility in the midst of success, his charity, and his piety soon had their effect in turning his subjects from Woden to Christ. We are told that the king in his Court acted as the interpreter of the Irish missionaries who knew not the language of his thanes.
It was Oswald's work to add to the warlike glory of his father Ethelfrid and the wise administration of his uncle Edwin the moral power of Christianity, and to build up a great kingdom. Edwin had gathered the whole English race into one political body and was overlord of every English kingdom save that of Kent. The Venerable Bede (III, 6) says that Oswald had a greater dominion than any of his ancestors, and that "he brought under his sway all the nations and provinces of Britain, which are divided into four languages, namely the Britons, the Picts, the Scots, and the English". He had great power in the North-West, as far south as Chester and Lancashire, and was probably owned as overlord by the Welsh Kingdom of Strath Clyde, as well as by the Picts and Scots of Dalriada. In the East he was supreme in Lindsey, and the words of Bede seem to imply that he was overlord of Mercia, which was still ruled by Penda; but this could have been scarcely more than nominal. The West Saxons in the South, influenced by the fear of Penda, readily acknowledged Oswald, their allegiance being strengthened, in 635, by the conversion of King Cynegils, of Wessex, at whose baptism Oswald stood sponsor, and whose daughter he married. Both sovereigns then established Bishop Birinus at Dorchester.
This vast supremacy, extending from north to south, and broken only by Penda's kingdom in Mid-Britain and that of the East Angles, led Adamnan of Hii to call Oswald "The Emperor of the whole of Britain". Christianity seemed to be forming a network round the pagan Penda of Mercia. The kingdom of the East Angles, which was still Christian, but acknowledged Penda as overlord, was necessary to Oswald to maintain the connection between his dominions in the north and the south. War was therefore inevitable. At the battle of Maserfeld, said to be seven miles from Shrewsbury, "on the border of Wales, near Offa's dyke", Oswald was slain on 5 Aug., 642, and thus perished "the most powerful and most Christian King" in the eighth year of his reign and in the flower of his age. His last words were for the spiritual welfare of his soldiers, whence the proverb: " God have mercy on their souls, as said Oswald when he fell." His body was mutilated by Penda, and his limbs set up on stakes, where they remained a full year, until they were taken away by Oswy and given to the monks at Bardney in Lindsey. In the tenth century some of the bones were carried off by Ethelred and Ethelfleda of Mercia to St. Peter's, Gloucester. His head was taken from the battlefield to the church of St. Peter in the royal fortress at Bamborough, and was afterwards translated to Lindisfarne, where, for fear of the Danes, it was placed in 875 in the coffin of St. Cuthbert, which found its resting place at Durham in 998. It was in the coffin at the translation of St. Cuthbert in 1104, and was thought to be there when the tomb was opened in 1828. His arm and hand (or hands) were taken to Bamborough and perhaps afterwards removed to Peterborough, and were still incorrupt in the time of Symeon of Durham, early in the twelfth century. Reginald gives an account of his personal appearance: arms of great length and power, eyes bright blue, hair yellow, face long and beard thin, and his small lips wearing a kindly smile.
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. | 1,725 | ENGLISH | 1 |
The attack on Pearl Harbor happened on December 7, 1941, when the president of the United States, President Roosevelt decided to move the U.S navy fleet to Hawaii from California as a move to threaten Japan. The reason why Japan was trying to expand over the Pacific ocean was since they lacked natural resources like oil, minerals and steel.
The United States, noticing Japan’s aggression, decided to move further west towards the Pacific Ocean, cutting off all businesses between the US and Japan leaving their assets frozen in place. With Japan deciding how to address this problem, still isolated from the United States, they believed that a war was inevitable, so they decided to attack first. Even though Japan managed to take the lives of many Americans and destroy many ships and airplanes the attack was still deemed as a failure. The reason that it was considered a failed attack is because there was no benefit from the attack. Japan was not able to expand further through the Pacific ocean, and they did not get any more resources that they were desperate for and they still did not have any communication with the United States.
Don’t waste time! Our writers will create an original "What were the causes and effects of Pearl Harbor?" essay for youCreate order
There are deeper reasons as to why the attack happened and how all the technicalities worked. For many years before the attack on Pearl Harbor, Japan was invading many countries in order to try expand. The first issue with Japan’s neighbors came when Japan invaded China in 1895 and when they invaded Russia in 1904. The second war between China and Japan began in 1937 due to the incident at the Marco Polo Bridge where there was a battle between China’s Revolutionary Army and the Imperial Japanese Army. That is what ended up sparking the conflict and drawing a red flag for everyone else who was watching Japan’s actions. In 1933, Japan decided on withdrawing from the league of nations due to being condemned by other countries for wanting to expand their country. Since there was much war going on at this time in the world, Japan used the war going on in Europe with Hitler as a diversion plan to avoid the attention as they continued to expand and dominate the far east side. The United States was a neutral power for most of the war, and they decided they were going to stay that way unless Japan decided to attack the Philippines. They were supplying their allies with supplies, needed to survive the war at first, until they felt the threat getting closer and more pointed towards them which is when they started to prepare for war. The negotiations between the United States and Japan started in 1941 in order to try and improve relations between the countries. After discussing alternate options, Japan decided to withdraw from most of China and Indochina after coming to peace terms with the Chinese. After multiple meeting and negotiations between the United States and Japan could not agree due to a few reasons. Japan was an ally of Germany and Fascist Italy at the time of these negotiations. They were also still trying to gain control of southeast Asia at the time. Japan was trying to do as much as possible to gain power as quick as they could before getting into any more trouble.
Japan’s plan for attack consisted of breaking off the peace treaty and all the negotiations that they had with the United States thirty minutes before they decided to attack. People who were in office in Japan sent a long 14 page encrypted message to Washington which takes a while to deliver due to the fact that they must take apart the message and decode it since it was encrypted. This is a key example of the lack of communication between the two countries because they knew that the message would take too long to deliver and before they were evenableto review the message Japan already started their attack on The United States. This is when people who were in relations with the United States claimed that Japan was lying due to the fact that when the message was decrypted it was filled with a ton of lies. Later though after the war Japan admitted to not even making a Declaration of war until they already heard that the attack on The United States was successful. After the attack on America the Prime Minister of Japan realized that after about two years they would be running out of oil and they needed to find a new source so they tried to have discussions with America about oil but President Roosevelt replied that they must evade from China before even having any relations with them. Japan realized that they did not have much of a chance winning a war against The United States due to how unsuccessful they were when invading China. Even though they did not want to go to war with The United States they argued that not doing anything could affect them the same way losing a war would and it would disappoint everyone in their country. Japan decides to start creating a war plan to take action against the United States. They brought up the ideas in a conference November 3rd, 1941 and the plan was approved just a few days after on November 5th. If they were able to get legal documentation on their plan of attack they were aiming to attack around december which was about one more after they created their war plans. Following the weeks after they decided to attack they offered The United States one more chance to to give them aid but The United States rejected their offer and even countered it by demanding along with leaving from Indochina they would also have to leave China, followed by a request to agree to an open door policy in the far east. War against the United States was official as of December first where shortly after they all gathered again to discuss the surprise attack on the United States Pacific fleet which was located at the main base in Hawaii. In preparation for their attack Japan decided to start intelligence gathering which consisted of them putting spies in Hawaii and receiving help from some of their allies which lived in Hawaii to gather information the United States military. They were able to gain a lot of information about the harbor from a specific spy named Tadashi Morimura. He posed as a tourist in Hawaii and would frequently visit the harbor and gather information such as how many ships were docked, how many guards, soldiers, Hangars and barracks. He was also able to get a very detailed sketch of the Harbor and figured out the days when the most ships were docked at the harbor. He delivered the information back to Japan with yet again another encrypted message. Japan had a really in depth plan about what they were going to do about the United States Navy. They thought about how many ships, the distance Hawaii is from the mainland of the United States, and the perfect time to attack. Japan’s arsenal for attack was very strong at the time. It consisted of 359 airplanes, two fast battleships, two heavy cruisers, one light cruiser, nine destroyers, and three fleet submarines.
After the attack on Pearl Harbor happened both countries knew that they would be going to war. The lack of communication between the two blew the whole situation out of proportion causing them to never be able to come to an agreement and they ended up having to go to war. Japan was in search for another source of supplies that they never ended up getting from the United States. The United States were just trying to protect their allies which led them to having to fight Japan. This is why communication is so important, if only they were able to find a solution by communicating then we would have never had gone to war with them and lost so many lives.
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:00db3021-e470-45b7-838e-950fb4a4ac0e> | CC-MAIN-2020-05 | https://studydriver.com/what-were-the-causes-and-effects-of-pearl-harbor/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690095.81/warc/CC-MAIN-20200126165718-20200126195718-00000.warc.gz | en | 0.989758 | 1,522 | 3.90625 | 4 | [
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0.69146537780761... | 1 | The attack on Pearl Harbor happened on December 7, 1941, when the president of the United States, President Roosevelt decided to move the U.S navy fleet to Hawaii from California as a move to threaten Japan. The reason why Japan was trying to expand over the Pacific ocean was since they lacked natural resources like oil, minerals and steel.
The United States, noticing Japan’s aggression, decided to move further west towards the Pacific Ocean, cutting off all businesses between the US and Japan leaving their assets frozen in place. With Japan deciding how to address this problem, still isolated from the United States, they believed that a war was inevitable, so they decided to attack first. Even though Japan managed to take the lives of many Americans and destroy many ships and airplanes the attack was still deemed as a failure. The reason that it was considered a failed attack is because there was no benefit from the attack. Japan was not able to expand further through the Pacific ocean, and they did not get any more resources that they were desperate for and they still did not have any communication with the United States.
Don’t waste time! Our writers will create an original "What were the causes and effects of Pearl Harbor?" essay for youCreate order
There are deeper reasons as to why the attack happened and how all the technicalities worked. For many years before the attack on Pearl Harbor, Japan was invading many countries in order to try expand. The first issue with Japan’s neighbors came when Japan invaded China in 1895 and when they invaded Russia in 1904. The second war between China and Japan began in 1937 due to the incident at the Marco Polo Bridge where there was a battle between China’s Revolutionary Army and the Imperial Japanese Army. That is what ended up sparking the conflict and drawing a red flag for everyone else who was watching Japan’s actions. In 1933, Japan decided on withdrawing from the league of nations due to being condemned by other countries for wanting to expand their country. Since there was much war going on at this time in the world, Japan used the war going on in Europe with Hitler as a diversion plan to avoid the attention as they continued to expand and dominate the far east side. The United States was a neutral power for most of the war, and they decided they were going to stay that way unless Japan decided to attack the Philippines. They were supplying their allies with supplies, needed to survive the war at first, until they felt the threat getting closer and more pointed towards them which is when they started to prepare for war. The negotiations between the United States and Japan started in 1941 in order to try and improve relations between the countries. After discussing alternate options, Japan decided to withdraw from most of China and Indochina after coming to peace terms with the Chinese. After multiple meeting and negotiations between the United States and Japan could not agree due to a few reasons. Japan was an ally of Germany and Fascist Italy at the time of these negotiations. They were also still trying to gain control of southeast Asia at the time. Japan was trying to do as much as possible to gain power as quick as they could before getting into any more trouble.
Japan’s plan for attack consisted of breaking off the peace treaty and all the negotiations that they had with the United States thirty minutes before they decided to attack. People who were in office in Japan sent a long 14 page encrypted message to Washington which takes a while to deliver due to the fact that they must take apart the message and decode it since it was encrypted. This is a key example of the lack of communication between the two countries because they knew that the message would take too long to deliver and before they were evenableto review the message Japan already started their attack on The United States. This is when people who were in relations with the United States claimed that Japan was lying due to the fact that when the message was decrypted it was filled with a ton of lies. Later though after the war Japan admitted to not even making a Declaration of war until they already heard that the attack on The United States was successful. After the attack on America the Prime Minister of Japan realized that after about two years they would be running out of oil and they needed to find a new source so they tried to have discussions with America about oil but President Roosevelt replied that they must evade from China before even having any relations with them. Japan realized that they did not have much of a chance winning a war against The United States due to how unsuccessful they were when invading China. Even though they did not want to go to war with The United States they argued that not doing anything could affect them the same way losing a war would and it would disappoint everyone in their country. Japan decides to start creating a war plan to take action against the United States. They brought up the ideas in a conference November 3rd, 1941 and the plan was approved just a few days after on November 5th. If they were able to get legal documentation on their plan of attack they were aiming to attack around december which was about one more after they created their war plans. Following the weeks after they decided to attack they offered The United States one more chance to to give them aid but The United States rejected their offer and even countered it by demanding along with leaving from Indochina they would also have to leave China, followed by a request to agree to an open door policy in the far east. War against the United States was official as of December first where shortly after they all gathered again to discuss the surprise attack on the United States Pacific fleet which was located at the main base in Hawaii. In preparation for their attack Japan decided to start intelligence gathering which consisted of them putting spies in Hawaii and receiving help from some of their allies which lived in Hawaii to gather information the United States military. They were able to gain a lot of information about the harbor from a specific spy named Tadashi Morimura. He posed as a tourist in Hawaii and would frequently visit the harbor and gather information such as how many ships were docked, how many guards, soldiers, Hangars and barracks. He was also able to get a very detailed sketch of the Harbor and figured out the days when the most ships were docked at the harbor. He delivered the information back to Japan with yet again another encrypted message. Japan had a really in depth plan about what they were going to do about the United States Navy. They thought about how many ships, the distance Hawaii is from the mainland of the United States, and the perfect time to attack. Japan’s arsenal for attack was very strong at the time. It consisted of 359 airplanes, two fast battleships, two heavy cruisers, one light cruiser, nine destroyers, and three fleet submarines.
After the attack on Pearl Harbor happened both countries knew that they would be going to war. The lack of communication between the two blew the whole situation out of proportion causing them to never be able to come to an agreement and they ended up having to go to war. Japan was in search for another source of supplies that they never ended up getting from the United States. The United States were just trying to protect their allies which led them to having to fight Japan. This is why communication is so important, if only they were able to find a solution by communicating then we would have never had gone to war with them and lost so many lives.
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 | 1,538 | ENGLISH | 1 |
Chapter 4: Truly Beautiful Mind
Exercise number - 1
Here are some headings for paragraphs in the text. Write the number(s) of the paragraph(s) for each title against the heading. The first one is done for you.
(i) Einstein’s equation
(ii) Einstein meets his future wife
(iii) The making of a violinist
(iv) Mileva and Einstein’s mother
(v) A letter that launched the arms race
(vi) A desk drawer full of ideas
(vii) Marriage and divorce
Who had these opinions about Einstein?
(i) He was boring.
(ii) He was stupid and would never succeed in life.
(iii) He was a freak.
(i) Einstein was considered to be boring by his playmates.
(ii) Einstein was considered to be stupid and would never succeed at anything in life by his headmaster.
(iii) Einstein was considered to be a freak by his mother.
Explain what the reasons for the following are.
(i) Einstein leaving the school in Munich for good.
(ii) Einstein wanting to study in Switzerland rather than in Munich.
(iii) Einstein seeing in Mileva an ally.
(iv) What do these tell you about Einstein?
(i) Albert Einstein scored good marks on almost every subject and he was never a bad pupil. He often had a difference of opinion with his teachers and hence Einstein hated the regimentation of school. He felt too stifled to continue his schooling at Munich and he left the school at the age of 15.
(ii) Einstein wanted to study in Switzerland because German-speaking Switzerland was more liberal than people in Munich.
(iii)Mileva, who was Einstein’s fellow student with whom he had a special as he thought she was a clever person. The university in Zurich was one of the few institutes in Europe where women could get degrees and she had come to Switzerland to pursue her education. Einstein instantly realised that she was an ally against all the people he was at odds with.
(iv)All these instances indicate that Einstein was a visionary. He never hesitates in sharing his views with others and was very clever. He always did things the way he wanted to and did not travel with the tide. He was not afraid of having a difference of opinion with his teachers or anyone as he knew he was right. He left his school because he found it too stifling though he was doing well in school. Since he felt Zurich is more liberal than Munich he eventually moved to Zurich. He liked to be with the people of the same kind as him. He was a strong man who stuck to his ideas and principle and never was afraid of bringing them into practice.
What did Einstein call his desk drawer at the patent office? Why?
In the patent office at Bern, Einstein was working as a technical expert. At the patent office he calls his desk drawer as "bureau of theoretical physics". He called it that way because instead of accessing other people’s investigations, he was actually developing his own ideas in secret and those secret ideas were stored in his drawer.
Why did Einstein write a letter to Franklin Roosevelt?
Einstein emigrated to the United States of America when the Nazis came to power in Germany. Due to the discovery of nuclear fission in Berlin, the American physicists were in an uproar. They had the fear that the Nazis could also build and use an atomic bomb. At the urging of a colleague, a letter was written by Einstein to warn Franklin Roosevelt about the consequences of an atomic explosion.
How did Einstein react to the bombing of Hiroshima and Nagasaki?
In the Japanese cities of Hiroshima and Nagasaki, the Americans dropped a atomic bomb which they developed as a secret project. The explosion has caused a severe destruction that shook Einstein deeply. His proposal of formation of a world government was not given any attention. Over the next decade, he involved more in politics trying to drive people to bring an end to the arms race. Till his last days he campaigned for peace and democracy.
Why does the world remember Einstein as a "world citizen"?
Einstein was a visionary and a scientific genius and thus the world remembers Einstein as a "world citizen". His invention did not stop with the discoveries in science but also played a vital role in arms race between certain nations in the world. Till his last days he used his popularity to campaign for peace and democracy.
Here are some facts from Einstein’s life. Arrange them in chronological order.
[ ] Einstein publishes his special theory of relativity.
[ ] He is awarded the Nobel Prize in Physics.
[ ] Einstein writes a letter to U.S. President, Franklin D. Roosevelt, and warns against Germany’s building of an atomic bomb.
[ ] Einstein attends a high school in Munich.
[ ] Einstein’s family moves to Milan.
[ ] Einstein is born in the German city of Ulm.
[ ] Einstein joins a university in Zurich, where he meets Mileva.
[ ] Einstein dies.
[ ] He provides a new interpretation of gravity.
[ ] Tired of the school’s regimentation, Einstein withdraws from school.
[ ] He works in a patent office as a technical expert.
[ ] When Hitler comes to power, Einstein leaves Germany for the United States.
Here are some sentences from the story. Choose the word from the brackets which can be substituted for the italicised words in the sentences.
Complete the sentences below by filling in the blanks with suitable participial clauses. The information that has to be used in the phrases is provided as a sentence in brackets. | <urn:uuid:8d03a5d2-43ab-4297-a44f-26c712b4650d> | CC-MAIN-2020-05 | https://solutions.olympiadsuccess.com/ncert-solutions-for-class-9-english-chapter-4-truly-beautiful-mind | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598726.39/warc/CC-MAIN-20200120110422-20200120134422-00402.warc.gz | en | 0.98052 | 1,185 | 3.375 | 3 | [
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0.2923238277435303... | 2 | Chapter 4: Truly Beautiful Mind
Exercise number - 1
Here are some headings for paragraphs in the text. Write the number(s) of the paragraph(s) for each title against the heading. The first one is done for you.
(i) Einstein’s equation
(ii) Einstein meets his future wife
(iii) The making of a violinist
(iv) Mileva and Einstein’s mother
(v) A letter that launched the arms race
(vi) A desk drawer full of ideas
(vii) Marriage and divorce
Who had these opinions about Einstein?
(i) He was boring.
(ii) He was stupid and would never succeed in life.
(iii) He was a freak.
(i) Einstein was considered to be boring by his playmates.
(ii) Einstein was considered to be stupid and would never succeed at anything in life by his headmaster.
(iii) Einstein was considered to be a freak by his mother.
Explain what the reasons for the following are.
(i) Einstein leaving the school in Munich for good.
(ii) Einstein wanting to study in Switzerland rather than in Munich.
(iii) Einstein seeing in Mileva an ally.
(iv) What do these tell you about Einstein?
(i) Albert Einstein scored good marks on almost every subject and he was never a bad pupil. He often had a difference of opinion with his teachers and hence Einstein hated the regimentation of school. He felt too stifled to continue his schooling at Munich and he left the school at the age of 15.
(ii) Einstein wanted to study in Switzerland because German-speaking Switzerland was more liberal than people in Munich.
(iii)Mileva, who was Einstein’s fellow student with whom he had a special as he thought she was a clever person. The university in Zurich was one of the few institutes in Europe where women could get degrees and she had come to Switzerland to pursue her education. Einstein instantly realised that she was an ally against all the people he was at odds with.
(iv)All these instances indicate that Einstein was a visionary. He never hesitates in sharing his views with others and was very clever. He always did things the way he wanted to and did not travel with the tide. He was not afraid of having a difference of opinion with his teachers or anyone as he knew he was right. He left his school because he found it too stifling though he was doing well in school. Since he felt Zurich is more liberal than Munich he eventually moved to Zurich. He liked to be with the people of the same kind as him. He was a strong man who stuck to his ideas and principle and never was afraid of bringing them into practice.
What did Einstein call his desk drawer at the patent office? Why?
In the patent office at Bern, Einstein was working as a technical expert. At the patent office he calls his desk drawer as "bureau of theoretical physics". He called it that way because instead of accessing other people’s investigations, he was actually developing his own ideas in secret and those secret ideas were stored in his drawer.
Why did Einstein write a letter to Franklin Roosevelt?
Einstein emigrated to the United States of America when the Nazis came to power in Germany. Due to the discovery of nuclear fission in Berlin, the American physicists were in an uproar. They had the fear that the Nazis could also build and use an atomic bomb. At the urging of a colleague, a letter was written by Einstein to warn Franklin Roosevelt about the consequences of an atomic explosion.
How did Einstein react to the bombing of Hiroshima and Nagasaki?
In the Japanese cities of Hiroshima and Nagasaki, the Americans dropped a atomic bomb which they developed as a secret project. The explosion has caused a severe destruction that shook Einstein deeply. His proposal of formation of a world government was not given any attention. Over the next decade, he involved more in politics trying to drive people to bring an end to the arms race. Till his last days he campaigned for peace and democracy.
Why does the world remember Einstein as a "world citizen"?
Einstein was a visionary and a scientific genius and thus the world remembers Einstein as a "world citizen". His invention did not stop with the discoveries in science but also played a vital role in arms race between certain nations in the world. Till his last days he used his popularity to campaign for peace and democracy.
Here are some facts from Einstein’s life. Arrange them in chronological order.
[ ] Einstein publishes his special theory of relativity.
[ ] He is awarded the Nobel Prize in Physics.
[ ] Einstein writes a letter to U.S. President, Franklin D. Roosevelt, and warns against Germany’s building of an atomic bomb.
[ ] Einstein attends a high school in Munich.
[ ] Einstein’s family moves to Milan.
[ ] Einstein is born in the German city of Ulm.
[ ] Einstein joins a university in Zurich, where he meets Mileva.
[ ] Einstein dies.
[ ] He provides a new interpretation of gravity.
[ ] Tired of the school’s regimentation, Einstein withdraws from school.
[ ] He works in a patent office as a technical expert.
[ ] When Hitler comes to power, Einstein leaves Germany for the United States.
Here are some sentences from the story. Choose the word from the brackets which can be substituted for the italicised words in the sentences.
Complete the sentences below by filling in the blanks with suitable participial clauses. The information that has to be used in the phrases is provided as a sentence in brackets. | 1,114 | ENGLISH | 1 |
Battle of Verdun Begins
The 21st of February 1916 AD
The Battle of Verdun is generally thought of as the longest continuous military action in history, and one of the most costly in human terms: France suffered 380,000 casualties, Germany 340,000.
Perhaps the most appalling aspect of the battle was that Germany deliberately set about it in order to drain the French army of resources, in the often used phrase to bleed France white. Verdun in the Lorraine was a heavily fortified town beyond which the plains rolled invitingly towards far distant Paris. The German command reasoned that France could not for reasons of prestige as well as security allow the town to fall, and this indeed proved the case. But when French General Petain took charge and adopted a defensive strategy rather than wasteful if noble attacks on the enemy, Germany’s army suffered almost as badly.
Petain was replaced by General Nivelle on June 1 (Nivelle’s political allies included David Lloyd George ) as France wanted to move from defence to aggression. Petain’s experience of the horrors of Verdun contributed to his decision to surrender to the Nazis early in WWII . The British shared in the misery of Verdun at second hand, as the continuation of Haig's Somme offensive was partly to stretch the German forces in order to support the French efforts in Lorraine.
The battle was largely an artillery exchange, tens of millions of rounds fired from February 21 1916 to December 18 that year when the engagement is deemed to have ended. Much of the cramped battleground was so cratered, so fouled with bones, so dangerous because of unexploded munitions, that what had been villages and fields was allowed to revert to woodland, as most remains today.
More famous dates here
6801 views since 11th January 2011
On this day: | <urn:uuid:b4f47135-e4ff-4044-bed9-1a9632a48fc9> | CC-MAIN-2020-05 | http://ads.information-britain.co.uk/famdates.php?id=1265 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251779833.86/warc/CC-MAIN-20200128153713-20200128183713-00042.warc.gz | en | 0.98014 | 375 | 3.640625 | 4 | [
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0.340647876262... | 1 | Battle of Verdun Begins
The 21st of February 1916 AD
The Battle of Verdun is generally thought of as the longest continuous military action in history, and one of the most costly in human terms: France suffered 380,000 casualties, Germany 340,000.
Perhaps the most appalling aspect of the battle was that Germany deliberately set about it in order to drain the French army of resources, in the often used phrase to bleed France white. Verdun in the Lorraine was a heavily fortified town beyond which the plains rolled invitingly towards far distant Paris. The German command reasoned that France could not for reasons of prestige as well as security allow the town to fall, and this indeed proved the case. But when French General Petain took charge and adopted a defensive strategy rather than wasteful if noble attacks on the enemy, Germany’s army suffered almost as badly.
Petain was replaced by General Nivelle on June 1 (Nivelle’s political allies included David Lloyd George ) as France wanted to move from defence to aggression. Petain’s experience of the horrors of Verdun contributed to his decision to surrender to the Nazis early in WWII . The British shared in the misery of Verdun at second hand, as the continuation of Haig's Somme offensive was partly to stretch the German forces in order to support the French efforts in Lorraine.
The battle was largely an artillery exchange, tens of millions of rounds fired from February 21 1916 to December 18 that year when the engagement is deemed to have ended. Much of the cramped battleground was so cratered, so fouled with bones, so dangerous because of unexploded munitions, that what had been villages and fields was allowed to revert to woodland, as most remains today.
More famous dates here
6801 views since 11th January 2011
On this day: | 399 | ENGLISH | 1 |
Less than four years after Washington Territory achieved statehood, what was known as America's "Gilded Age" came to an agonizing end when the nation was struck by the worst economic crisis it had yet experienced. In the late spring of that year a four-month spasm of financial hysteria known as the Panic of 1893 swept the country. During the depression that followed, banks and businesses failed by the thousands, railroads went bankrupt, credit essentially froze, unemployment soared, and tens of thousands of ordinary people lost their homes and savings. In the Northwest the galloping optimism of the previous few years suddenly gave way to widespread despair. The economic catastrophe lasted several years, and its reach, severity, and duration would not be exceeded until the Great Depression of the 1930s. Every part of Washington state was hard hit, nowhere more than in its ambitious young cities.
The Boom Before the Bust
Washington became a state on November 11, 1889, and it was booming. In the preceding 10 years the population grew from 75,116 to nearly 350,000, and in 1890 the federal census bureau took note:
"The growth of Washington has been phenomenal, the population in 1890 being nearly five times that of 1880 ... [T]his growth has been almost entirely during the last five years of the decade. The inducements which have attracted settlers are in the main its fertile soil and ample rainfall, which enable farming to be carried on without irrigation over almost the entire state" ("1890 Census").
Besides farming, the state's economy was dominated by resource extraction, and thousands of newcomers came to the Northwest to man logging operations, mills, and mines. Many settled in and near the state's three largest cities. By 1890 Seattle had almost 43,000 residents, up from 3,553 in 1880; Tacoma had 36,000, more than 35 times its 1880 count; and Spokane, which had only 356 residents in 1880, had more than 19,000 a decade later.
Optimism ruled, and even disasters were taken largely in stride. In the summer of 1889 Seattle and Spokane (then called Spokane Falls) saw their predominantly wooden commercial centers burned to ash. Elegant new buildings of brick, granite, and stone, symbolic of two young cities on the make, quickly replaced the ruins. Spokane, linked to the East by both the Northern Pacific and the Great Northern railroads, was the undisputed economic and transportation center of the Inland Empire, its economy dominated by mining, wheat, and timber. Seattle thrived on timber, coal, and farm products, much of it shipped south from a thriving waterfront. The economy of its main rival, Tacoma, was similarly based, but since 1883 had been bolstered by a transcontinental rail link (something Seattle wouldn't get until a decade later). From wharves on Commencement Bay the region's products were exported to as far away as Asia. Seattle boosters called their city "the boomingest place on the earth," and British author Rudyard Kipling described Tacoma in 1889 as "literally staggering under a boom of the boomiest" (Kipling, 43).
Causes and Effects
Booms are not endless, and optimism and despair are equally contagious. As one economic historian put it, "Bull markets feed on an illusion of endless expansion, unstoppable by any human agency; panics are marked by fears of bottomless decline, which none seem able to arrest" (Sobel, Panic on Wall Street ..., 429).
Some historians point to the 1890 Sherman Silver Purchase Act as the primary cause of the Panic of 1893 and what followed. The act required the federal government to buy 4.5 million ounces of silver every month at market prices, purchased with a new issue of treasury notes and minted into dollar coins, both of which could be redeemed for gold from the U.S. Treasury. Regardless of market prices, the treasury was required by law to value gold at 16 times that of silver, i.e. 16 silver dollars could be exchanged for one gold dollar.
Silver production increased dramatically as new mines opened to meet the government quota. As supplies increased, mined silver's price on the open market plummeted, but the U.S. Treasury was required to maintain the 16-1 ratio when redeeming the silver coins and notes for gold. Gresham's Law -- "bad money drives out good" -- kicked in. Gold began to flow out of the treasury in worrying amounts, and America's financial integrity was seen as dependent on maintaining an adequate supply of gold to meet its obligations.
The open-market price of silver continued to decline, and mining it became barely profitable. Many mines closed, throwing men out of work, and those who remained were forced to accept severe pay cuts. The new silver coinage also increased the nation's circulating money supply, which fed inflation -- a blessing for borrowers but a bane for banks. Debtors who regularly relied on credit -- mostly farmers and certain businesses -- could repay loans with dollars that had less purchasing power than the ones they had earlier borrowed. This displeased lenders, and credit began to tighten.
Others blamed the Panic of 1893 on more sudden and shocking events. The bankruptcy of the Philadelphia & Reading Railroad on February 20, 1893, rattled investors and the public. For decades railroads had been laying tracks that were "not needed, through miles and miles of uninhabited wilderness merely to insure that another road would not claim the territory first" (Carlson). Financed by massive debt, railroads that failed often dragged their creditors down too, which had contributed to major recessions in both 1873 and 1883. Fear breeds panic, and there was fear that history was repeating itself. It was, in spades.
Fear drove investors both here and abroad to liquidate their investments in American stocks, bonds, and other securities, then redeem the proceeds for gold from the treasury. On April 2, 1893, the treasury announced that the value of the gold it held had fallen below the $100 million it was required to maintain.
As the crisis deepened, economic activity slowed across the board, unemployment rose, and increasing numbers of bank loans, large and small, went into default. People in cities and towns around the nation stormed the banks to withdraw their savings. Many banks, having loaned out more than was prudent, could not meet the demands. There was no federal deposit insurance in the 1890s. When a bank closed its doors, depositors lost some or all of their life savings.
The crisis squarely hit the stock market for the first time on May 3, 1893, when a massive sell-off sent share prices tumbling across the board. The following day the National Cordage Company, a near-monopoly of American rope makers and a stock-market favorite, went into receivership. The day after that the market crashed even more drastically, and the Panic of 1893 was fully on. It would last from May to August of 1893, and the ensuing depression would last several years. One financial periodical of the day noted:
"Never before has there been such a sudden and striking cessation of industrial activity. Nor was any sector of the county exempt from the paralysis; mills, factories, furnaces, mines nearly everywhere shut down in large numbers ... and hundreds of thousands of men [were] thrown out of employment" ("Railroad Gross Earnings ...").
In the 1890s there were no state or federal agencies compiling accurate tallies of the unemployed. There was no welfare system or other established programs to help those who had lost everything, and the work of private charities often went unnoted. National banks were but lightly regulated, Washington's state-chartered banks even less so, and private banks not at all.
In the absence of official data, local newspapers of the day provide the most detail on the struggles of businesses, banks, and people. Winnowing that out from hundreds of reels of microfilm is a tedious, eye-tiring task that very few have taken on. But one did -- Bruce A. Ramsey, a former Seattle newspaperman whose 2018 book, The Panic of 1893: The Untold Story of Washington State's First Depression, is an indispensable source from which many of the details that follow were taken.
Banks are a good place to start, because that's where the money was, or was supposed to be. The first bank in the Washington state to close its doors in 1893 was the Bank of Puyallup, which went under on May 25, three weeks after the New York Stock Exchange crash. Within a month 10 more banks failed, including four in Spokane Falls (three on June 6 alone), two in New Whatcom (now Bellingham), and one each in Tacoma, Palouse, Ellensburg, and Everett. The failure of each bank caused direct misery to many and had wide-ranging ripple effects.
From late June to late July another 13 banks shut their doors, including two more in Spokane, two in Tacoma, and one each in Port Angeles, Sumas, Everett, Anacortes, and Hoquiam. The last Washington bank to fail in 1893, and the first in Seattle to go down, was the Security Savings Bank, which closed its doors on December 9, 1893. In total, 32 Washington banks failed in little more than seven months, and the carnage was not nearly over.
There were 17 bank failures in 1894, five of which had closed earlier, reopened, and failed again. The following year was worse, with 18 failed banks, three for the second time. In 1896 the rate slowed, but 13 more banks were added to the toll, including two that went under twice. In 1897 the worst of the crisis had passed; only six banks failed that year.
To summarize, from May 1893 to June 1897 there were 86 bank failures in Washington, including repeat failures, only 18 of which were organized, voluntary liquidations. The others simply closed their doors, most often when depositors demanded to withdraw more than the banks had on hand. The closures spread across the map -- 17 of the 32 counties then existing in the state had at least one, and several had many more. Of the 14 banks that tried to reopen, 13 failed again. Only one, a small bank in Conconully, Okanogan County, closed, reopened, and survived.
East of the Cascades
Once started, a panic is not easily stopped. Hardest hit in Eastern Washington were Spokane and Whitman counties, with a total of 21 banks shutting down. Not all were caused by the negligence, recklessness, or criminality of the bankers, although there was plenty of that. Other factors that fed the prolonged depression that followed were equally impervious to intervention. In Eastern Washington, one factor was the plunging value of silver. Two others were wheat prices and weather. And for the third decade in a row, overbuilt and debt-ridden railroads played a large role.
When Democrat Grover Cleveland (1837-1908) was elected U.S. president in November 1892 it was widely assumed that the Sherman Silver Purchase Act would be repealed to protect the nation's gold reserves. The repeal would not come until nearly a year later, but silver prices plunged still further in anticipation. Mines closed across the nation, including Eastern Washington, throwing miners out of work. Branch railroads serving the mines also failed, adding to the ranks of the unemployed. Several banks in Eastern Washington to which mines or railroads or both were indebted were put at risk, and as nervous depositors began demanding to withdraw their funds the pace of bank failures accelerated.
Wheat and Weather
Wheat was Eastern Washington's leading cash crop, key to the economies of several counties. In 1892 its price fell by 20 cents, to 57 cents a bushel, and the harvest was sparse. Farmers had difficulty servicing their debt; banks were loathe to lend any more than the bare minimum needed to produce the next year's crop. By 1893 the price of wheat had fallen to 40 cents a bushel, but the crop appeared to be one of the best ever, and farmers hoped to make up for low prices by exporting high volumes.
Then, early in the fall harvest season, the rains came. Fifty percent of the crop was destroyed, either before it was harvested or while awaiting shipment. Much of what was left was damaged and good only for animal feed. Loans went unpaid, some heavily mortgaged farms were lost, and banks faltered and closed throughout the wheat-growing region.
By early 1893 Spokane had connections to four transcontinental railroads and was on the main line of both the Northern Pacific and the Great Northern. Fevered railroad construction had employed legions of men in parts of Eastern Washington, but by the early 1890s, the railroads had essentially stopped new construction and cut back on maintenance. Uncounted numbers of men were thrown out of work. Despite the cutbacks, on August 15, 1893, the Northern Pacific Railway went bankrupt, and two months later the Union Pacific (which ran a spur line to Spokane from the south) did the same. Bankruptcy receivers had little choice but to shed even more employees and cut wages, adding to the region's woes.
The Great Northern, built by James J. Hill (1838-1916), was better run and survived, although Hill claimed it was necessary to cut his workers' wages as well. In Spokane this prompted a strike, which failed. The economic meltdown, which was ruining banks in the state by the dozens, businesses by the hundreds, and individuals by the thousands, left labor with little bargaining power.
The Spokane Experience
Although Spokane lost most of its commercial district in the fire of August 1889, by the summer of 1893 about 40 parcels of downtown real estate were occupied by expensive new buildings. Almost all had been mortgaged to finance construction, and all but seven would be lost to foreclosure during the panic and the depression that followed.
There were nine bank failures in the city of Spokane (including second failures) and more than 60 percent of municipal funds was inaccessible, held by banks that had suspended operations. Hundreds of families and individuals lost much or all of their savings, and a large but indeterminate number of homes were foreclosed. The assessed market value of all the property in the city was halved between 1892 and 1894; revenue from property tax fell proportionately, further hamstringing the municipal budget. Unemployment soared; as early as January 1894 more than 1,200 idled workers applied for 350 jobs improving the city's waterworks.
Many of the rich fared no better. One of Spokane's early pioneers, Anthony M. Cannon (1839-1895), opened the town's first bank in 1879, and after the 1889 fire built an extravagant black-marble edifice to house his Bank of Spokane Falls. He also was heavily invested in a few sketchy schemes around the state and was mortgaged to the hilt and beyond. His bank was the third in the state to fail, on June 6, 1893. Within 24 hours, two other Spokane banks that were financially entwined with Cannon shut their doors, and a run by depositors forced the closure of a third, Citizens National (which, unlike most, eventually made its depositors whole). Cannon lost everything and died two years later, nearly penniless, in far-off New York.
Another prominent citizen, James N. Glover (1837-1921), known as the "Father of Spokane," built an opulent 12,000-square-foot mansion in 1888. In July 1893 he lost much of his fortune when the city's First National Bank, of which he was president, failed. The mortgage on his mansion was foreclosed, and Glover was forced to sell it two years later to satisfy his debts.
On both sides of the Cascades, the boomier the town, the further it had to fall. As the leading city in Eastern Washington, Spokane's troubles were writ large, but in kind and effect they were not unique. Whitman County, Spokane County's southern neighbor, with barely half the population, suffered eight bank failures. To the west, on the eastern shoulder of the Cascades, Kittitas County, with fewer than 9,000 people, had three banks fail, and its most prominent citizen, pioneer Walter Alvadore Bull (1838-1898), lost almost everything. There was misery aplenty to go around, and it left few untouched.
West of the Cascades
While Spokane was the unchallenged center of commerce for Eastern Washington, the situation west of the Cascades was more complex. From the 1880s through the early 1890s, Tacoma and Seattle competed to become the leading city on Puget Sound. To the north, New Whatcom (Bellingham), Port Townsend, Anacortes, and Everett had their own ambitions.
The story of Seattle's experience during the panic and the hard years that followed has been told elsewhere, as has the sad saga of the jobless troops of Coxey's Army and their futile march to the nation's capital. Tacoma fell so far, so fast, and in so many ways that only a few brief lowlights are possible here.
As was true everywhere, a hallmark of the panic and depression west of the Cascades was bank failures, which along with rampant unemployment caused the greatest harm to ordinary people. From Whatcom County in the north to Lewis County in the south, 60 banking institutions in Western Washington failed between May 25, 1893, and June 29, 1897. Both the first to go down and the last were in Pierce County, and with a total of 17 failures, including 14 of Tacoma's 21 banks, it led the state.
Following close behind was Whatcom County on the Canadian border, with 13 bank failures, most of them in New Whatcom and Fairhaven (both now part of Bellingham). Heavily dependent on logging, the area's economy was staggered when building and railroad construction ground to a near halt nationwide. New Whatcom ran out of money in 1893 while building a grand new city hall, leaving all but the first floor unfinished. Four clocks on the building's tower had only dials; the town could not afford mechanisms, so the hands were set permanently at seven o'clock.
Chehalis County (now Grays Harbor County), also heavily dependent on logging, saw five banks fail, Snohomish County lost four, and Lewis County three. Of the 19 counties in Western Washington, only five lost no banks -- Wahkiakum, Cowlitz, Clark, and Skamania, all in the far southwest, and San Juan in the north. Even tiny Island County, with a population of less than 1,800, lost one. Ballard, then an independent town adjacent to Seattle, also lost one, as did Slaughter (now Auburn). King County, the most populous in the state, did not fare as badly as some, with only 10 bank closures, including just one in the dismal year 1893.
Failing banks were not the only measure: Centralia in Lewis County lost only one bank (although it failed twice). Fueled by thriving logging and wood-products industries, the town's population had swelled to about 5,000 by 1891. Before 1893 was over it had fallen to 1,200, and at one point an entire city block was bought for $10. Similar demographic catastrophes were happening throughout Western Washington.
In Snohomish County, a group of investors that included John D. Rockefeller (1839-1937) established the Everett Land Company in late 1890, and by the spring of 1891 work was underway on a nail factory, a barge works, a paper mill, a smelter, and the surveying, clearing, and platting of the land that would become Everett. Like Centralia, Everett saw astonishing growth, and by spring of 1892 had 5,600 residents, hundreds of frame houses, and schools, churches, theaters, streetcar service, electricity, streetlights, and telephone lines. In 1893 a railroad to the Monte Cristo mines was completed to carry ore to Everett's smelter.
Then it hit. On June 13, 1893, the Bank of Everett shut its doors, never to reopen. Three weeks later the Puget Sound National Bank went down, reopened, and eventually failed again. Everett's factories began to go dark, wages declined by 60 percent, and people started to abandon the town in droves. By 1895 Rockefeller had started to pull his money out. With little economic activity to generate fees, the city was nearly bankrupted, and the streetlights were turned off.
One City's Near-Death Experience
On the eastern shore of Jefferson County's Quimper Peninsula, Port Townsend was suffering even before the Panic of 1893 delivered what very nearly was a coup de grace. Since the 1870s its citizens had bet their future on obtaining a connection to a transcontinental rail line, and time and time again they were disappointed.
In 1889 the city received an offer, with conditions, from the Union Pacific to make Port Townsend the northern terminus of its transcontinental line. The conditions (including a payment of $100,000) were met, and the city looked forward to the great days sure to come. Optimistic investors went rather wild. With barely 4,500 residents, Port Townsend's downtown real-estate transactions in 1890 totaled nearly $4.6 million. By the end of that year there were six banks, six dry-goods stores, six hardware stores, 10 hotels, 28 real estate offices, three streetcar lines, and an impressive new city hall.
In November 1890 a Union Pacific subsidiary that was supposed to be laying the rails from the south was put in receivership, having done almost nothing to advance the railroad (a failure that also brought the Skagit County boomtown of Anacortes to its knees.) Less than two years later, already mortally wounded, commerce in Port Townsend was brought to a near stop by the Panic of 1893. Property values plummeted; by 1895 the late-Victorian office buildings that lined downtown streets, once worth as much as $25,000, were sold for mere hundreds of dollars, only to stand largely vacant for decades. Streetcar lines were torn up and the city's boosters fell silent.
Between 1890 and 1900 nearly one-quarter of Port Townsend's population left, and it would be 1928 before a measure of deliverance came with the opening of a large paper mill. The city never became the metropolis that its citizens hoped it would, but it persevered and would weather the Great Depression better than the larger cities that had left it behind nearly 40 years before.
For well more than four years most cities and towns in Washington were at best marooned in economic doldrums, and a few struggled for mere survival. Unlike the sudden spasm of 1893 that triggered the depression, recovery was usually a process of incremental improvement, and some places fared better than others.
For a lucky few, the return to good times, when it came, was swift. In July 1897 Seattle and King County were launched on what would be more than a decade of prosperity when the steamship Portland arrived from Alaska with more than a ton of gold from the Klondike Gold Rush. In Eastern Washington, among other signs of recovery, mining activity increased and wheat prices rebounded. There was a bumper crop in 1896, allowing some farmers to pay off their mortgages, which in turn strengthened the balance sheets of the few surviving banks.
Most other places, Port Townsend being one, eventually rebounded, but never attained anything near their pre-panic ambitions. A few weren't so fortunate. South Bend in Pacific County had hoped to become the "Baltimore of the West," and in the early 1890s its population hit 3,500. Despite having a railroad connection, South Bend failed badly. It now styles itself the "Oyster Capital of the World," but in 2018 its population was still less half the 1890s peak.
Tacoma, damaged so deeply by the depression in so many different ways, had perhaps the most difficult time recovering. It was unable to straighten out its municipal finances until mid 1900, and would never again seriously compete with Seattle for regional dominance.
It is difficult to claim that many lessons were learned. When it comes to economic crises, history does tend to repeat itself. In the late 1920s, the Great Depression hit the world, and would become a worse and more protracted ordeal. While economists and historians again disagree on the causes, several widely accepted factors were repetitions of those that triggered the Panic of 1893. | <urn:uuid:d47bc8f2-e4fc-4677-8c39-62ca20b666f6> | CC-MAIN-2020-05 | https://historylink.org/File/20874 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591234.15/warc/CC-MAIN-20200117205732-20200117233732-00479.warc.gz | en | 0.982742 | 5,052 | 3.53125 | 4 | [
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0.009654296562075... | 15 | Less than four years after Washington Territory achieved statehood, what was known as America's "Gilded Age" came to an agonizing end when the nation was struck by the worst economic crisis it had yet experienced. In the late spring of that year a four-month spasm of financial hysteria known as the Panic of 1893 swept the country. During the depression that followed, banks and businesses failed by the thousands, railroads went bankrupt, credit essentially froze, unemployment soared, and tens of thousands of ordinary people lost their homes and savings. In the Northwest the galloping optimism of the previous few years suddenly gave way to widespread despair. The economic catastrophe lasted several years, and its reach, severity, and duration would not be exceeded until the Great Depression of the 1930s. Every part of Washington state was hard hit, nowhere more than in its ambitious young cities.
The Boom Before the Bust
Washington became a state on November 11, 1889, and it was booming. In the preceding 10 years the population grew from 75,116 to nearly 350,000, and in 1890 the federal census bureau took note:
"The growth of Washington has been phenomenal, the population in 1890 being nearly five times that of 1880 ... [T]his growth has been almost entirely during the last five years of the decade. The inducements which have attracted settlers are in the main its fertile soil and ample rainfall, which enable farming to be carried on without irrigation over almost the entire state" ("1890 Census").
Besides farming, the state's economy was dominated by resource extraction, and thousands of newcomers came to the Northwest to man logging operations, mills, and mines. Many settled in and near the state's three largest cities. By 1890 Seattle had almost 43,000 residents, up from 3,553 in 1880; Tacoma had 36,000, more than 35 times its 1880 count; and Spokane, which had only 356 residents in 1880, had more than 19,000 a decade later.
Optimism ruled, and even disasters were taken largely in stride. In the summer of 1889 Seattle and Spokane (then called Spokane Falls) saw their predominantly wooden commercial centers burned to ash. Elegant new buildings of brick, granite, and stone, symbolic of two young cities on the make, quickly replaced the ruins. Spokane, linked to the East by both the Northern Pacific and the Great Northern railroads, was the undisputed economic and transportation center of the Inland Empire, its economy dominated by mining, wheat, and timber. Seattle thrived on timber, coal, and farm products, much of it shipped south from a thriving waterfront. The economy of its main rival, Tacoma, was similarly based, but since 1883 had been bolstered by a transcontinental rail link (something Seattle wouldn't get until a decade later). From wharves on Commencement Bay the region's products were exported to as far away as Asia. Seattle boosters called their city "the boomingest place on the earth," and British author Rudyard Kipling described Tacoma in 1889 as "literally staggering under a boom of the boomiest" (Kipling, 43).
Causes and Effects
Booms are not endless, and optimism and despair are equally contagious. As one economic historian put it, "Bull markets feed on an illusion of endless expansion, unstoppable by any human agency; panics are marked by fears of bottomless decline, which none seem able to arrest" (Sobel, Panic on Wall Street ..., 429).
Some historians point to the 1890 Sherman Silver Purchase Act as the primary cause of the Panic of 1893 and what followed. The act required the federal government to buy 4.5 million ounces of silver every month at market prices, purchased with a new issue of treasury notes and minted into dollar coins, both of which could be redeemed for gold from the U.S. Treasury. Regardless of market prices, the treasury was required by law to value gold at 16 times that of silver, i.e. 16 silver dollars could be exchanged for one gold dollar.
Silver production increased dramatically as new mines opened to meet the government quota. As supplies increased, mined silver's price on the open market plummeted, but the U.S. Treasury was required to maintain the 16-1 ratio when redeeming the silver coins and notes for gold. Gresham's Law -- "bad money drives out good" -- kicked in. Gold began to flow out of the treasury in worrying amounts, and America's financial integrity was seen as dependent on maintaining an adequate supply of gold to meet its obligations.
The open-market price of silver continued to decline, and mining it became barely profitable. Many mines closed, throwing men out of work, and those who remained were forced to accept severe pay cuts. The new silver coinage also increased the nation's circulating money supply, which fed inflation -- a blessing for borrowers but a bane for banks. Debtors who regularly relied on credit -- mostly farmers and certain businesses -- could repay loans with dollars that had less purchasing power than the ones they had earlier borrowed. This displeased lenders, and credit began to tighten.
Others blamed the Panic of 1893 on more sudden and shocking events. The bankruptcy of the Philadelphia & Reading Railroad on February 20, 1893, rattled investors and the public. For decades railroads had been laying tracks that were "not needed, through miles and miles of uninhabited wilderness merely to insure that another road would not claim the territory first" (Carlson). Financed by massive debt, railroads that failed often dragged their creditors down too, which had contributed to major recessions in both 1873 and 1883. Fear breeds panic, and there was fear that history was repeating itself. It was, in spades.
Fear drove investors both here and abroad to liquidate their investments in American stocks, bonds, and other securities, then redeem the proceeds for gold from the treasury. On April 2, 1893, the treasury announced that the value of the gold it held had fallen below the $100 million it was required to maintain.
As the crisis deepened, economic activity slowed across the board, unemployment rose, and increasing numbers of bank loans, large and small, went into default. People in cities and towns around the nation stormed the banks to withdraw their savings. Many banks, having loaned out more than was prudent, could not meet the demands. There was no federal deposit insurance in the 1890s. When a bank closed its doors, depositors lost some or all of their life savings.
The crisis squarely hit the stock market for the first time on May 3, 1893, when a massive sell-off sent share prices tumbling across the board. The following day the National Cordage Company, a near-monopoly of American rope makers and a stock-market favorite, went into receivership. The day after that the market crashed even more drastically, and the Panic of 1893 was fully on. It would last from May to August of 1893, and the ensuing depression would last several years. One financial periodical of the day noted:
"Never before has there been such a sudden and striking cessation of industrial activity. Nor was any sector of the county exempt from the paralysis; mills, factories, furnaces, mines nearly everywhere shut down in large numbers ... and hundreds of thousands of men [were] thrown out of employment" ("Railroad Gross Earnings ...").
In the 1890s there were no state or federal agencies compiling accurate tallies of the unemployed. There was no welfare system or other established programs to help those who had lost everything, and the work of private charities often went unnoted. National banks were but lightly regulated, Washington's state-chartered banks even less so, and private banks not at all.
In the absence of official data, local newspapers of the day provide the most detail on the struggles of businesses, banks, and people. Winnowing that out from hundreds of reels of microfilm is a tedious, eye-tiring task that very few have taken on. But one did -- Bruce A. Ramsey, a former Seattle newspaperman whose 2018 book, The Panic of 1893: The Untold Story of Washington State's First Depression, is an indispensable source from which many of the details that follow were taken.
Banks are a good place to start, because that's where the money was, or was supposed to be. The first bank in the Washington state to close its doors in 1893 was the Bank of Puyallup, which went under on May 25, three weeks after the New York Stock Exchange crash. Within a month 10 more banks failed, including four in Spokane Falls (three on June 6 alone), two in New Whatcom (now Bellingham), and one each in Tacoma, Palouse, Ellensburg, and Everett. The failure of each bank caused direct misery to many and had wide-ranging ripple effects.
From late June to late July another 13 banks shut their doors, including two more in Spokane, two in Tacoma, and one each in Port Angeles, Sumas, Everett, Anacortes, and Hoquiam. The last Washington bank to fail in 1893, and the first in Seattle to go down, was the Security Savings Bank, which closed its doors on December 9, 1893. In total, 32 Washington banks failed in little more than seven months, and the carnage was not nearly over.
There were 17 bank failures in 1894, five of which had closed earlier, reopened, and failed again. The following year was worse, with 18 failed banks, three for the second time. In 1896 the rate slowed, but 13 more banks were added to the toll, including two that went under twice. In 1897 the worst of the crisis had passed; only six banks failed that year.
To summarize, from May 1893 to June 1897 there were 86 bank failures in Washington, including repeat failures, only 18 of which were organized, voluntary liquidations. The others simply closed their doors, most often when depositors demanded to withdraw more than the banks had on hand. The closures spread across the map -- 17 of the 32 counties then existing in the state had at least one, and several had many more. Of the 14 banks that tried to reopen, 13 failed again. Only one, a small bank in Conconully, Okanogan County, closed, reopened, and survived.
East of the Cascades
Once started, a panic is not easily stopped. Hardest hit in Eastern Washington were Spokane and Whitman counties, with a total of 21 banks shutting down. Not all were caused by the negligence, recklessness, or criminality of the bankers, although there was plenty of that. Other factors that fed the prolonged depression that followed were equally impervious to intervention. In Eastern Washington, one factor was the plunging value of silver. Two others were wheat prices and weather. And for the third decade in a row, overbuilt and debt-ridden railroads played a large role.
When Democrat Grover Cleveland (1837-1908) was elected U.S. president in November 1892 it was widely assumed that the Sherman Silver Purchase Act would be repealed to protect the nation's gold reserves. The repeal would not come until nearly a year later, but silver prices plunged still further in anticipation. Mines closed across the nation, including Eastern Washington, throwing miners out of work. Branch railroads serving the mines also failed, adding to the ranks of the unemployed. Several banks in Eastern Washington to which mines or railroads or both were indebted were put at risk, and as nervous depositors began demanding to withdraw their funds the pace of bank failures accelerated.
Wheat and Weather
Wheat was Eastern Washington's leading cash crop, key to the economies of several counties. In 1892 its price fell by 20 cents, to 57 cents a bushel, and the harvest was sparse. Farmers had difficulty servicing their debt; banks were loathe to lend any more than the bare minimum needed to produce the next year's crop. By 1893 the price of wheat had fallen to 40 cents a bushel, but the crop appeared to be one of the best ever, and farmers hoped to make up for low prices by exporting high volumes.
Then, early in the fall harvest season, the rains came. Fifty percent of the crop was destroyed, either before it was harvested or while awaiting shipment. Much of what was left was damaged and good only for animal feed. Loans went unpaid, some heavily mortgaged farms were lost, and banks faltered and closed throughout the wheat-growing region.
By early 1893 Spokane had connections to four transcontinental railroads and was on the main line of both the Northern Pacific and the Great Northern. Fevered railroad construction had employed legions of men in parts of Eastern Washington, but by the early 1890s, the railroads had essentially stopped new construction and cut back on maintenance. Uncounted numbers of men were thrown out of work. Despite the cutbacks, on August 15, 1893, the Northern Pacific Railway went bankrupt, and two months later the Union Pacific (which ran a spur line to Spokane from the south) did the same. Bankruptcy receivers had little choice but to shed even more employees and cut wages, adding to the region's woes.
The Great Northern, built by James J. Hill (1838-1916), was better run and survived, although Hill claimed it was necessary to cut his workers' wages as well. In Spokane this prompted a strike, which failed. The economic meltdown, which was ruining banks in the state by the dozens, businesses by the hundreds, and individuals by the thousands, left labor with little bargaining power.
The Spokane Experience
Although Spokane lost most of its commercial district in the fire of August 1889, by the summer of 1893 about 40 parcels of downtown real estate were occupied by expensive new buildings. Almost all had been mortgaged to finance construction, and all but seven would be lost to foreclosure during the panic and the depression that followed.
There were nine bank failures in the city of Spokane (including second failures) and more than 60 percent of municipal funds was inaccessible, held by banks that had suspended operations. Hundreds of families and individuals lost much or all of their savings, and a large but indeterminate number of homes were foreclosed. The assessed market value of all the property in the city was halved between 1892 and 1894; revenue from property tax fell proportionately, further hamstringing the municipal budget. Unemployment soared; as early as January 1894 more than 1,200 idled workers applied for 350 jobs improving the city's waterworks.
Many of the rich fared no better. One of Spokane's early pioneers, Anthony M. Cannon (1839-1895), opened the town's first bank in 1879, and after the 1889 fire built an extravagant black-marble edifice to house his Bank of Spokane Falls. He also was heavily invested in a few sketchy schemes around the state and was mortgaged to the hilt and beyond. His bank was the third in the state to fail, on June 6, 1893. Within 24 hours, two other Spokane banks that were financially entwined with Cannon shut their doors, and a run by depositors forced the closure of a third, Citizens National (which, unlike most, eventually made its depositors whole). Cannon lost everything and died two years later, nearly penniless, in far-off New York.
Another prominent citizen, James N. Glover (1837-1921), known as the "Father of Spokane," built an opulent 12,000-square-foot mansion in 1888. In July 1893 he lost much of his fortune when the city's First National Bank, of which he was president, failed. The mortgage on his mansion was foreclosed, and Glover was forced to sell it two years later to satisfy his debts.
On both sides of the Cascades, the boomier the town, the further it had to fall. As the leading city in Eastern Washington, Spokane's troubles were writ large, but in kind and effect they were not unique. Whitman County, Spokane County's southern neighbor, with barely half the population, suffered eight bank failures. To the west, on the eastern shoulder of the Cascades, Kittitas County, with fewer than 9,000 people, had three banks fail, and its most prominent citizen, pioneer Walter Alvadore Bull (1838-1898), lost almost everything. There was misery aplenty to go around, and it left few untouched.
West of the Cascades
While Spokane was the unchallenged center of commerce for Eastern Washington, the situation west of the Cascades was more complex. From the 1880s through the early 1890s, Tacoma and Seattle competed to become the leading city on Puget Sound. To the north, New Whatcom (Bellingham), Port Townsend, Anacortes, and Everett had their own ambitions.
The story of Seattle's experience during the panic and the hard years that followed has been told elsewhere, as has the sad saga of the jobless troops of Coxey's Army and their futile march to the nation's capital. Tacoma fell so far, so fast, and in so many ways that only a few brief lowlights are possible here.
As was true everywhere, a hallmark of the panic and depression west of the Cascades was bank failures, which along with rampant unemployment caused the greatest harm to ordinary people. From Whatcom County in the north to Lewis County in the south, 60 banking institutions in Western Washington failed between May 25, 1893, and June 29, 1897. Both the first to go down and the last were in Pierce County, and with a total of 17 failures, including 14 of Tacoma's 21 banks, it led the state.
Following close behind was Whatcom County on the Canadian border, with 13 bank failures, most of them in New Whatcom and Fairhaven (both now part of Bellingham). Heavily dependent on logging, the area's economy was staggered when building and railroad construction ground to a near halt nationwide. New Whatcom ran out of money in 1893 while building a grand new city hall, leaving all but the first floor unfinished. Four clocks on the building's tower had only dials; the town could not afford mechanisms, so the hands were set permanently at seven o'clock.
Chehalis County (now Grays Harbor County), also heavily dependent on logging, saw five banks fail, Snohomish County lost four, and Lewis County three. Of the 19 counties in Western Washington, only five lost no banks -- Wahkiakum, Cowlitz, Clark, and Skamania, all in the far southwest, and San Juan in the north. Even tiny Island County, with a population of less than 1,800, lost one. Ballard, then an independent town adjacent to Seattle, also lost one, as did Slaughter (now Auburn). King County, the most populous in the state, did not fare as badly as some, with only 10 bank closures, including just one in the dismal year 1893.
Failing banks were not the only measure: Centralia in Lewis County lost only one bank (although it failed twice). Fueled by thriving logging and wood-products industries, the town's population had swelled to about 5,000 by 1891. Before 1893 was over it had fallen to 1,200, and at one point an entire city block was bought for $10. Similar demographic catastrophes were happening throughout Western Washington.
In Snohomish County, a group of investors that included John D. Rockefeller (1839-1937) established the Everett Land Company in late 1890, and by the spring of 1891 work was underway on a nail factory, a barge works, a paper mill, a smelter, and the surveying, clearing, and platting of the land that would become Everett. Like Centralia, Everett saw astonishing growth, and by spring of 1892 had 5,600 residents, hundreds of frame houses, and schools, churches, theaters, streetcar service, electricity, streetlights, and telephone lines. In 1893 a railroad to the Monte Cristo mines was completed to carry ore to Everett's smelter.
Then it hit. On June 13, 1893, the Bank of Everett shut its doors, never to reopen. Three weeks later the Puget Sound National Bank went down, reopened, and eventually failed again. Everett's factories began to go dark, wages declined by 60 percent, and people started to abandon the town in droves. By 1895 Rockefeller had started to pull his money out. With little economic activity to generate fees, the city was nearly bankrupted, and the streetlights were turned off.
One City's Near-Death Experience
On the eastern shore of Jefferson County's Quimper Peninsula, Port Townsend was suffering even before the Panic of 1893 delivered what very nearly was a coup de grace. Since the 1870s its citizens had bet their future on obtaining a connection to a transcontinental rail line, and time and time again they were disappointed.
In 1889 the city received an offer, with conditions, from the Union Pacific to make Port Townsend the northern terminus of its transcontinental line. The conditions (including a payment of $100,000) were met, and the city looked forward to the great days sure to come. Optimistic investors went rather wild. With barely 4,500 residents, Port Townsend's downtown real-estate transactions in 1890 totaled nearly $4.6 million. By the end of that year there were six banks, six dry-goods stores, six hardware stores, 10 hotels, 28 real estate offices, three streetcar lines, and an impressive new city hall.
In November 1890 a Union Pacific subsidiary that was supposed to be laying the rails from the south was put in receivership, having done almost nothing to advance the railroad (a failure that also brought the Skagit County boomtown of Anacortes to its knees.) Less than two years later, already mortally wounded, commerce in Port Townsend was brought to a near stop by the Panic of 1893. Property values plummeted; by 1895 the late-Victorian office buildings that lined downtown streets, once worth as much as $25,000, were sold for mere hundreds of dollars, only to stand largely vacant for decades. Streetcar lines were torn up and the city's boosters fell silent.
Between 1890 and 1900 nearly one-quarter of Port Townsend's population left, and it would be 1928 before a measure of deliverance came with the opening of a large paper mill. The city never became the metropolis that its citizens hoped it would, but it persevered and would weather the Great Depression better than the larger cities that had left it behind nearly 40 years before.
For well more than four years most cities and towns in Washington were at best marooned in economic doldrums, and a few struggled for mere survival. Unlike the sudden spasm of 1893 that triggered the depression, recovery was usually a process of incremental improvement, and some places fared better than others.
For a lucky few, the return to good times, when it came, was swift. In July 1897 Seattle and King County were launched on what would be more than a decade of prosperity when the steamship Portland arrived from Alaska with more than a ton of gold from the Klondike Gold Rush. In Eastern Washington, among other signs of recovery, mining activity increased and wheat prices rebounded. There was a bumper crop in 1896, allowing some farmers to pay off their mortgages, which in turn strengthened the balance sheets of the few surviving banks.
Most other places, Port Townsend being one, eventually rebounded, but never attained anything near their pre-panic ambitions. A few weren't so fortunate. South Bend in Pacific County had hoped to become the "Baltimore of the West," and in the early 1890s its population hit 3,500. Despite having a railroad connection, South Bend failed badly. It now styles itself the "Oyster Capital of the World," but in 2018 its population was still less half the 1890s peak.
Tacoma, damaged so deeply by the depression in so many different ways, had perhaps the most difficult time recovering. It was unable to straighten out its municipal finances until mid 1900, and would never again seriously compete with Seattle for regional dominance.
It is difficult to claim that many lessons were learned. When it comes to economic crises, history does tend to repeat itself. In the late 1920s, the Great Depression hit the world, and would become a worse and more protracted ordeal. While economists and historians again disagree on the causes, several widely accepted factors were repetitions of those that triggered the Panic of 1893. | 5,504 | ENGLISH | 1 |
The Great Awakening of the 1730's and 1740's greatly affected colonial society prior to the American Revolution. In Robert Gross's novel The Minutemen and Their World these changes are stated specifically for the town of Concord. These changes are also contributed to helping lead the town to support the revolution. But, in the same sense, the American Revolution helped to remove the changes set to the town by the Great Awakening.
Concord's population was spread out over many farms and much land around the center of the town. The families who lived far from town, sometimes called the "outlivers", had too far to travel to the school and church in Concord to attend theses on a regular basis. This problem and the coming of the Great Awakening both pushed the dividing of opinions throughout Concord. The first issue was in 1738, when Concord was forced to fire their current minister because he drank too much. He was then succeeded by a man named Daniel Bliss. He revived the towns' religion, more then doubling the attendance in two years. But, his way of preaching was a new way brought by the Great Awakening and he had to deal with the "old lights", men who believed in the older ways of the church and who were against the new loud, emotional ceremonies. This was a beginning of the separation of ideas in the town.
As the church attendance grew and more citizens became interested in the church, more "outlivers" began to notice "that the Sabbath journey was long and hard."(20) A southeastern group petitioned the General Court on this basis and in 1754 became a part of Lincoln, then a new town. Another group, a fifth of the population of Concord, had seceded from the church in 1745 and formed the West Church. This church never had a regular minister and only lasted for fourteen years. A few of the men against the Great Awakening came over to Bliss' side but most remained bitter against the pastor, as well as the town. These issues would soon carry over to the town's...
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0.0624897330999374... | 1 | The Great Awakening of the 1730's and 1740's greatly affected colonial society prior to the American Revolution. In Robert Gross's novel The Minutemen and Their World these changes are stated specifically for the town of Concord. These changes are also contributed to helping lead the town to support the revolution. But, in the same sense, the American Revolution helped to remove the changes set to the town by the Great Awakening.
Concord's population was spread out over many farms and much land around the center of the town. The families who lived far from town, sometimes called the "outlivers", had too far to travel to the school and church in Concord to attend theses on a regular basis. This problem and the coming of the Great Awakening both pushed the dividing of opinions throughout Concord. The first issue was in 1738, when Concord was forced to fire their current minister because he drank too much. He was then succeeded by a man named Daniel Bliss. He revived the towns' religion, more then doubling the attendance in two years. But, his way of preaching was a new way brought by the Great Awakening and he had to deal with the "old lights", men who believed in the older ways of the church and who were against the new loud, emotional ceremonies. This was a beginning of the separation of ideas in the town.
As the church attendance grew and more citizens became interested in the church, more "outlivers" began to notice "that the Sabbath journey was long and hard."(20) A southeastern group petitioned the General Court on this basis and in 1754 became a part of Lincoln, then a new town. Another group, a fifth of the population of Concord, had seceded from the church in 1745 and formed the West Church. This church never had a regular minister and only lasted for fourteen years. A few of the men against the Great Awakening came over to Bliss' side but most remained bitter against the pastor, as well as the town. These issues would soon carry over to the town's...
Please join StudyMode to read the full document | 437 | ENGLISH | 1 |
The island of Lésbos, in the Aegean Sea, is now part of Greece, but between 1462 and 1912, it lay under Turkish dominion. During the 1470s Lésbos was the birthplace of one of the Ottoman Empire’s greatest heroes. The Mediterranean pirate who would ultimately be remembered as Barbarossa (Italian for “Redbeard”) went by many names during his career: Khi?r, Hayreddin Pasha, the “Pirate of Algiers,” and even the “King of the Sea,” but the name Barbarossa began as an appellation for him and his brother ?Arūj (or Oru?)—the Barbarossa brothers.
The Barbarossa brothers were already experienced pirates in the Mediterranean when Spain completed its conquest of Granada in 1492, defeating the last vestige of Islamic rule in the Iberian Peninsula, and Muslim immigrants from the region took refuge in North Africa. By 1505 the Spanish and the Portuguese were looking to make territorial gains in North Africa, and they began to attack coastal cities. Enraged by these attacks on fellow Muslims, Khi?r and ?Arūj served as privateers under the direction of Korkud (one of the sons of the Ottoman sultan Bayezid II) to disrupt Spanish and Portuguese shipping in the western Mediterranean. The sultan’s death in 1512, however, spawned a succession fight between his sons Ahmed and Selim. Selim defeated Ahmed and began a purge of Ahmed’s supporters. Selim was also distrustful of Korkud, and he executed him. In response, the Barbarossa brothers fled to North Africa to separate themselves from a government that likely would have been hostile to them, and they joined the region’s various kingdoms in their struggles against Spain.
Over the next three years, the Barbarossa brothers rose in prominence among the North African communities and preyed on Spanish and Portuguese shipping as independent corsairs. In 1516, forces under the brothers’ command attacked Algiers, and the city fell to ?Arūj. The Ottomans recognized this development as an opportunity to expand their influence in North Africa, and they offered their funding and political support to the brothers (which allowed ?Arūj and Khi?r to consolidate their gains). The Ottomans then offered the nominal titles of governor of Algiers to ?Arūj and chief sea governor of the western Mediterranean to Khi?r, but the brothers were not yet full-fledged subjects of the Ottoman Empire.
?Arūj died battling the Spanish in 1518, and the Spanish recaptured Algiers the following year. During this period, Khi?r (now known as Hayreddin) assumed the title Barbarossa and stepped up to continue the fight, for which he sought help from the Ottomans. Although Algiers changed hands several times over the next decade, the region it controlled became known as the Regency of Algiers, the first corsair state, which was autonomous but grew more and more dependent upon the Ottoman military for protection over time. The Ottomans would later use Algiers as their primary base of operations in the western Mediterranean.
Barbarossa’s formal association with the Ottomans grew over the same period. Süleyman the Magnificent, who had become sultan after Selim’s death, captured Rhodes in 1522 and installed Barbarossa as the beylerbeyi (governor). After Barbarossa and his forces captured Tunis in 1531, Süleyman made him the grand admiral (kapudan pasha) of the Ottoman Empire, and he served as admiral in chief of the Ottoman navy.
Perhaps Barbarossa’s most famous battle was his victory at Preveza (in Greece) in 1538 over a combined fleet with elements from Venice, Genoa, Spain, Portugal, Malta, and the Papal States. The key to his victory was his use of galleys instead of sailing ships. Because galleys were driven by oars and thus did not depend on the wind, they were more maneuverable and reliable on the sides of bays and islands shielded from the wind than sailing ships were. Barbarossa defeated the combined force by using only 122 galleys against 300 sailing ships. His victory opened Tripoli and the eastern Mediterranean to Ottoman rule. After Barbarossa led additional military campaigns, including one in which he assisted the French against the Habsburgs in 1543 and 1544, he died in Constantinople in 1546. | <urn:uuid:6aee8615-f564-4c04-a26e-7702bb462cc6> | CC-MAIN-2020-05 | http://www.miyl6.com/story/from-pirate-to-admiral-the-tale-of-barbarossa | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250603761.28/warc/CC-MAIN-20200121103642-20200121132642-00534.warc.gz | en | 0.980401 | 969 | 3.9375 | 4 | [
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0.417547196149... | 2 | The island of Lésbos, in the Aegean Sea, is now part of Greece, but between 1462 and 1912, it lay under Turkish dominion. During the 1470s Lésbos was the birthplace of one of the Ottoman Empire’s greatest heroes. The Mediterranean pirate who would ultimately be remembered as Barbarossa (Italian for “Redbeard”) went by many names during his career: Khi?r, Hayreddin Pasha, the “Pirate of Algiers,” and even the “King of the Sea,” but the name Barbarossa began as an appellation for him and his brother ?Arūj (or Oru?)—the Barbarossa brothers.
The Barbarossa brothers were already experienced pirates in the Mediterranean when Spain completed its conquest of Granada in 1492, defeating the last vestige of Islamic rule in the Iberian Peninsula, and Muslim immigrants from the region took refuge in North Africa. By 1505 the Spanish and the Portuguese were looking to make territorial gains in North Africa, and they began to attack coastal cities. Enraged by these attacks on fellow Muslims, Khi?r and ?Arūj served as privateers under the direction of Korkud (one of the sons of the Ottoman sultan Bayezid II) to disrupt Spanish and Portuguese shipping in the western Mediterranean. The sultan’s death in 1512, however, spawned a succession fight between his sons Ahmed and Selim. Selim defeated Ahmed and began a purge of Ahmed’s supporters. Selim was also distrustful of Korkud, and he executed him. In response, the Barbarossa brothers fled to North Africa to separate themselves from a government that likely would have been hostile to them, and they joined the region’s various kingdoms in their struggles against Spain.
Over the next three years, the Barbarossa brothers rose in prominence among the North African communities and preyed on Spanish and Portuguese shipping as independent corsairs. In 1516, forces under the brothers’ command attacked Algiers, and the city fell to ?Arūj. The Ottomans recognized this development as an opportunity to expand their influence in North Africa, and they offered their funding and political support to the brothers (which allowed ?Arūj and Khi?r to consolidate their gains). The Ottomans then offered the nominal titles of governor of Algiers to ?Arūj and chief sea governor of the western Mediterranean to Khi?r, but the brothers were not yet full-fledged subjects of the Ottoman Empire.
?Arūj died battling the Spanish in 1518, and the Spanish recaptured Algiers the following year. During this period, Khi?r (now known as Hayreddin) assumed the title Barbarossa and stepped up to continue the fight, for which he sought help from the Ottomans. Although Algiers changed hands several times over the next decade, the region it controlled became known as the Regency of Algiers, the first corsair state, which was autonomous but grew more and more dependent upon the Ottoman military for protection over time. The Ottomans would later use Algiers as their primary base of operations in the western Mediterranean.
Barbarossa’s formal association with the Ottomans grew over the same period. Süleyman the Magnificent, who had become sultan after Selim’s death, captured Rhodes in 1522 and installed Barbarossa as the beylerbeyi (governor). After Barbarossa and his forces captured Tunis in 1531, Süleyman made him the grand admiral (kapudan pasha) of the Ottoman Empire, and he served as admiral in chief of the Ottoman navy.
Perhaps Barbarossa’s most famous battle was his victory at Preveza (in Greece) in 1538 over a combined fleet with elements from Venice, Genoa, Spain, Portugal, Malta, and the Papal States. The key to his victory was his use of galleys instead of sailing ships. Because galleys were driven by oars and thus did not depend on the wind, they were more maneuverable and reliable on the sides of bays and islands shielded from the wind than sailing ships were. Barbarossa defeated the combined force by using only 122 galleys against 300 sailing ships. His victory opened Tripoli and the eastern Mediterranean to Ottoman rule. After Barbarossa led additional military campaigns, including one in which he assisted the French against the Habsburgs in 1543 and 1544, he died in Constantinople in 1546. | 972 | ENGLISH | 1 |
The differences between the South and the North are dated back in early 1800s. The major cause of the differences was slavery. The North was against slavery whereas the southerners supported slavery. Some individuals from the North like Abraham Lincoln stood against the slavery. In his famous speech Abraham said, “If slavery is right then nothing is wrong…”
These differences started causing tensions. In 1819, Missouri requested to join the United States of America. It was a slave free state. This led to sectionalism eventually. In 1848, the free soil party was formed. Unfortunately, Whigs presidential candidate won the elections after wooing the slavery states, and also the antislavery states. With the Taylor as the president, he urged the states California and New Mexico to apply for statehood his argument being that their admission will have them make the decision whether to abolish slavery or not. At this time, there were 15 Free states and 15 slavery states. The admission of the 3 Free states would see the North outvote the South with 18 states with the South having 15. This will be advantageous to the North and that is why the South was against this and they even threatened to secede from the union.
The 1850 Compromise
However, a compromise was reached in 1850, when a senator Taylor said that California should be admitted as a free state; New Mexico admitted without any restrictions on slavery and that slave trade and not slavery itself be abolished. The plan was objected and a debate on it lasted for seven months. The plan could not yet be implemented since many senators objected at least a part of the plan if not the entire plan. It was amended and later implemented.
The Fugitive Slavery Act
Some African Americans and Africans had escaped from slavery and were living in the North. They were referred to as runaways. All those events saw the formation and the implementation of the Fugitive Slave Act in 1950. The law required the Americans to help recapture the runaways so that they can be taken back to slavery. This further heightened the differences between the North and the South.
Buy Events leading to the Civil War of 1861 in America essay paper online
The Kansas-Nebraska Act
A new President by the name Franklin Pierce, who was a democrat and maintained the Fugitive Law, was elected. Then senator of Illinois, Stephen Douglas introduced a bill, which would see the area in the West of Missouri, Kansas and Nebraska join the union. Since their locations the two would become Free states automatically.
The Kansas-Nebraska Act was passed. This made the anti-slavery people to form their own constitution and in it they banned slavery. By 1956, there existed two governments in Kansas and to make the matter worse the President Pierce supported the proslavery government while the house supported the other. After that attack the antislavery retaliated. However, this was stopped in October when the new governor was elected and troops to stop the violence were deployed in the region.
Reconstruction after the Civil War
The Civil War started in 1861 and it lasted for four years and ended in year 1865. During this war the South and the North had several victories and defeats. Unfortunately, many soldiers were wounded and 600,000 soldiers from both the North and the South died. A tenth of the soldiers were wounded. Most important of all is that the war ended slavery. This meant that the South was defeated and the slaves were freed from the southerners. Later, the slaves moved to the North. The union was thus recovered, but with so much destruction in both sides. The President Lincoln wanted to reconstruct and restore America. Though the war led to shedding of blood, it saw very many changes in all the sectors of the economy. There were changes also in the political sector.
Leaders from the South were captured. Nevertheless, the war ended and slavery stopped, enmity still existed between the people of the South and those of the North. The reconstruction has started in late 1963 with the efforts of Abraham Lincoln. The President was planning to reconstruct the South through liberalization and according to him, peace and the former America and the union would be restored. The plans by the President were dimmed when he died in 1965. This saw the rise of murphy in the South. The elections were held aftermath and unfortunately the former leaders were reelected in to the house. This was a real problem. The leaders did not pay attention to reconstruction; therefore, they focused on rebuilding their territories and also trying to get their riches back as before. This further dimmed the plans of reconstruction.
During the period 1869-1874 the republican’s leaders however tried to restore the state’s economy, which bore some results. This saw the establishment of a system of free public schools, the construction of more than 650 additional miles roads and the construction of a public university at Fayetteville. After the revolution the United States of America did not change a lot and today it consists of some states from the North and others from the South and with the political systems in existence. Since then the republicans and the democrats have been opposing each other and that has been witnessed even in the recent elections in the United States, in which Barrack Obama was reelected. The agricultural state in the United States can also be said to have taken its state back then after the Civil War. The citizens then wanted to grow economically and they put efforts in agriculture. Today, America is known of producing various agricultural products, which were produced even after the Civil War.
Consequences of the Civil War
The Civil War of 1861-1865 had great impacts on America as a whole. The war saw the assassination of the president Abraham Lincoln in year 1865. This was as a result of the way he supported the people from the North and did not support the acts of slavery by the people of the South. His name will never be forgotten in the history of America. Even today the Americans talk about him like he died only last week.
The Civil War saw the end of slavery. The major cause of the war was the differences between the South and the North, which were based on slavery issues. The ending of slavery was a great achievement by the North since they started preaching against it since the early 1800s. This would see the human rights being exercised in America.
The war also led to the changes in the economy of the nation. The people of America from both sides wanted to gain good financial status and also to own land and thus after war period many Americans were involved in trade and agriculture. Later, there was a revolution in the economy of the nation.
Social part of America also experienced some changes. The enmity between the people from the South and the North did not end completely. The cultures changed with slavery abolished in the nation. Agreements in the plantations whereby one was to lend his land out to another person who would cultivate it and then the owner would get 50% of the farm produce as the interest.
The form, which the nation took after the war and just before the war, formed the political system that exists in America up to date. Currently, in America the battle in elections is between the republicans and the democrats.
The Civil War left so many people affected even psychologically. After the war many people were displaced and their homes burnt down in the process. These people, for instance, the ones in the South had the mentality that it is their enemies from the North causing all this and thus the grudge between the North and the South even went to higher heights. Many innocent people were killed and this had an impact even in the economy. Since the killed people may have been farmers of traders and it is known that the economy was being boosted by farming and trading.
The children are the most innocent. The children then were to form the next generation of the United States of America and they witnessed the war between the North and the South. The children from the South, for instance, were made to understand by their parents that the people from the North are their enemies and that is why even afterwards the North and the South did not get along very well.
Concept of Manifest Destiny
This concept was about the mentality of the Americans to expand in all sectors and become more productive and more powerful than even Europeans. Later it became a part of the government plans. During the early period of1800s, America expanded rapidly. More states were admitted in the union and they even captured and bought some more land for themselves. Moreover, during this period, America grew economically with some more productive lands. The expansion to the West where the president bought a land to the West was another of its development. The Native Americans who lived in the area displaced. It also led to the conflict between the South and the North with disputes over whether the states in the west should slave Free states or not. During the expansion people who were living there exchanged cultures with the Americans and some were totally displaced.
This period is remembered since the American political system developed with the emergence of the republicans just before the Civil War. The republican was formed by the people who did not support slavery and who left the democrats and the Whigs. This party witnessed how Abraham Lincoln was elected as the president in 1861.
The early period of 1800s was very influential to what happened in America in the 19th century and even what is happening today in the nation. This is the case in all the sectors ranging from the economy, politics and the social lives of the Americans.
It should be noted that the United States of America have been rated as the superpowers in the world. This has its roots back then after and before the war. The mentality started at that time and they were working towards it since then. They knew that such position could not be achieved with poor economy and poor trade in the area. They also identified that unity is strength and thus they needed to unite in order to achieve such success. The America then admitted new states in the union. It should be noted that at the beginning the United States had only 13 states, but currently it has 50 states. They even went ahead and purchased a land for the state. They put more investments in the agricultural sector and trade. Consequently, the unions strengthen from all perspectives. The government had enough to run the operations of the union.
It should also be noted that without the support of the citizens the United States could not have made it far by the effort of the leaders only. The citizens were very supportive to their leaders. It can thus be said that it was the effort of every one to take the United States of America to where it is currently is through the concept of manifest destiny.
Andrew Jackson’s Rise as a Politician during the 1820s and 1830s
Andrew Jackson was a lawyer by profession. In the army, he led the Americans against the Britain and they won and later he became very popular in America. He first appeared in presidential politics where he contested the seat against two other contestants. Unfortunately, he lost to Adams who decided to work with henry clay the other presidential aspirant. This move by Adam made Jackson so angry that he started immediately campaigning for the 1828 elections.
Andrew Jackson used the acts of Adam to work with Henry clay as a base for his campaign. He used it to convince that the two were corrupt and had some hidden agenda for the union. Fortunately, he got the masses. He kept the masses by his side for the four years up to when the next elections were held. In the next election, Adam was also contesting for the top seat in the United States of America. This further shaped the political world of the United States of America.
During these years the differences between the South and the North were heightening, because of slavery. The two were ensuring that they have the maximum number of states with the South supporting slavery acts whereas the North was against the acts of slavery. The period saw clay try to bring compromises between the South and the North but without results. The differences were becoming more serious. It is the same period that many states requested for the admission in the union of United States of America.
In 1828, Andrew Jackson contested for the top seat again against John Quincy Adams and this time he won the elections. He got support from Martin Van Buren of New York DC and Calhoun of South Carolina. Many historians described the elections as one of the nastiest in the history of the republic. Being termed as one of the fore fathers of America, after his election, Jackson saw many people storm in Washington to listen to his inauguration speech. Even today the leadership and the election of Andrew Jackson are remembered. He was the 7th President of the United States of America.
It can be concluded that the history of America has contributed so much to the current happenings in all sectors in America and more so in the world of politics. This is with even the recent elections in America some weeks ago that saw the re-election of Obama. The election battle just like in the 1800s was between the republicans and the democrats. The other parts of the world can learn from what has happened in America since the 1800s until this day. It is thus the high time the many parts of the world with disputes stop them and build their nations. If it would happen in whole world, then there will be a better place to live for every one with peace being preached, with Americans living with Africans like brothers and sisters, Europeans and Indians in free trade with Asians.
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0.0956293344... | 1 | The differences between the South and the North are dated back in early 1800s. The major cause of the differences was slavery. The North was against slavery whereas the southerners supported slavery. Some individuals from the North like Abraham Lincoln stood against the slavery. In his famous speech Abraham said, “If slavery is right then nothing is wrong…”
These differences started causing tensions. In 1819, Missouri requested to join the United States of America. It was a slave free state. This led to sectionalism eventually. In 1848, the free soil party was formed. Unfortunately, Whigs presidential candidate won the elections after wooing the slavery states, and also the antislavery states. With the Taylor as the president, he urged the states California and New Mexico to apply for statehood his argument being that their admission will have them make the decision whether to abolish slavery or not. At this time, there were 15 Free states and 15 slavery states. The admission of the 3 Free states would see the North outvote the South with 18 states with the South having 15. This will be advantageous to the North and that is why the South was against this and they even threatened to secede from the union.
The 1850 Compromise
However, a compromise was reached in 1850, when a senator Taylor said that California should be admitted as a free state; New Mexico admitted without any restrictions on slavery and that slave trade and not slavery itself be abolished. The plan was objected and a debate on it lasted for seven months. The plan could not yet be implemented since many senators objected at least a part of the plan if not the entire plan. It was amended and later implemented.
The Fugitive Slavery Act
Some African Americans and Africans had escaped from slavery and were living in the North. They were referred to as runaways. All those events saw the formation and the implementation of the Fugitive Slave Act in 1950. The law required the Americans to help recapture the runaways so that they can be taken back to slavery. This further heightened the differences between the North and the South.
Buy Events leading to the Civil War of 1861 in America essay paper online
The Kansas-Nebraska Act
A new President by the name Franklin Pierce, who was a democrat and maintained the Fugitive Law, was elected. Then senator of Illinois, Stephen Douglas introduced a bill, which would see the area in the West of Missouri, Kansas and Nebraska join the union. Since their locations the two would become Free states automatically.
The Kansas-Nebraska Act was passed. This made the anti-slavery people to form their own constitution and in it they banned slavery. By 1956, there existed two governments in Kansas and to make the matter worse the President Pierce supported the proslavery government while the house supported the other. After that attack the antislavery retaliated. However, this was stopped in October when the new governor was elected and troops to stop the violence were deployed in the region.
Reconstruction after the Civil War
The Civil War started in 1861 and it lasted for four years and ended in year 1865. During this war the South and the North had several victories and defeats. Unfortunately, many soldiers were wounded and 600,000 soldiers from both the North and the South died. A tenth of the soldiers were wounded. Most important of all is that the war ended slavery. This meant that the South was defeated and the slaves were freed from the southerners. Later, the slaves moved to the North. The union was thus recovered, but with so much destruction in both sides. The President Lincoln wanted to reconstruct and restore America. Though the war led to shedding of blood, it saw very many changes in all the sectors of the economy. There were changes also in the political sector.
Leaders from the South were captured. Nevertheless, the war ended and slavery stopped, enmity still existed between the people of the South and those of the North. The reconstruction has started in late 1963 with the efforts of Abraham Lincoln. The President was planning to reconstruct the South through liberalization and according to him, peace and the former America and the union would be restored. The plans by the President were dimmed when he died in 1965. This saw the rise of murphy in the South. The elections were held aftermath and unfortunately the former leaders were reelected in to the house. This was a real problem. The leaders did not pay attention to reconstruction; therefore, they focused on rebuilding their territories and also trying to get their riches back as before. This further dimmed the plans of reconstruction.
During the period 1869-1874 the republican’s leaders however tried to restore the state’s economy, which bore some results. This saw the establishment of a system of free public schools, the construction of more than 650 additional miles roads and the construction of a public university at Fayetteville. After the revolution the United States of America did not change a lot and today it consists of some states from the North and others from the South and with the political systems in existence. Since then the republicans and the democrats have been opposing each other and that has been witnessed even in the recent elections in the United States, in which Barrack Obama was reelected. The agricultural state in the United States can also be said to have taken its state back then after the Civil War. The citizens then wanted to grow economically and they put efforts in agriculture. Today, America is known of producing various agricultural products, which were produced even after the Civil War.
Consequences of the Civil War
The Civil War of 1861-1865 had great impacts on America as a whole. The war saw the assassination of the president Abraham Lincoln in year 1865. This was as a result of the way he supported the people from the North and did not support the acts of slavery by the people of the South. His name will never be forgotten in the history of America. Even today the Americans talk about him like he died only last week.
The Civil War saw the end of slavery. The major cause of the war was the differences between the South and the North, which were based on slavery issues. The ending of slavery was a great achievement by the North since they started preaching against it since the early 1800s. This would see the human rights being exercised in America.
The war also led to the changes in the economy of the nation. The people of America from both sides wanted to gain good financial status and also to own land and thus after war period many Americans were involved in trade and agriculture. Later, there was a revolution in the economy of the nation.
Social part of America also experienced some changes. The enmity between the people from the South and the North did not end completely. The cultures changed with slavery abolished in the nation. Agreements in the plantations whereby one was to lend his land out to another person who would cultivate it and then the owner would get 50% of the farm produce as the interest.
The form, which the nation took after the war and just before the war, formed the political system that exists in America up to date. Currently, in America the battle in elections is between the republicans and the democrats.
The Civil War left so many people affected even psychologically. After the war many people were displaced and their homes burnt down in the process. These people, for instance, the ones in the South had the mentality that it is their enemies from the North causing all this and thus the grudge between the North and the South even went to higher heights. Many innocent people were killed and this had an impact even in the economy. Since the killed people may have been farmers of traders and it is known that the economy was being boosted by farming and trading.
The children are the most innocent. The children then were to form the next generation of the United States of America and they witnessed the war between the North and the South. The children from the South, for instance, were made to understand by their parents that the people from the North are their enemies and that is why even afterwards the North and the South did not get along very well.
Concept of Manifest Destiny
This concept was about the mentality of the Americans to expand in all sectors and become more productive and more powerful than even Europeans. Later it became a part of the government plans. During the early period of1800s, America expanded rapidly. More states were admitted in the union and they even captured and bought some more land for themselves. Moreover, during this period, America grew economically with some more productive lands. The expansion to the West where the president bought a land to the West was another of its development. The Native Americans who lived in the area displaced. It also led to the conflict between the South and the North with disputes over whether the states in the west should slave Free states or not. During the expansion people who were living there exchanged cultures with the Americans and some were totally displaced.
This period is remembered since the American political system developed with the emergence of the republicans just before the Civil War. The republican was formed by the people who did not support slavery and who left the democrats and the Whigs. This party witnessed how Abraham Lincoln was elected as the president in 1861.
The early period of 1800s was very influential to what happened in America in the 19th century and even what is happening today in the nation. This is the case in all the sectors ranging from the economy, politics and the social lives of the Americans.
It should be noted that the United States of America have been rated as the superpowers in the world. This has its roots back then after and before the war. The mentality started at that time and they were working towards it since then. They knew that such position could not be achieved with poor economy and poor trade in the area. They also identified that unity is strength and thus they needed to unite in order to achieve such success. The America then admitted new states in the union. It should be noted that at the beginning the United States had only 13 states, but currently it has 50 states. They even went ahead and purchased a land for the state. They put more investments in the agricultural sector and trade. Consequently, the unions strengthen from all perspectives. The government had enough to run the operations of the union.
It should also be noted that without the support of the citizens the United States could not have made it far by the effort of the leaders only. The citizens were very supportive to their leaders. It can thus be said that it was the effort of every one to take the United States of America to where it is currently is through the concept of manifest destiny.
Andrew Jackson’s Rise as a Politician during the 1820s and 1830s
Andrew Jackson was a lawyer by profession. In the army, he led the Americans against the Britain and they won and later he became very popular in America. He first appeared in presidential politics where he contested the seat against two other contestants. Unfortunately, he lost to Adams who decided to work with henry clay the other presidential aspirant. This move by Adam made Jackson so angry that he started immediately campaigning for the 1828 elections.
Andrew Jackson used the acts of Adam to work with Henry clay as a base for his campaign. He used it to convince that the two were corrupt and had some hidden agenda for the union. Fortunately, he got the masses. He kept the masses by his side for the four years up to when the next elections were held. In the next election, Adam was also contesting for the top seat in the United States of America. This further shaped the political world of the United States of America.
During these years the differences between the South and the North were heightening, because of slavery. The two were ensuring that they have the maximum number of states with the South supporting slavery acts whereas the North was against the acts of slavery. The period saw clay try to bring compromises between the South and the North but without results. The differences were becoming more serious. It is the same period that many states requested for the admission in the union of United States of America.
In 1828, Andrew Jackson contested for the top seat again against John Quincy Adams and this time he won the elections. He got support from Martin Van Buren of New York DC and Calhoun of South Carolina. Many historians described the elections as one of the nastiest in the history of the republic. Being termed as one of the fore fathers of America, after his election, Jackson saw many people storm in Washington to listen to his inauguration speech. Even today the leadership and the election of Andrew Jackson are remembered. He was the 7th President of the United States of America.
It can be concluded that the history of America has contributed so much to the current happenings in all sectors in America and more so in the world of politics. This is with even the recent elections in America some weeks ago that saw the re-election of Obama. The election battle just like in the 1800s was between the republicans and the democrats. The other parts of the world can learn from what has happened in America since the 1800s until this day. It is thus the high time the many parts of the world with disputes stop them and build their nations. If it would happen in whole world, then there will be a better place to live for every one with peace being preached, with Americans living with Africans like brothers and sisters, Europeans and Indians in free trade with Asians.
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Most popular orders | 2,931 | ENGLISH | 1 |
A joint or articulation (or articular surface) is the connection made between bones in the body which link the skeletal system into a functional whole. They are constructed to allow for different degrees and types of movement. Some joints, such as the knee, elbow, and shoulder, are self-lubricating, almost frictionless, and are able to withstand compression and maintain heavy loads while still executing smooth and precise movements. Other joints such as sutures between the bones of the skull permit very little movement (only during birth) in order to protect the brain and the sense organs. The connection between a tooth and the jawbone is also called a joint, and is described as a fibrous joint known as a gomphosis. Joints are classified both structurally and functionally. | <urn:uuid:89fe76c5-4585-4281-8a62-4b2b81e3cb8d> | CC-MAIN-2020-05 | http://drsonawaneshomeopathyclinic.com/joint-pains.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251788528.85/warc/CC-MAIN-20200129041149-20200129071149-00411.warc.gz | en | 0.980423 | 159 | 3.90625 | 4 | [
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0.57052773237228... | 3 | A joint or articulation (or articular surface) is the connection made between bones in the body which link the skeletal system into a functional whole. They are constructed to allow for different degrees and types of movement. Some joints, such as the knee, elbow, and shoulder, are self-lubricating, almost frictionless, and are able to withstand compression and maintain heavy loads while still executing smooth and precise movements. Other joints such as sutures between the bones of the skull permit very little movement (only during birth) in order to protect the brain and the sense organs. The connection between a tooth and the jawbone is also called a joint, and is described as a fibrous joint known as a gomphosis. Joints are classified both structurally and functionally. | 159 | ENGLISH | 1 |
For a long time, World War II historians came across the name Ravensbrück but didn’t know what went on in the German concentration camp.
All of the documents about Ravensbrück, the camp for women, were burned before the end of the war. After the war, the area was under the control of the Soviet Union. Now, after researchers have tracked down survivors and visited the site, we know that it was opened in 1939 and housed women deemed prostitutes, criminals, minorities, or who had opposed Hitler.
One survivor wrote in her account, “Among the prisoners were ‘the cream of Europe’s women.'”
She continued, “They included General de Gaulle’s niece (pictured above), a former British women’s golf champion, and scores of Polish countesses.”
Ravensbrück, however, was mostly known for its medical experiments on the women, most of whom were Polish.
One medical goal was to test sulphonamide drugs. This was done by deliberately wounding a prisoner and injecting viral bacteria into the wound. Death or permanent injury was usually the end result.
Another goal was to see if muscles and bones could regenerate or be transplanted. Prisoners’ bones were broken, dissected, and grafted, leaving subjects in excruciating pain.
One group of women had their wounds filled with wooden splinters, another group with glass shards, and the third group had both implanted.
Some women were experimented upon with no pain medication just to see how effective the tested drugs were.
Nazi doctors shared the results of their experiments at a 1943 medical conference in Berlin. None of the civilian German doctors dared question the experiments on the basis of cruelty. | <urn:uuid:ba5819fd-2461-4bec-979e-0ce9cfa59b18> | CC-MAIN-2020-05 | https://viralnova.com/concentration-camp-women/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694176.67/warc/CC-MAIN-20200127020458-20200127050458-00071.warc.gz | en | 0.983655 | 358 | 3.515625 | 4 | [
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0.4399795830249... | 15 | For a long time, World War II historians came across the name Ravensbrück but didn’t know what went on in the German concentration camp.
All of the documents about Ravensbrück, the camp for women, were burned before the end of the war. After the war, the area was under the control of the Soviet Union. Now, after researchers have tracked down survivors and visited the site, we know that it was opened in 1939 and housed women deemed prostitutes, criminals, minorities, or who had opposed Hitler.
One survivor wrote in her account, “Among the prisoners were ‘the cream of Europe’s women.'”
She continued, “They included General de Gaulle’s niece (pictured above), a former British women’s golf champion, and scores of Polish countesses.”
Ravensbrück, however, was mostly known for its medical experiments on the women, most of whom were Polish.
One medical goal was to test sulphonamide drugs. This was done by deliberately wounding a prisoner and injecting viral bacteria into the wound. Death or permanent injury was usually the end result.
Another goal was to see if muscles and bones could regenerate or be transplanted. Prisoners’ bones were broken, dissected, and grafted, leaving subjects in excruciating pain.
One group of women had their wounds filled with wooden splinters, another group with glass shards, and the third group had both implanted.
Some women were experimented upon with no pain medication just to see how effective the tested drugs were.
Nazi doctors shared the results of their experiments at a 1943 medical conference in Berlin. None of the civilian German doctors dared question the experiments on the basis of cruelty. | 345 | ENGLISH | 1 |
A villager, Gopi, earned his living selling salt in a nearby town. He had a donkey and he would load a sack of salt everyday on the donkey’s back and they would walk to the town, crossing a canal. The canal had no bridge, so they had to walk in the water but the water was not deep. After he sold all the salt, he would return home on his donkey.
One day, Gopi fell sick and could not go to town. He did not recover even after two days. He lay and thought, ‘I am sure my donkey knows the way to the town by heart. If I send him with my sack of salt he can go to the town by himself and my friend, Raju can sell the salt.’ He sent word to his friend about his plan.
The next day, he managed to load a sack of salt on the donkey’s back and pushed him on the path leading to the town. The donkey understood that he had to go alone to the town and walked on. He returned with the sack empty of salt and filled with the day’s earnings for the salt. Gopi was very happy and rewarded his donkey with a carrot.
Even after Gopi recovered, he continued sending the donkey alone and focused on extra work at home. The donkey went alone every day with the salt and returned with the money.
One night, it rained and the next day, the canal had more water flowing. The donkey slipped and fell and when he managed to get up, he felt that his load had become lighter. Well, it had as most of the salt had dissolved in the water! He tried the same the next day and experienced a lighter load. He grew lazier by the day and spent more time in the water, so more salt dissolved.
Gopi was puzzled as he started receiving lesser money. When Raju came to visit he learnt the truth as Raju told him that the sack was nearly empty every day and also wet.
Gopi was disgusted and decided to teach the donkey a lesson. The next day, he filled the sack with cotton. The donkey happily set off and when he crossed the canal, he stopped midway and sat in the water. After a while, he got up and found to his dismay that the load was very heavy. In fact it was heavier than the sack of salt. The cotton had absorbed water and had almost doubled in weight.
Clever Gopi had taught the lazy donkey a good lesson.
Moral: Laziness only brings disdain. | <urn:uuid:8cefb098-f1c7-4108-af5a-47f7823f5743> | CC-MAIN-2020-05 | https://isparkmag.com/value-tales/the-lazy-donkey/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608062.57/warc/CC-MAIN-20200123011418-20200123040418-00177.warc.gz | en | 0.993166 | 534 | 3.328125 | 3 | [
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-0.07910566776990... | 7 | A villager, Gopi, earned his living selling salt in a nearby town. He had a donkey and he would load a sack of salt everyday on the donkey’s back and they would walk to the town, crossing a canal. The canal had no bridge, so they had to walk in the water but the water was not deep. After he sold all the salt, he would return home on his donkey.
One day, Gopi fell sick and could not go to town. He did not recover even after two days. He lay and thought, ‘I am sure my donkey knows the way to the town by heart. If I send him with my sack of salt he can go to the town by himself and my friend, Raju can sell the salt.’ He sent word to his friend about his plan.
The next day, he managed to load a sack of salt on the donkey’s back and pushed him on the path leading to the town. The donkey understood that he had to go alone to the town and walked on. He returned with the sack empty of salt and filled with the day’s earnings for the salt. Gopi was very happy and rewarded his donkey with a carrot.
Even after Gopi recovered, he continued sending the donkey alone and focused on extra work at home. The donkey went alone every day with the salt and returned with the money.
One night, it rained and the next day, the canal had more water flowing. The donkey slipped and fell and when he managed to get up, he felt that his load had become lighter. Well, it had as most of the salt had dissolved in the water! He tried the same the next day and experienced a lighter load. He grew lazier by the day and spent more time in the water, so more salt dissolved.
Gopi was puzzled as he started receiving lesser money. When Raju came to visit he learnt the truth as Raju told him that the sack was nearly empty every day and also wet.
Gopi was disgusted and decided to teach the donkey a lesson. The next day, he filled the sack with cotton. The donkey happily set off and when he crossed the canal, he stopped midway and sat in the water. After a while, he got up and found to his dismay that the load was very heavy. In fact it was heavier than the sack of salt. The cotton had absorbed water and had almost doubled in weight.
Clever Gopi had taught the lazy donkey a good lesson.
Moral: Laziness only brings disdain. | 523 | ENGLISH | 1 |
Abraham Lincoln was the 16th president of the United States of America. He was elected into presidency on November 6, 1860. Many of the southern states were unsupportive of Lincoln becoming president because he had run on an anti-slavery platform. Lincoln being elected into presidency caused states such as South Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana and Texas to split from the Union. In his inaugural address Lincoln proclaimed it was his duty to maintain the Union; a month later the Civil War began. Although Lincoln did many great things for our country, his vital role in the Civil War is what most likely lead to his assassination.
Many people believe that the main reason for the Civil War was to end slavery. However, it is known that Lincoln proclaimed that the reason for the Civil War was to maintain the Union and that he had no intension of ending slavery where it had existed. While Lincoln was trying to maintain the Union the start of the Civil War caused four more states (Virginia, Arkansas, North Carolina and Tennessee) to leave the Union. In order to keep the remaining states loyal to the Union, Lincoln assured them that the war was not about slavery or black rights but to maintain the Union.
Although Lincoln had insisted that the purpose of the Civil War was to save the Union, since the South was using their slaves to aid in the war, he was considering freeing them as a necessary step toward winning the war. In July of 1862 Lincoln presented his first draft of the Emancipation Proclamation to members of his cabinet. It warned the Confederate states to surrender by January 1, 1863 or their slaves would be freed. The proclamation declared, “all persons held as slaves within any States, or designated part of the State, the people whereof shall be in rebellion against the United States, shall be then, thenceforward, and forever free” (pbs.org) Lincoln stood by his word and on January 1, 1863 he issued the final Emancipation Proclamation and he officially freed all slaves that were being held in the states that were in rebellion and not in the Union. However, the Emancipation Proclamation did not free all slaves in the United States. It declared that only slaves living in states not under Union control be free. This officially changed the purpose of the Civil War. The North was no longer only fighting to preserve the Union but also to end slavery. The Civil War continued for the next four years, ending on April 9, 1865. Legal freedom for all slaves did not come until the final passage of the Thirteenth Amendment in December of 1865. President Lincoln was a strong supporter of the Thirteenth Amendment; however, he was assassinated before its final presentation.
It was on April 14, 1865 that Abraham Lincoln was assassinated. Lincoln went to see a play with his wife at Ford’s Theatre in Washington D.C. During the play a man by the name of John Wilkes Booth snuck in and up the steps that lead to the balcony where... | <urn:uuid:e2c736e8-f15f-4bbd-b3a6-86e1b7a0caf8> | CC-MAIN-2020-05 | https://brightkite.com/essay-on/the-assassination-of-abraham-lincoln-2 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595282.35/warc/CC-MAIN-20200119205448-20200119233448-00235.warc.gz | en | 0.989101 | 616 | 4.03125 | 4 | [
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0.346281379461... | 1 | Abraham Lincoln was the 16th president of the United States of America. He was elected into presidency on November 6, 1860. Many of the southern states were unsupportive of Lincoln becoming president because he had run on an anti-slavery platform. Lincoln being elected into presidency caused states such as South Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana and Texas to split from the Union. In his inaugural address Lincoln proclaimed it was his duty to maintain the Union; a month later the Civil War began. Although Lincoln did many great things for our country, his vital role in the Civil War is what most likely lead to his assassination.
Many people believe that the main reason for the Civil War was to end slavery. However, it is known that Lincoln proclaimed that the reason for the Civil War was to maintain the Union and that he had no intension of ending slavery where it had existed. While Lincoln was trying to maintain the Union the start of the Civil War caused four more states (Virginia, Arkansas, North Carolina and Tennessee) to leave the Union. In order to keep the remaining states loyal to the Union, Lincoln assured them that the war was not about slavery or black rights but to maintain the Union.
Although Lincoln had insisted that the purpose of the Civil War was to save the Union, since the South was using their slaves to aid in the war, he was considering freeing them as a necessary step toward winning the war. In July of 1862 Lincoln presented his first draft of the Emancipation Proclamation to members of his cabinet. It warned the Confederate states to surrender by January 1, 1863 or their slaves would be freed. The proclamation declared, “all persons held as slaves within any States, or designated part of the State, the people whereof shall be in rebellion against the United States, shall be then, thenceforward, and forever free” (pbs.org) Lincoln stood by his word and on January 1, 1863 he issued the final Emancipation Proclamation and he officially freed all slaves that were being held in the states that were in rebellion and not in the Union. However, the Emancipation Proclamation did not free all slaves in the United States. It declared that only slaves living in states not under Union control be free. This officially changed the purpose of the Civil War. The North was no longer only fighting to preserve the Union but also to end slavery. The Civil War continued for the next four years, ending on April 9, 1865. Legal freedom for all slaves did not come until the final passage of the Thirteenth Amendment in December of 1865. President Lincoln was a strong supporter of the Thirteenth Amendment; however, he was assassinated before its final presentation.
It was on April 14, 1865 that Abraham Lincoln was assassinated. Lincoln went to see a play with his wife at Ford’s Theatre in Washington D.C. During the play a man by the name of John Wilkes Booth snuck in and up the steps that lead to the balcony where... | 640 | ENGLISH | 1 |
Edit The years between the Easter Rising of and the beginning of the War of Independence in were not bloodless. Thomas Asheone of the Volunteer leaders imprisoned for his role in the rebellion died on hunger strike, after attempted force-feeding in Induring disturbances arising out of the anti-conscription campaign, six civilians died in confrontations with the police and British Army and over 1, were arrested. Armistice Day was marked by severe rioting in Dublin, which left over British soldiers injured.
Irish War of Independence You are here: However, six northern counties would remain under British rule. The IRA that fought in this conflict is often referred to as the Old IRA to distinguish it from later organisations that used the same name.
The demand for Home Rule was eventually granted by the British Government inimmediately prompting a prolonged crisis within the United Kingdom as Ulster Unionists formed an armed organisation—the Ulster Volunteers — to resist this measure of devolution. In turn, Nationalists formed their own military organisation, the Irish Volunteers.
The remaining Irish Volunteers, under Eoin MacNeill, held that they would maintain their organisation until Home Rule had been granted. Within this Volunteer movement, another faction, led by the separatist Irish Republican Brotherhood, began to prepare for a revolt against British rule.
The Easter Rising The plan for revolt was realised in the Easter Rising ofin which the Volunteers, now explicitly declaring a republic, launched an insurrection whose aim was to end British rule and to found an Irish Republic. By now, support for the British war effort was on the wane, and Irish public opinion was shocked and outraged by some of the actions committed by British troops, particularly the murder of Francis Sheehy-Skeffington and the imposition of wartime martial law.
Secondly, the British, in the face of the crisis caused by the German Spring Offensive in Aprilattempted to introduce conscription into Ireland combined with Home Rule outlined at the Irish Convention.
This further alienated the Irish electorate and produced mass demonstrations during the Conscription Crisis of By the time of the November election, alienation from British rule was widespread.
Republicans argued that the conflict of and indeed the subsequent Irish The irish war of independence War was the defence of this Republic against attempts to destroy it.
The years between the Easter Rising of and the beginning of the War of Independence in were not bloodless.
Thomas Ashe, one of the Volunteer leaders imprisoned for his role in the rebellion died on hunger strike, after attempted force-feeding in Induring disturbances arising out of the anti-conscription campaign, six civilians died in confrontations with the police and British Army and over 1, were arrested.
Armistice Day was marked by severe rioting in Dublin, which left over British soldiers injured. However, there was as yet no co-ordinated armed campaign against the British presence in Ireland.
Treacy had stated to me that the only way of starting a war was to kill someone, and we wanted to start a war, so we intended to kill some of the police whom we looked upon as the foremost and most important branch of the enemy forces.
The only regret that we had following the ambush was that there were only two policemen in it, instead of the six we had expected. This is widely regarded as the beginning of the War of Independence, and the men acted on their own initiative to try to start a war. As regards the Republican prisoners, we must always remember that this country is at war with England and so we must in a sense regard them as necessary casualties in the great fight.
The delay allowed a balancing of the military and political realities. Violence spreads Volunteers began to attack British government property, carried out raids for arms and funds and targeted and killed prominent members of the British administration.
Jan 03, · This feature is not available right now. Please try again later. In Irish Republican Army. During the Anglo-Irish War (Irish War of Independence, –21) the IRA, under the leadership of Michael Collins, employed guerrilla tactics—including ambushes, raids, and sabotage—to force the British government to rutadeltambor.com resulting settlement established two new political entities: the Irish Free . The Irish War of Independence (Irish: Cogadh na Saoirse) or Anglo-Irish War was a guerrilla war fought from to between the Irish Republican Army (IRA, the army of the Irish Republic) and the British security forces in Ireland. It was an escalation of the Irish revolutionary period into warfare.
The first was Resident Magistrate John C. Milling, who was shot dead in Westport, County Mayo, for having sent Volunteers to prison for unlawful assembly and drilling. They mimicked the successful tactics of the Boers, fast violent raids without uniform. Others, notably Arthur Griffith, preferred a campaign of civil disobedience rather than armed struggle.
The violence used was at first deeply unpopular with the Irish people and it took the heavy-handed British response to popularise it among much of the population. During the early part of the conflict, roughly from to the middle ofthere was a relatively limited amount of violence.
So far as the mass of people are concerned, the policy of the day is not active but a passive policy. Their policy is not so much to attack the Government as to ignore it and to build up a new government by its side.
Its members and barracks especially the more isolated ones were vulnerable, and they were a source of much-needed arms. The RIC numbered 9, men stationed in 1, barracks throughout Ireland. This proved successful in demoralising the force as the war went on, as people turned their faces from a force increasingly compromised by association with British government repression.
The rate of resignation went up, and recruitment in Ireland dropped off dramatically. Often the RIC were reduced to buying food at gunpoint as shops and other businesses refused to deal with them.
By contrast with the effectiveness of the widespread public boycott of the police, the military actions carried out by the IRA against the RIC at this time were relatively limited.
Other aspects of mass participation in the conflict included strikes by organised workers in opposition to the British presence in Ireland. Special permits, to be issued by the RIC, would now be required to enter the city. Train drivers were brought over from England after drivers refused to carry British troops.The Irish War of Independence was a major event Ireland’s history.
It played a major role in the country finally achieving its status as an independent republic. Below are some short summaries about the key battles and events that took place during the War.
The Irish War of Independence took place during the years of – that was concluded by the signing of the Anglo-Irish Treaty between the Irish and British government. The Irish War of Independence was a guerrilla conflict between the British state and its forces in Ireland and Irish republican guerrillas in the Irish Volunteers or Irish Republican Army.
The war is usually said to have run between and , but violence both preceded these dates and continued afterwards.
A World War I recruiting poster pitched at the men of Ireland. The Irish War of Independence () was a brief but intense conflict, culminating in the creation of a free Irish state. Irish Republican Army In Irish Republican Army During the Anglo-Irish War (Irish War of Independence, –21) the IRA, under the leadership of Michael Collins, employed guerrilla tactics—including ambushes, raids, and sabotage—to force the British government to negotiate.
The Irish War of Independence took place between and It was one of the most significant events in Irish history, and a major step towards it finally gaining status as an independent republic. | <urn:uuid:a6c0982d-4e01-4057-8349-b518f51e1a62> | CC-MAIN-2020-05 | https://welagacoromemy.rutadeltambor.com/the-irish-war-of-independence-14725cg.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601040.47/warc/CC-MAIN-20200120224950-20200121013950-00178.warc.gz | en | 0.980913 | 1,555 | 3.640625 | 4 | [
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0.46367919... | 1 | Edit The years between the Easter Rising of and the beginning of the War of Independence in were not bloodless. Thomas Asheone of the Volunteer leaders imprisoned for his role in the rebellion died on hunger strike, after attempted force-feeding in Induring disturbances arising out of the anti-conscription campaign, six civilians died in confrontations with the police and British Army and over 1, were arrested. Armistice Day was marked by severe rioting in Dublin, which left over British soldiers injured.
Irish War of Independence You are here: However, six northern counties would remain under British rule. The IRA that fought in this conflict is often referred to as the Old IRA to distinguish it from later organisations that used the same name.
The demand for Home Rule was eventually granted by the British Government inimmediately prompting a prolonged crisis within the United Kingdom as Ulster Unionists formed an armed organisation—the Ulster Volunteers — to resist this measure of devolution. In turn, Nationalists formed their own military organisation, the Irish Volunteers.
The remaining Irish Volunteers, under Eoin MacNeill, held that they would maintain their organisation until Home Rule had been granted. Within this Volunteer movement, another faction, led by the separatist Irish Republican Brotherhood, began to prepare for a revolt against British rule.
The Easter Rising The plan for revolt was realised in the Easter Rising ofin which the Volunteers, now explicitly declaring a republic, launched an insurrection whose aim was to end British rule and to found an Irish Republic. By now, support for the British war effort was on the wane, and Irish public opinion was shocked and outraged by some of the actions committed by British troops, particularly the murder of Francis Sheehy-Skeffington and the imposition of wartime martial law.
Secondly, the British, in the face of the crisis caused by the German Spring Offensive in Aprilattempted to introduce conscription into Ireland combined with Home Rule outlined at the Irish Convention.
This further alienated the Irish electorate and produced mass demonstrations during the Conscription Crisis of By the time of the November election, alienation from British rule was widespread.
Republicans argued that the conflict of and indeed the subsequent Irish The irish war of independence War was the defence of this Republic against attempts to destroy it.
The years between the Easter Rising of and the beginning of the War of Independence in were not bloodless.
Thomas Ashe, one of the Volunteer leaders imprisoned for his role in the rebellion died on hunger strike, after attempted force-feeding in Induring disturbances arising out of the anti-conscription campaign, six civilians died in confrontations with the police and British Army and over 1, were arrested.
Armistice Day was marked by severe rioting in Dublin, which left over British soldiers injured. However, there was as yet no co-ordinated armed campaign against the British presence in Ireland.
Treacy had stated to me that the only way of starting a war was to kill someone, and we wanted to start a war, so we intended to kill some of the police whom we looked upon as the foremost and most important branch of the enemy forces.
The only regret that we had following the ambush was that there were only two policemen in it, instead of the six we had expected. This is widely regarded as the beginning of the War of Independence, and the men acted on their own initiative to try to start a war. As regards the Republican prisoners, we must always remember that this country is at war with England and so we must in a sense regard them as necessary casualties in the great fight.
The delay allowed a balancing of the military and political realities. Violence spreads Volunteers began to attack British government property, carried out raids for arms and funds and targeted and killed prominent members of the British administration.
Jan 03, · This feature is not available right now. Please try again later. In Irish Republican Army. During the Anglo-Irish War (Irish War of Independence, –21) the IRA, under the leadership of Michael Collins, employed guerrilla tactics—including ambushes, raids, and sabotage—to force the British government to rutadeltambor.com resulting settlement established two new political entities: the Irish Free . The Irish War of Independence (Irish: Cogadh na Saoirse) or Anglo-Irish War was a guerrilla war fought from to between the Irish Republican Army (IRA, the army of the Irish Republic) and the British security forces in Ireland. It was an escalation of the Irish revolutionary period into warfare.
The first was Resident Magistrate John C. Milling, who was shot dead in Westport, County Mayo, for having sent Volunteers to prison for unlawful assembly and drilling. They mimicked the successful tactics of the Boers, fast violent raids without uniform. Others, notably Arthur Griffith, preferred a campaign of civil disobedience rather than armed struggle.
The violence used was at first deeply unpopular with the Irish people and it took the heavy-handed British response to popularise it among much of the population. During the early part of the conflict, roughly from to the middle ofthere was a relatively limited amount of violence.
So far as the mass of people are concerned, the policy of the day is not active but a passive policy. Their policy is not so much to attack the Government as to ignore it and to build up a new government by its side.
Its members and barracks especially the more isolated ones were vulnerable, and they were a source of much-needed arms. The RIC numbered 9, men stationed in 1, barracks throughout Ireland. This proved successful in demoralising the force as the war went on, as people turned their faces from a force increasingly compromised by association with British government repression.
The rate of resignation went up, and recruitment in Ireland dropped off dramatically. Often the RIC were reduced to buying food at gunpoint as shops and other businesses refused to deal with them.
By contrast with the effectiveness of the widespread public boycott of the police, the military actions carried out by the IRA against the RIC at this time were relatively limited.
Other aspects of mass participation in the conflict included strikes by organised workers in opposition to the British presence in Ireland. Special permits, to be issued by the RIC, would now be required to enter the city. Train drivers were brought over from England after drivers refused to carry British troops.The Irish War of Independence was a major event Ireland’s history.
It played a major role in the country finally achieving its status as an independent republic. Below are some short summaries about the key battles and events that took place during the War.
The Irish War of Independence took place during the years of – that was concluded by the signing of the Anglo-Irish Treaty between the Irish and British government. The Irish War of Independence was a guerrilla conflict between the British state and its forces in Ireland and Irish republican guerrillas in the Irish Volunteers or Irish Republican Army.
The war is usually said to have run between and , but violence both preceded these dates and continued afterwards.
A World War I recruiting poster pitched at the men of Ireland. The Irish War of Independence () was a brief but intense conflict, culminating in the creation of a free Irish state. Irish Republican Army In Irish Republican Army During the Anglo-Irish War (Irish War of Independence, –21) the IRA, under the leadership of Michael Collins, employed guerrilla tactics—including ambushes, raids, and sabotage—to force the British government to negotiate.
The Irish War of Independence took place between and It was one of the most significant events in Irish history, and a major step towards it finally gaining status as an independent republic. | 1,534 | ENGLISH | 1 |
The fourth of July celebrates American values such as political freedom. It captures the history and events that facilitated the independence of the American nation. Furthermore, it allows people to support the heritage of the land.
The history of the 4th of July can be traced back to that same date in 1776. It was the day when Congress adopted the Declaration of Independence. This piece of paper had been formally declared 2 days ago on the 2nd of July.
Congress had selected a committee in Pennsylvania that would be responsible for creating a document that would tell Britain that the American colonists wanted to rule themselves. After the committee has discussed all the issues they wanted to include the document, they selected Thomas Jefferson to put together those ideas in a draft copy.
Jefferson did this in a number of days and presented the first copy to the committee on the 28th of June. On the 2nd of July, they revised the document and declared America’s independence. The official adoption of the Declaration was on the 4th of July (Burnett, 1941).
It was one month later that all other Congressmen started signing the Declaration of independence. Therefore, the people involved in this document wanted to provide Americans with something that the American citizenry could aspire to; it was something that captured the ideas and goals in their land.
John Adams knew how momentous this event would be to the American people hence his pronouncement that people would celebrate the day with games, guns, bells and parades. His prediction was true, but his date estimation was slightly wrong since he thought that the celebration would be on 2nd of July and not on the 4th of July.
The first formal 4th of July celebration was in 1777 in Philadelphia. This state already had a series of tools that would later be used to remember the event. A number of speeches were made, music and parades were instated. It even had a gun salute to commemorate the day. Residents painted ships with colors of the flag and enjoyed fireworks displays.
Before 1791, the day was simply known as the Fourth of July. However, on this year, it was called Independence Day. In order to involve everyone else in the celebrations, Congress decided to make the day a paid holiday for state employees in 1870. Thereafter, it was decided that the day would be a paid holiday in 1938.
Other events have often coincided with the 4th of July date and have been celebrated on the same day. For instance, New York state declared the 4th of July as emancipation day because this was the same day that they voted to end slavery in 1827.
A number of people will watch baseball games for Independence Day. Major League baseball games are often scheduled on this day, and thus encourage a lot of participation. In those matches, many of them will buy hotdogs to enjoy during the game. They will also purchase ice cream for fun during the event.
The eating of hotdogs began in 1916 during a hotdog eating contest. Four New York immigrants wanted to prove to each other that they were the most patriotic so they participated in a hot dog eating contests. Hot dog eating competitions have become a common occurrence in that part of the country ever since.
Alternatively, people can gather together to watch fireworks displays. Certain cities or states are known for the consistency and enormity of their celebration. For instance, New York has a televised fireworks display that started in 1976 and continues to date. In Detroit, a fireworks display is held on the 4th of July in order to remember Independence Day as well as honor Canada day.
One of the most common ways to celebrate that event is to visit Coney Island Beach or listen to bands playing “The stars and stripes”. This tradition of celebrating the day began in 1897 when John Sousa and his band were performing in Coney Island.
Tourists who had come to the beach were the first to hear this theme song and paved the way for other bands who played the same song ever since. Many people visit this beach in order to remember that event. However, these trips often occur during long holidays, that is, when the 4th of July comes immediately after the weekend or just before it (Heintze, 2007).
Band playing and parades are quite common in various parts of the country. One well known display is Bristol’s parade that started as far back as 1785. In fact historians assert that this is one of the most longstanding celebrations of the event. Most parades will occur earlier on in the mornings while fireworks displays will be done later in the evening so as to contrast them with the darkness of the environment.
Some families may choose to participate in private commemorations of the event. In this regard, many of them may take their family members for picnics or may invite their friends for barbecues.
Others may visit their distant relative in other towns or states. During those visits, homes will be decorated with the balloons and streamers in red, blue, and white. A number of them will also place the American flag in the middle of their homes. During such occasions, people will sing well-recognized American songs such as “God Bless America” or “This land is our land”.
The holiday is so important to Americans because it allows citizens to think about the meaning of the fourth of July. This is the reason why many will visit museums or parades.
They will try their best to do something patriotic in order to capture the spirit of this day. As such they get to appreciate the difficulties that the founding fathers had to go through in order to secure independence for the country. At the time, the Declaration was a crime by Great Britain. Many of these founding fathers were risking their lives by choosing such a path.
However, it was something that had to take place because the British colonialists continued to exert more control over the American states. They imposed greater taxes and instated more rules over the American settlers. Therefore, the latter group could not exercise its own freedom or practice its own values. Everything was determined by the Kingdom of Great Britain. It took a great act of courage to oppose this status quo and curve the country’s own path.
Alternatively, this holiday is quite special because it epitomizes the civil liberties enjoyed in the country. People in the Unite States have the right to choose their religion and will not get persecuted for their choices. The US would not be what it is without freedom. Since people can decide what political side to support or what opinions to express, then one cannot dispute the degree of freedom inherent in the country.
These values would not have been a reality if the country had not fought for them from the British Colonies. The founding fathers chose the path that would be followed by subsequent leaders when they established the country as an independent state. They had the courage to stand for what they felt was right, and this should be celebrated by subsequent generations in the country.
The US flag is one of the most symbolic items on the Fourth of July because the country formally became an independent nation. The flag possesses fifty stars and thirteen stripes, which represent all the 13 colonies that later became independent states (50 in number). It has the color red which stands for courage; white represents purity while blue represents justice. These values could not be realized if the country was not independent from the British colonialists.
The activities of the 4th of July were the ones that caused the country to enjoy these founding principles. People will place flags in their homes, cars and in public areas in order to show their appreciation of the independence that the country enjoyed after the 13 colonies ended their association with Great Britain (Maier, 1997).
Alternatively, some individuals think of the Liberty Bell as an important symbol of the freedom and independence that the country enjoyed thanks to the 4th of July. The Liberty Bell rang for the first time on the 8th of July 1776 when the Philadelphians wanted to read the Declaration for the first time. The item has since been commemorated in Philadelphia by establishment of a special center for the same device.
Similarly, the Statue of Liberty is regarded as a forth of July symbol because it fosters the spirit of the Independence Day. The statue stands for freedom and liberty, which were values that were brought out on the 4th of July 1776. Additionally, the great seal has been regarded as another Fourth of July symbol. It is a national emblem that can be found on documents, money, passports and flags. All the colors on the great seal are derived from the US fags.
The seal also has the bald eagle, 13 stripes, olives, arrows and leaves. The motto of the seal is “from many… one”. This denotes that although many Americans came from different locations, they became one when they lived in the country. The seal is especially insightful because it uses a series of colors, tools and mini-symbols to demonstrate American values.
In Washington, most people celebrate Independence Day through the Capitol Fourth event. Here, a musical concert will take place as will fireworks.
In fact one can observe fireworks displays in various parts of the state such as Riverfront Park. Yakima state park, Gesa stadium, Pioneer park, Legion memorial, Gas works park and many more. Other events in Washington include parading, picnicking and activities for children. Therefore the celebrations in this state are affected by the government’s presence. In the state of Rhode Island, one is likely to find a military flavor in these celebrations.
Military tools and drills or routines will be found during such celebrations. Other states such as Texas may engage in typical activities such as band music and cooking. Various states have been known for the prominence of their fireworks or the kind of music they play and parades they display.
The United States prides itself in various freedoms and liberties and these were only realized after the country became free to curve its own path. The Fourth of July marks the start of this journey of self determination, so it should continue to be commemorated and preserved.
Burnett, E. (1941). The continental congress. NY: Norton
Heintze, J. (2007). Fourth of July Celebrations database. Retrieved from http://www1.american.edu/heintze/fourth.htm
Maier, P. (1997, August 17). Making sense of the Fourth of July. American Heritage, p. 11 | <urn:uuid:7daf4355-1c37-4b19-975f-ee8e271d8fad> | CC-MAIN-2020-05 | https://graceplaceofwillmar.org/fourth-of-july-america-independence-day/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606872.19/warc/CC-MAIN-20200122071919-20200122100919-00070.warc.gz | en | 0.982303 | 2,140 | 4.125 | 4 | [
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0.1802833527326... | 1 | The fourth of July celebrates American values such as political freedom. It captures the history and events that facilitated the independence of the American nation. Furthermore, it allows people to support the heritage of the land.
The history of the 4th of July can be traced back to that same date in 1776. It was the day when Congress adopted the Declaration of Independence. This piece of paper had been formally declared 2 days ago on the 2nd of July.
Congress had selected a committee in Pennsylvania that would be responsible for creating a document that would tell Britain that the American colonists wanted to rule themselves. After the committee has discussed all the issues they wanted to include the document, they selected Thomas Jefferson to put together those ideas in a draft copy.
Jefferson did this in a number of days and presented the first copy to the committee on the 28th of June. On the 2nd of July, they revised the document and declared America’s independence. The official adoption of the Declaration was on the 4th of July (Burnett, 1941).
It was one month later that all other Congressmen started signing the Declaration of independence. Therefore, the people involved in this document wanted to provide Americans with something that the American citizenry could aspire to; it was something that captured the ideas and goals in their land.
John Adams knew how momentous this event would be to the American people hence his pronouncement that people would celebrate the day with games, guns, bells and parades. His prediction was true, but his date estimation was slightly wrong since he thought that the celebration would be on 2nd of July and not on the 4th of July.
The first formal 4th of July celebration was in 1777 in Philadelphia. This state already had a series of tools that would later be used to remember the event. A number of speeches were made, music and parades were instated. It even had a gun salute to commemorate the day. Residents painted ships with colors of the flag and enjoyed fireworks displays.
Before 1791, the day was simply known as the Fourth of July. However, on this year, it was called Independence Day. In order to involve everyone else in the celebrations, Congress decided to make the day a paid holiday for state employees in 1870. Thereafter, it was decided that the day would be a paid holiday in 1938.
Other events have often coincided with the 4th of July date and have been celebrated on the same day. For instance, New York state declared the 4th of July as emancipation day because this was the same day that they voted to end slavery in 1827.
A number of people will watch baseball games for Independence Day. Major League baseball games are often scheduled on this day, and thus encourage a lot of participation. In those matches, many of them will buy hotdogs to enjoy during the game. They will also purchase ice cream for fun during the event.
The eating of hotdogs began in 1916 during a hotdog eating contest. Four New York immigrants wanted to prove to each other that they were the most patriotic so they participated in a hot dog eating contests. Hot dog eating competitions have become a common occurrence in that part of the country ever since.
Alternatively, people can gather together to watch fireworks displays. Certain cities or states are known for the consistency and enormity of their celebration. For instance, New York has a televised fireworks display that started in 1976 and continues to date. In Detroit, a fireworks display is held on the 4th of July in order to remember Independence Day as well as honor Canada day.
One of the most common ways to celebrate that event is to visit Coney Island Beach or listen to bands playing “The stars and stripes”. This tradition of celebrating the day began in 1897 when John Sousa and his band were performing in Coney Island.
Tourists who had come to the beach were the first to hear this theme song and paved the way for other bands who played the same song ever since. Many people visit this beach in order to remember that event. However, these trips often occur during long holidays, that is, when the 4th of July comes immediately after the weekend or just before it (Heintze, 2007).
Band playing and parades are quite common in various parts of the country. One well known display is Bristol’s parade that started as far back as 1785. In fact historians assert that this is one of the most longstanding celebrations of the event. Most parades will occur earlier on in the mornings while fireworks displays will be done later in the evening so as to contrast them with the darkness of the environment.
Some families may choose to participate in private commemorations of the event. In this regard, many of them may take their family members for picnics or may invite their friends for barbecues.
Others may visit their distant relative in other towns or states. During those visits, homes will be decorated with the balloons and streamers in red, blue, and white. A number of them will also place the American flag in the middle of their homes. During such occasions, people will sing well-recognized American songs such as “God Bless America” or “This land is our land”.
The holiday is so important to Americans because it allows citizens to think about the meaning of the fourth of July. This is the reason why many will visit museums or parades.
They will try their best to do something patriotic in order to capture the spirit of this day. As such they get to appreciate the difficulties that the founding fathers had to go through in order to secure independence for the country. At the time, the Declaration was a crime by Great Britain. Many of these founding fathers were risking their lives by choosing such a path.
However, it was something that had to take place because the British colonialists continued to exert more control over the American states. They imposed greater taxes and instated more rules over the American settlers. Therefore, the latter group could not exercise its own freedom or practice its own values. Everything was determined by the Kingdom of Great Britain. It took a great act of courage to oppose this status quo and curve the country’s own path.
Alternatively, this holiday is quite special because it epitomizes the civil liberties enjoyed in the country. People in the Unite States have the right to choose their religion and will not get persecuted for their choices. The US would not be what it is without freedom. Since people can decide what political side to support or what opinions to express, then one cannot dispute the degree of freedom inherent in the country.
These values would not have been a reality if the country had not fought for them from the British Colonies. The founding fathers chose the path that would be followed by subsequent leaders when they established the country as an independent state. They had the courage to stand for what they felt was right, and this should be celebrated by subsequent generations in the country.
The US flag is one of the most symbolic items on the Fourth of July because the country formally became an independent nation. The flag possesses fifty stars and thirteen stripes, which represent all the 13 colonies that later became independent states (50 in number). It has the color red which stands for courage; white represents purity while blue represents justice. These values could not be realized if the country was not independent from the British colonialists.
The activities of the 4th of July were the ones that caused the country to enjoy these founding principles. People will place flags in their homes, cars and in public areas in order to show their appreciation of the independence that the country enjoyed after the 13 colonies ended their association with Great Britain (Maier, 1997).
Alternatively, some individuals think of the Liberty Bell as an important symbol of the freedom and independence that the country enjoyed thanks to the 4th of July. The Liberty Bell rang for the first time on the 8th of July 1776 when the Philadelphians wanted to read the Declaration for the first time. The item has since been commemorated in Philadelphia by establishment of a special center for the same device.
Similarly, the Statue of Liberty is regarded as a forth of July symbol because it fosters the spirit of the Independence Day. The statue stands for freedom and liberty, which were values that were brought out on the 4th of July 1776. Additionally, the great seal has been regarded as another Fourth of July symbol. It is a national emblem that can be found on documents, money, passports and flags. All the colors on the great seal are derived from the US fags.
The seal also has the bald eagle, 13 stripes, olives, arrows and leaves. The motto of the seal is “from many… one”. This denotes that although many Americans came from different locations, they became one when they lived in the country. The seal is especially insightful because it uses a series of colors, tools and mini-symbols to demonstrate American values.
In Washington, most people celebrate Independence Day through the Capitol Fourth event. Here, a musical concert will take place as will fireworks.
In fact one can observe fireworks displays in various parts of the state such as Riverfront Park. Yakima state park, Gesa stadium, Pioneer park, Legion memorial, Gas works park and many more. Other events in Washington include parading, picnicking and activities for children. Therefore the celebrations in this state are affected by the government’s presence. In the state of Rhode Island, one is likely to find a military flavor in these celebrations.
Military tools and drills or routines will be found during such celebrations. Other states such as Texas may engage in typical activities such as band music and cooking. Various states have been known for the prominence of their fireworks or the kind of music they play and parades they display.
The United States prides itself in various freedoms and liberties and these were only realized after the country became free to curve its own path. The Fourth of July marks the start of this journey of self determination, so it should continue to be commemorated and preserved.
Burnett, E. (1941). The continental congress. NY: Norton
Heintze, J. (2007). Fourth of July Celebrations database. Retrieved from http://www1.american.edu/heintze/fourth.htm
Maier, P. (1997, August 17). Making sense of the Fourth of July. American Heritage, p. 11 | 2,178 | ENGLISH | 1 |
The History Of April Fool’s Day
The April Fool’s Day marks as the weirdest holiday. But what makes it so unique lies in its history. According to Europeans, April Fools takes back to the Georgian calendar in the sixteenth century. The pre-Georgian calendar ended at the end of March which overlapped with the beginning of spring. With the new calendar, the beginning of the year was shifted to January. This change in the calendar showed resistance. But people, who continued their celebration of New Year at the beginning of April, were considered as Fools.
Marking this day, an April Fools Prank was one in which a “fool” is tricked. These pranks are not just in person but it can also be spread through social media.
Historians also linked the day to festivals celebrated in ancient Rome at the end of March. In this festival, people were seen dressed up in disguises.
There is also a rumor that April Fools’ Day marks the first day of spring in the Northern Hemisphere. This is because they believed that Mother Nature fooled people with unpredictable weather.
April Fools’ Day was spread in Britain during the 18th century. Talking about the modern scenario, April Fools have participated in the tradition of fooling the audiences.
Many events were also reported to spot the April Fools’ Day. In 1957, the BBC reported that Swiss farmers had huge spaghetti crop cultivation. Seeing at this, they fooled viewers by showing footage where people were harvesting noodles from trees.
In 1996, Taco Bell duped people by announcing that it had agreed to purchase Philadelphia’s Liberty Bell. They even claimed that they will rename it to Taco Liberty Bell. Similar to this, Burger King in 1998 advertised a “Left-Handed Whopper” on April Fools’ Day. This led the customers requesting for the fake sandwich. | <urn:uuid:db6877d0-e09d-420a-be04-72bc9de6a446> | CC-MAIN-2020-05 | https://www.absolutethings.com/the-history-of-april-fools-day/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251687725.76/warc/CC-MAIN-20200126043644-20200126073644-00066.warc.gz | en | 0.980334 | 395 | 3.265625 | 3 | [
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0.240867450833320... | 2 | The History Of April Fool’s Day
The April Fool’s Day marks as the weirdest holiday. But what makes it so unique lies in its history. According to Europeans, April Fools takes back to the Georgian calendar in the sixteenth century. The pre-Georgian calendar ended at the end of March which overlapped with the beginning of spring. With the new calendar, the beginning of the year was shifted to January. This change in the calendar showed resistance. But people, who continued their celebration of New Year at the beginning of April, were considered as Fools.
Marking this day, an April Fools Prank was one in which a “fool” is tricked. These pranks are not just in person but it can also be spread through social media.
Historians also linked the day to festivals celebrated in ancient Rome at the end of March. In this festival, people were seen dressed up in disguises.
There is also a rumor that April Fools’ Day marks the first day of spring in the Northern Hemisphere. This is because they believed that Mother Nature fooled people with unpredictable weather.
April Fools’ Day was spread in Britain during the 18th century. Talking about the modern scenario, April Fools have participated in the tradition of fooling the audiences.
Many events were also reported to spot the April Fools’ Day. In 1957, the BBC reported that Swiss farmers had huge spaghetti crop cultivation. Seeing at this, they fooled viewers by showing footage where people were harvesting noodles from trees.
In 1996, Taco Bell duped people by announcing that it had agreed to purchase Philadelphia’s Liberty Bell. They even claimed that they will rename it to Taco Liberty Bell. Similar to this, Burger King in 1998 advertised a “Left-Handed Whopper” on April Fools’ Day. This led the customers requesting for the fake sandwich. | 391 | ENGLISH | 1 |
Origin Of Insurance.
Around 6000 years ago, Babylonians, whose home in the Tigris – Euphrates valley lay at the crossroads of early world traffic, had developed business practices to a high degree. Babylon had become the clearinghouse of trade as all the important land trade routes converged in that territory. From Armenia in the north, China and India in the east, Egypt in the west, caravans came laden with merchandise. Though Babylon built up a great commercial system, and her people were the first to enjoy the fruits of political economy, their territory was surrounded by huge tracts of desert.
The travelers by land were exposed to the risk of robbery, which then was considered not so abominable a means of livelihood and the same view held good for the piracy on the high seas. Besides, during those days, the ships were entirely at the mercy of the winds. Under such conditions, till the goods reached their destination, the consignor was constantly worried about its safety.
In fact, many traders could not meet the obligations of the principals and, as per their contracts, were forced to become slaves along with their families. Human ingenuity was set to work and, in course of time, a practice developed that debt of the trader, both principal and interest, should be absolved if certain specified contingencies occur.
Research scholars claim that insurance was known and practiced in India even during the ancient Vedic times. Manu the ancient scholar and lawgiver enjoined that a special change be made on goods carried from one place to another to ensure their safe carriage, until it was finally handed over to the consignee at the destination.
Recorded evidences testify that ancient India was a prominent maritime power. There were busy seaports on the west coast at Broach, at Kaveripumpatnam in the south and Banga in the east. Traders expressed difficulties in realizing money for the goods sent abroad. Loans were advanced to traders at specified rates of interest depending on the risk run and the duration of time for which money was required. Men skilled in sea voyages worked out risk premium rates.
On successful conclusion of the voyage, the borrower returned the loan along with interest, when the eventuality insured against did not materialize but it often happened that he was unable to deliver the goods in sound condition at the time and place specified or if he was robbed, he was absolved of his liability.
If the cargo was lost due to the negligence of the crew, the loss was to be borne by all the crewmembers, but when loss was caused by God, the members of the crew were not held responsible. A carrier who failed to reach the destination, could not claim freight, but was exempted from responsibility if loss was occasioned by an act of God. If the loss was due to “Piracy”, the cashier was not protected.
Mark Twain, the great American humorist said in his speech on Accident Insurance,
“ There is nothing more beneficent than accident insurance. I’ve seen an entire family lifted out of poverty and into affluence by the simple boon of a broken leg. I’ve had people come to me on crutches, with tears in their eyes, to bless this beneficent institution. In all my experience of life, I have seen nothing so seraphic as the look that comes into a freshly mutilated man’s
face when he feels his vest pocket with his remaining hand and finds his accident ticket all right.”
We live in exciting times with changes and upheavals all around. New technologies, new inventions and changes in the economic and financial scenario, all have thrown up new insurance needs; needs never felt or heard before. This type of evolutionary process, in the last few decades, has given hope to new types of need-based insurance covers; public liability insurance, product liability insurance, indemnity for medical practitioners for negligence, indemnity for chartered accountants and auditors for professional lapses, etc. Further, covers are engineering insurance, erection insurance, loss of profit, cover against atomic radiation and space travel and contracting AIDS.
We have had bizarre insurance covers. Lizza Minnelli the singing sensation had insured her voice and so have Boy George and Michael Jackson. Mariene Dietrich and Betty Grable, Hollywood’s leading ladies have insured their legs. A well-known comedian in the USA had a policy insuring those in his audience, against anyone dying of laughter after hearing his Jokes!
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- TYBMS Sem 6 Results 2019 Update from BMS khabri! - June 15, 2019 | <urn:uuid:dea4e4d4-e783-4afd-8fa8-d1a24782bedf> | CC-MAIN-2020-05 | https://www.bms.co.in/origin-of-insurance/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251796127.92/warc/CC-MAIN-20200129102701-20200129132701-00201.warc.gz | en | 0.983572 | 1,004 | 3.671875 | 4 | [
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0.31643837690... | 2 | Origin Of Insurance.
Around 6000 years ago, Babylonians, whose home in the Tigris – Euphrates valley lay at the crossroads of early world traffic, had developed business practices to a high degree. Babylon had become the clearinghouse of trade as all the important land trade routes converged in that territory. From Armenia in the north, China and India in the east, Egypt in the west, caravans came laden with merchandise. Though Babylon built up a great commercial system, and her people were the first to enjoy the fruits of political economy, their territory was surrounded by huge tracts of desert.
The travelers by land were exposed to the risk of robbery, which then was considered not so abominable a means of livelihood and the same view held good for the piracy on the high seas. Besides, during those days, the ships were entirely at the mercy of the winds. Under such conditions, till the goods reached their destination, the consignor was constantly worried about its safety.
In fact, many traders could not meet the obligations of the principals and, as per their contracts, were forced to become slaves along with their families. Human ingenuity was set to work and, in course of time, a practice developed that debt of the trader, both principal and interest, should be absolved if certain specified contingencies occur.
Research scholars claim that insurance was known and practiced in India even during the ancient Vedic times. Manu the ancient scholar and lawgiver enjoined that a special change be made on goods carried from one place to another to ensure their safe carriage, until it was finally handed over to the consignee at the destination.
Recorded evidences testify that ancient India was a prominent maritime power. There were busy seaports on the west coast at Broach, at Kaveripumpatnam in the south and Banga in the east. Traders expressed difficulties in realizing money for the goods sent abroad. Loans were advanced to traders at specified rates of interest depending on the risk run and the duration of time for which money was required. Men skilled in sea voyages worked out risk premium rates.
On successful conclusion of the voyage, the borrower returned the loan along with interest, when the eventuality insured against did not materialize but it often happened that he was unable to deliver the goods in sound condition at the time and place specified or if he was robbed, he was absolved of his liability.
If the cargo was lost due to the negligence of the crew, the loss was to be borne by all the crewmembers, but when loss was caused by God, the members of the crew were not held responsible. A carrier who failed to reach the destination, could not claim freight, but was exempted from responsibility if loss was occasioned by an act of God. If the loss was due to “Piracy”, the cashier was not protected.
Mark Twain, the great American humorist said in his speech on Accident Insurance,
“ There is nothing more beneficent than accident insurance. I’ve seen an entire family lifted out of poverty and into affluence by the simple boon of a broken leg. I’ve had people come to me on crutches, with tears in their eyes, to bless this beneficent institution. In all my experience of life, I have seen nothing so seraphic as the look that comes into a freshly mutilated man’s
face when he feels his vest pocket with his remaining hand and finds his accident ticket all right.”
We live in exciting times with changes and upheavals all around. New technologies, new inventions and changes in the economic and financial scenario, all have thrown up new insurance needs; needs never felt or heard before. This type of evolutionary process, in the last few decades, has given hope to new types of need-based insurance covers; public liability insurance, product liability insurance, indemnity for medical practitioners for negligence, indemnity for chartered accountants and auditors for professional lapses, etc. Further, covers are engineering insurance, erection insurance, loss of profit, cover against atomic radiation and space travel and contracting AIDS.
We have had bizarre insurance covers. Lizza Minnelli the singing sensation had insured her voice and so have Boy George and Michael Jackson. Mariene Dietrich and Betty Grable, Hollywood’s leading ladies have insured their legs. A well-known comedian in the USA had a policy insuring those in his audience, against anyone dying of laughter after hearing his Jokes!
Latest posts by BMS Team (see all)
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Today is the 270th anniversary of one of the bloodiest battles in Scotland's history. Over 1500 men were killed in less than an hour. This was a decisive defeat for the Jacobite forces. And was the beginning of change that led to mass emigration to the American Colonies, the West Indies and eventually to Canada.
Leanach Cottage on Culloden Battlefield is the only building remaining from the time of the battle. It continued to be occupied up until 1912. The cottage did have barns, but they were burned down by government forces when 30 or so Jacobites who had been wounded but not killed were found seeking refuge in the barns. The gov't forces barricaded the men in the barns and set the barns alight, killing the men and razing the barns to the ground.
In the aftermath of Culloden came the Act of Proscription in 1747. This was an attempt by the English government to do away with the Highland way of life. The Act banned the wearing of tartan, or Highland dress except for army uniforms. It further banned the carrying or owning of broad swords, durks, pistols, guns or any other "warlike" weapon. Government officers were authorised to search houses and arrest anyone who had proscribed weaponry in their possession.
Many who were arrested were then banished to the colonies for a period of 7 or more years.
The Act wasn't repealed until 1782 and by that time, the Highland Clearances had begun with tenant farmers and crofters being moved off of the highland estates to make way for more economical and lucrative sheep farming. | <urn:uuid:1643416b-2723-4040-9d78-b50dfdbdc499> | CC-MAIN-2020-05 | http://genealogytoursofscotland.blogspot.com/2016/04/culloden.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783000.84/warc/CC-MAIN-20200128184745-20200128214745-00318.warc.gz | en | 0.984819 | 331 | 3.546875 | 4 | [
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0.44357290863990... | 1 | Today is the 270th anniversary of one of the bloodiest battles in Scotland's history. Over 1500 men were killed in less than an hour. This was a decisive defeat for the Jacobite forces. And was the beginning of change that led to mass emigration to the American Colonies, the West Indies and eventually to Canada.
Leanach Cottage on Culloden Battlefield is the only building remaining from the time of the battle. It continued to be occupied up until 1912. The cottage did have barns, but they were burned down by government forces when 30 or so Jacobites who had been wounded but not killed were found seeking refuge in the barns. The gov't forces barricaded the men in the barns and set the barns alight, killing the men and razing the barns to the ground.
In the aftermath of Culloden came the Act of Proscription in 1747. This was an attempt by the English government to do away with the Highland way of life. The Act banned the wearing of tartan, or Highland dress except for army uniforms. It further banned the carrying or owning of broad swords, durks, pistols, guns or any other "warlike" weapon. Government officers were authorised to search houses and arrest anyone who had proscribed weaponry in their possession.
Many who were arrested were then banished to the colonies for a period of 7 or more years.
The Act wasn't repealed until 1782 and by that time, the Highland Clearances had begun with tenant farmers and crofters being moved off of the highland estates to make way for more economical and lucrative sheep farming. | 347 | 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 Joe Cameron.
Joe Cameron was born in 1922, in the Polish town of Eishyshok, near the Lithuanian border. In 1941, after the German invasion of the Soviet Union, the Nazis occupied his town and forced the Jews into a ghetto. Joe and his father escaped from the Eishyshok ghetto before the Nazis and their collaborators murdered its Jewish inhabitants. Joe spent several months living in the forest, but eventually cold and hunger drove him back into the ghetto of a neighboring town.
Once again, he escaped just as the ghetto was being liquidated, but this time he had more luck; he found a group of fellow escapees hiding in the woods. They were beginning to organize themselves into a partisan unit when Joe joined them. Looking back, Joe reflects, “We had more luck than sense.”
Although Joe's unit contained many Russians, they did not seem to be in close contact with Moscow. Joe remembers wanting to sabotage German trains but not having the mines or explosives to get the job done. Instead, his unit used fuel and an explosive bullet to destroy the tracks. Eventually, they did blow up trains. Joe remembers destroying a Polish dairy factory as well, in order to prevent the milk from being delivered to the Germans. His unit also successfully counterfeited a huge number of German Reichsmarks, which were used to bribe the local population. Many of the villagers in the area were supportive of the partisans, supplying them with food and information about the movements of the German troops, even allowing them to dance with local girls at village festivals. Joe recalls that German planes circled the forests, hunting down the partisans who lived there.
In 1944, Joe and his unit were liberated by the Russian Army, which he would go on to join. When asked about his experience, Joe has this advice to offer: “Don't give up. Don't give in. Take a chance.” Joe eventually moved to the United States where he met his wife and had two children.
Critical Thinking Questions
- What obstacles and limitations did Jews face when considering resistance?
- What pressures and motivations may have influenced Joe Cameron'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:3dca6128-6d00-4af3-8b6e-4f0d96c704c6> | CC-MAIN-2020-05 | https://encyclopedia.ushmm.org/content/en/article/joe-cameron | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778168.77/warc/CC-MAIN-20200128091916-20200128121916-00530.warc.gz | en | 0.98303 | 538 | 3.6875 | 4 | [
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0.1222802549600601... | 12 | 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 Joe Cameron.
Joe Cameron was born in 1922, in the Polish town of Eishyshok, near the Lithuanian border. In 1941, after the German invasion of the Soviet Union, the Nazis occupied his town and forced the Jews into a ghetto. Joe and his father escaped from the Eishyshok ghetto before the Nazis and their collaborators murdered its Jewish inhabitants. Joe spent several months living in the forest, but eventually cold and hunger drove him back into the ghetto of a neighboring town.
Once again, he escaped just as the ghetto was being liquidated, but this time he had more luck; he found a group of fellow escapees hiding in the woods. They were beginning to organize themselves into a partisan unit when Joe joined them. Looking back, Joe reflects, “We had more luck than sense.”
Although Joe's unit contained many Russians, they did not seem to be in close contact with Moscow. Joe remembers wanting to sabotage German trains but not having the mines or explosives to get the job done. Instead, his unit used fuel and an explosive bullet to destroy the tracks. Eventually, they did blow up trains. Joe remembers destroying a Polish dairy factory as well, in order to prevent the milk from being delivered to the Germans. His unit also successfully counterfeited a huge number of German Reichsmarks, which were used to bribe the local population. Many of the villagers in the area were supportive of the partisans, supplying them with food and information about the movements of the German troops, even allowing them to dance with local girls at village festivals. Joe recalls that German planes circled the forests, hunting down the partisans who lived there.
In 1944, Joe and his unit were liberated by the Russian Army, which he would go on to join. When asked about his experience, Joe has this advice to offer: “Don't give up. Don't give in. Take a chance.” Joe eventually moved to the United States where he met his wife and had two children.
Critical Thinking Questions
- What obstacles and limitations did Jews face when considering resistance?
- What pressures and motivations may have influenced Joe Cameron'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? | 543 | ENGLISH | 1 |
Zika was the common factor
Zika has been a game changer for birth defects science
Last year, when CDC experts began receiving calls about an uptick in microcephaly cases in Brazil, they were not initially convinced those cases were related to Zika.
“It seemed really unlikely at the time. We were all skeptical,” said Peggy Honein, chief of the Birth Defects Branch for the National Center on Birth Defects and Developmental Disabilities. “Zika had been around for nearly 70 years, and nobody had reported (a link between Zika and microcephaly) before.”
However, as months went by, it became increasingly obvious that Zika was strongly linked to microcephaly. In early 2016, a report was published that highlighted a study by a CDC pathology team, which found evidence of Zika virus infection in the tissues of miscarriages and newborns with microcephaly. And, cases of microcephaly began occurring among pregnancies completed in the United States. These women had been infected in many different countries that were also reporting local cases of Zika.
“Brazil was no longer the common factor. Zika was the common factor,” Honein said. “No other explanation could fit what we were seeing at that point.”
In April 2016, CDC announced that Zika virus is a cause of microcephaly and severe fetal brain defects. Zika is the first known mosquito-borne virus that can cause birth defects, which is transformative for birth defects science. Unlike many causes of birth defects, this is a known cause that is preventable, said Honein, who is also the co-lead for the Pregnancy and Birth Defects Task Force for CDC’s Zika response.
Even before scientists discovered that Zika can cause microcephaly, Honein’s team was hard at work creating public health messages, tracking cases in pregnant women and their infants, and learning as much as they could about Zika and pregnancy.
As early as January 2016, Honein’s team was in the field, working with health departments and other partners to set up surveillance systems that monitor pregnant women exposed to Zika. They traveled to US territories and countries where Zika was spreading. In Colombia, Honein’s team worked closely with the Colombian National Health Institute (Instituto Nacional de Salud) to use its long-standing surveillance system to enhance surveillance of cases of Zika virus disease in pregnant women.
They tracked cases in hundreds of women throughout their pregnancies and their infants. “The dedication people have shown over so many months, committing hours and hours without complaint, has been phenomenal,” Honein said.
Responders have worked with parents who do not know how long their children have to live and who are sometimes overwhelmed by the care that their infants require and their infants’ piercing screams. “We have seen the effects on the infants and the effects on the families. It’s a lot for these families to cope with,” Honein said. “I don’t think we can overstate how devastating these outcomes are.”
“Zika and pregnancy is a long-term public health problem,” Honein said. “The work to study Zika and prevent Zika virus infection in pregnant women, must continue.” | <urn:uuid:3e27223c-9bb6-4a12-b8e7-3713c42c23b3> | CC-MAIN-2020-05 | https://www.cdc.gov/about/24-7/cdcresponders-zika/peggy.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00136.warc.gz | en | 0.984474 | 703 | 3.546875 | 4 | [
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0.4176962375... | 5 | Zika was the common factor
Zika has been a game changer for birth defects science
Last year, when CDC experts began receiving calls about an uptick in microcephaly cases in Brazil, they were not initially convinced those cases were related to Zika.
“It seemed really unlikely at the time. We were all skeptical,” said Peggy Honein, chief of the Birth Defects Branch for the National Center on Birth Defects and Developmental Disabilities. “Zika had been around for nearly 70 years, and nobody had reported (a link between Zika and microcephaly) before.”
However, as months went by, it became increasingly obvious that Zika was strongly linked to microcephaly. In early 2016, a report was published that highlighted a study by a CDC pathology team, which found evidence of Zika virus infection in the tissues of miscarriages and newborns with microcephaly. And, cases of microcephaly began occurring among pregnancies completed in the United States. These women had been infected in many different countries that were also reporting local cases of Zika.
“Brazil was no longer the common factor. Zika was the common factor,” Honein said. “No other explanation could fit what we were seeing at that point.”
In April 2016, CDC announced that Zika virus is a cause of microcephaly and severe fetal brain defects. Zika is the first known mosquito-borne virus that can cause birth defects, which is transformative for birth defects science. Unlike many causes of birth defects, this is a known cause that is preventable, said Honein, who is also the co-lead for the Pregnancy and Birth Defects Task Force for CDC’s Zika response.
Even before scientists discovered that Zika can cause microcephaly, Honein’s team was hard at work creating public health messages, tracking cases in pregnant women and their infants, and learning as much as they could about Zika and pregnancy.
As early as January 2016, Honein’s team was in the field, working with health departments and other partners to set up surveillance systems that monitor pregnant women exposed to Zika. They traveled to US territories and countries where Zika was spreading. In Colombia, Honein’s team worked closely with the Colombian National Health Institute (Instituto Nacional de Salud) to use its long-standing surveillance system to enhance surveillance of cases of Zika virus disease in pregnant women.
They tracked cases in hundreds of women throughout their pregnancies and their infants. “The dedication people have shown over so many months, committing hours and hours without complaint, has been phenomenal,” Honein said.
Responders have worked with parents who do not know how long their children have to live and who are sometimes overwhelmed by the care that their infants require and their infants’ piercing screams. “We have seen the effects on the infants and the effects on the families. It’s a lot for these families to cope with,” Honein said. “I don’t think we can overstate how devastating these outcomes are.”
“Zika and pregnancy is a long-term public health problem,” Honein said. “The work to study Zika and prevent Zika virus infection in pregnant women, must continue.” | 653 | ENGLISH | 1 |
Lev Tolstoy was born into a family of Russian nobility in Yasnaya Polyana, Tula region, in 1828. The fourth of five children, Tolstoy’s mother died when he was two and his father when he was nine. He and his siblings were then raised by relatives.
At 16, he enrolled in Kazan University and began studying law and languages. His time there didn’t go well, however, with teachers describing him as “unwilling to learn.” Following this period, he spent much of his time in Moscow and St. Petersburg, though he lived a life of leisure and soon incurred significant gambling debts. At 23 he enrolled in the army, though his first novel “Childhood” had been written and was published the following year.
Serving in the Crimean War during the siege of Sevastopol, Tolstoy was known for his bravery, but was horrified by the deaths that war brings. This lead to his eventual transition from an entitled and privileged member of society to the non-violence and anarchism he was later associated with. On a trip to Paris in 1857, the 29-year-old Tolstoy witnessed a public execution. He later wrote, “The truth is that the state is a conspiracy designed not only to exploit, but above all to corrupt its citizens ... Henceforth, I shall never serve any government anywhere." These beliefs were later instilled in a young Mahatma Gandhi, whom Tolstoy corresponded with.
Inspired by Victor Hugo’s “Les Misérables” and influenced by French anarchist Pierre-Joseph Proudhon (who wrote “La Guerre et la Paix” or “War and Peace” in French — a title Tolstoy would one day be famous for) he was enthusiastic about education and democracy, and on returning to Yasnaya Polyana, founded 13 schools for peasants.
Besides his most famous works “War and Peace” and “Anna Karenina,” Tolstoy brought his own experiences to the page through characters in novels such as “The Cossacks.” With its 580 characters and thickness of biblical proportions, “War and Peace” is considered to be one of the greatest novels ever written. Tolstoy, however, favored “Anna Karenina” and considered it his first true novel. Following its completion he fell into a state of deep despair, and an intense period of existential woe followed. He then turned to religion and in 1899 published his third long novel, “Resurrection.”
Tolstoy was famously opposed to verse and once said, “Writing poetry is like ploughing and dancing at the same time.”
Later in his life, Tolstoy’s wife, with whom he had eight children, began to resent his ardent disciples who were constantly present and his decision to give away his work for free; this left the family poor and the once happy marriage turned bad. One winter night in 1910, Tolstoy sneaked away from home and took a train, where reports say he preached non-violence to his fellow passengers. Ten days after his escape, he died from pneumonia at Astapovo railway station.
More than a century later, Lev Tolstoy remains one of the greatest novelists in history. | <urn:uuid:a6e3bd3e-4857-48ae-bee2-0265838c11f2> | CC-MAIN-2020-05 | https://www.themoscowtimes.com/2019/09/09/otd-lev-tolstoy-a67201 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694908.82/warc/CC-MAIN-20200127051112-20200127081112-00447.warc.gz | en | 0.991387 | 698 | 3.328125 | 3 | [
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0.366277098655... | 10 | Lev Tolstoy was born into a family of Russian nobility in Yasnaya Polyana, Tula region, in 1828. The fourth of five children, Tolstoy’s mother died when he was two and his father when he was nine. He and his siblings were then raised by relatives.
At 16, he enrolled in Kazan University and began studying law and languages. His time there didn’t go well, however, with teachers describing him as “unwilling to learn.” Following this period, he spent much of his time in Moscow and St. Petersburg, though he lived a life of leisure and soon incurred significant gambling debts. At 23 he enrolled in the army, though his first novel “Childhood” had been written and was published the following year.
Serving in the Crimean War during the siege of Sevastopol, Tolstoy was known for his bravery, but was horrified by the deaths that war brings. This lead to his eventual transition from an entitled and privileged member of society to the non-violence and anarchism he was later associated with. On a trip to Paris in 1857, the 29-year-old Tolstoy witnessed a public execution. He later wrote, “The truth is that the state is a conspiracy designed not only to exploit, but above all to corrupt its citizens ... Henceforth, I shall never serve any government anywhere." These beliefs were later instilled in a young Mahatma Gandhi, whom Tolstoy corresponded with.
Inspired by Victor Hugo’s “Les Misérables” and influenced by French anarchist Pierre-Joseph Proudhon (who wrote “La Guerre et la Paix” or “War and Peace” in French — a title Tolstoy would one day be famous for) he was enthusiastic about education and democracy, and on returning to Yasnaya Polyana, founded 13 schools for peasants.
Besides his most famous works “War and Peace” and “Anna Karenina,” Tolstoy brought his own experiences to the page through characters in novels such as “The Cossacks.” With its 580 characters and thickness of biblical proportions, “War and Peace” is considered to be one of the greatest novels ever written. Tolstoy, however, favored “Anna Karenina” and considered it his first true novel. Following its completion he fell into a state of deep despair, and an intense period of existential woe followed. He then turned to religion and in 1899 published his third long novel, “Resurrection.”
Tolstoy was famously opposed to verse and once said, “Writing poetry is like ploughing and dancing at the same time.”
Later in his life, Tolstoy’s wife, with whom he had eight children, began to resent his ardent disciples who were constantly present and his decision to give away his work for free; this left the family poor and the once happy marriage turned bad. One winter night in 1910, Tolstoy sneaked away from home and took a train, where reports say he preached non-violence to his fellow passengers. Ten days after his escape, he died from pneumonia at Astapovo railway station.
More than a century later, Lev Tolstoy remains one of the greatest novelists in history. | 685 | ENGLISH | 1 |
How To Teach Kids To Teach Themselves
The crux of the video is that 4 essentials (Trivium + 1) are necessary for self-teaching:
- Gathering Information (Data)
- Organizing Information (Logic)
- Information (Rhetoric)
Here's the transcript:
Fred:-- To start with, was the idea of being self-taught. So our focus, with independenthomeschool.com, is what we did with our kids and that is to grow them to become independent learners. Where they are going to teach themselves, they are the actual teachers. Now, Jody's here, say hi.
Jody: Hey everybody.
Fred: When I asked Jody about this, a little bit ago-- Making a note here. I said, what should I tell them about being self-taught? Or raising kids or those that can teach themselves? And specifically I would say this, they are the teacher, so you want to teach them to teach themselves. So, you're the teacher but you're teaching them to teach. So it's teaching them to teach their selves, and I asked Jody, so what is it that I should mention? And Jody said.
Jody: That this is a possibility, that this is doable, this is obtainable.
Fred: Yeah, it can be done.
So, what we get into are the extremes on the continuum, and so in between two extremes is where self-teaching happens. And it looks kinda like this, on one extreme your child or your student can be overly-dependent on you for everything. For every answer, for every instruction, for repeating instruction. I've seen this-- We were talking about this a few days ago, friends of ours who wound up having their-- In these two cases, their moms write their college papers or if they didn't write their college papers, they heavily edited them, one of the two. And so, lo and behold, that didn't turn out-- Well, it turned out fine I guess, except that these kids didn't really learn. So, they're over there on that hyper-dependent level, where you can be doing everything for your kid.
The other extreme you'd draw on this continuum would be to abandon the child. So that you don't help them at all, in fact, it works from-- Basically, just look at, are you doing it all? If you're doing it all, you're probably getting close to that, they're just dependent and they're not being taught how to teach themselves. The other extreme is, are you doing nothing? And if you're literally doing nothing then you're not engaged in teaching, you have abandoned the child. And so the child is left to her or his own devices. In between is that range of self-taught, in varying degrees of what we're fiddle with, but I would say in my mind you're trying to aim for probably 75% towards abandon. So, in other words, you don't want to abandon them but you're largely over the halfway point, where you're moving that direction. Because eventually what's gonna happen is your kids are gonna grow up, and if they get trained well they're going to abandon you. And I don't mean emotionally, or not be a child or whatever, but they're going to abandon being reliant on you for their learning, for their instruction. They may go unto college, they may go unto other endeavors or may just continue to teach themselves. So, if you're doing it all, you ask yourself the question "Am I doing it all?", you might want to wake up and pay attention to that and start moving away from that.
If you're doing nothing at all, then you might want to engage a little more and see what's up with that. Because there's this balanced range in here. If anything is, when you're in the middle, the way I found the people who are hyper-depended, they sound like I've abandoned my kids. Honestly if I talked to people who probably really have abandoned their kids, listen what I did, they'd probably say "No, you did too much". So, when you're in the middle of a polarity, you're always in trouble. And if you don't understand this just look at politics, you know? If you're in the middle anywhere, mostly Conservative, mostly Liberal, there will be more Liberal people that look at you as hyper-Conservative and the problem. Or Conservative people might look at you-- If you're a little more towards the middle, and think of you as radically Liberal. Because that's what polarities do. And I don't have a real solution for it except, maybe to point it out and to get over it. That's the game, self-taught, you want to teach them to teach themselves.
So really quickly I just want to share with you exactly how to do this. And it involves two basic components. One is the trivium and the other is experimentation. So, how you grow kids who are self-learners, is that you want to be engaged in teaching them to do three things, the trivium. One is to take in information, the second is to organize information and the third is to communicate information. So, roughly those are the data, logic and rhetoric stages of a kind of a classical education, classical conversations, classical orientation around the trivium. There are different versions of this, so this would be my basic understanding of how I think about it. So,what you're doing is, you're trying to organize your school in a way that the kids are taking in information, so they're constantly able to read, do math, exposed to literature, it could be art, it could be conversations, could be debates, discussions or all kinds of ways in which information can come at us. And the problem is not that the information comes at us, the problem is that we don't know how to organize it. If we genuinely don't know how to organize it, then it is a serious challenge. And that's what we're finding in this day and age, with the internet and everything else, people are bombarded with information and if they don't know how to organize it very well they can't hold on to reuse it. Until you're going to wind up being confused and then when the FBI interviews you, you're going to be able to be perjured because you're going to miss some data point, at some point in time, if you don't know how to organize it. So that second stage is like drawing the lines in the parking lot, so you can park all the cars where they need to go, so you're making optimum use of the space. So, organizing information is really that logic stage, so how you're making it make sense and putting it together in your head. And your brain, your student's brain can hold a limitless amount of information, as far as we know. I know you feel like you're gonna pop sometimes, but that's not really what's going on. The more you can learn to organize it, sometimes it's with mnemonics, tricks, and understanding, that's why we teach that organic mnemonics thing. Sometimes it has more to do with maybe a mind map or certain categories or certain vocabulary you've developed. But learning to organize that information is part of what being a self-taught person is.
And then third is the rhetoric stage, or what's called communication and that's where you're using this organized information with other human beings. So there's something greater accomplished in terms of community, team-work, etcetera. That gain in itself is how they're going to learn to be self-taught because you're going to be encouraging them you're going to cause them to learn. And you're causing them to take in information, organize that information and communicate that information. So there's that Socratic learning that could play into it as well in communication, but that's the frame.
But there's another piece, and that is experimentation. And experimentation gets down to a simple process of "Try, Learn, and Try." Now, technically you probably have a hypothesis or a theory in play, but frankly what is going on is, you're trying something and you're learning a little bit and you're trying some more. And this is why back in the day when computers were coming along, and I knew a lot of parents who were getting their kids to take coding classes, sort of, not coding like we talk about it today, but it had to do with a computer, so I always kinda chided them because, it's seemed like a complete waste of time, because, computers were changing so rapidly. You know, the code back then is not particularly what we use now at all and it's not how it works. They're more user-friendly etcetera, but what I was noticing with kids is they all figure it out faster than the parents do anyway. Most of you, if you have a phone and your older kids have access to it they probably understand more about it, faster than you do, because they're experimenting they're not fighting off some old learning or old idea. And so, as a result they are nicely and wonderfully engaged in that process of experimenting. Which is, they're trying something, they're learning a little something, they're trying something more and they keep repeating that cycle so that they can improve and grow. And that's what being self-taught is about.
Now in our simple understanding, it involved reading, writing, and arithmetic as we talk about a fair amount and the nature of comprehension and what reading and taking in information and exposing yourself to the best minds in the world and in history can mean to you, to be able to find that information. The writing, the math part is, you know, the language of science, just as a reminder and it is a learning of logic and absolutes tied into it too. So that you're learning a really important skill set there as well. And then writing is actually engagement, obviously, we're using language in communicating, but writing in particular forces you to really think and so it's really organizing the information and figuring out how to communicate it and by default reviewing it too. So as a result of those three essential skills, that's what they need to be able to teach themselves, so you're teaching them to teach themselves. A simple way of thinking about it is, you're teaching them to read and to do math and to write and in doing that you're focused not only on the knowledge but the skill set involved in those things. That sets them up with what they need as the tools for learning. So they go through life taking in information, organizing it, and communicating it, using it with others and in the process constantly being comfortable with "Try, Learn, Try." | <urn:uuid:bca7f066-5b9a-49b2-aad8-74359d23e481> | CC-MAIN-2020-05 | https://independenthomeschool.com/how-to-teach-kids-to-teach-themselves/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604397.40/warc/CC-MAIN-20200121132900-20200121161900-00225.warc.gz | en | 0.982964 | 2,257 | 3.546875 | 4 | [
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0.330479621887207... | 1 | How To Teach Kids To Teach Themselves
The crux of the video is that 4 essentials (Trivium + 1) are necessary for self-teaching:
- Gathering Information (Data)
- Organizing Information (Logic)
- Information (Rhetoric)
Here's the transcript:
Fred:-- To start with, was the idea of being self-taught. So our focus, with independenthomeschool.com, is what we did with our kids and that is to grow them to become independent learners. Where they are going to teach themselves, they are the actual teachers. Now, Jody's here, say hi.
Jody: Hey everybody.
Fred: When I asked Jody about this, a little bit ago-- Making a note here. I said, what should I tell them about being self-taught? Or raising kids or those that can teach themselves? And specifically I would say this, they are the teacher, so you want to teach them to teach themselves. So, you're the teacher but you're teaching them to teach. So it's teaching them to teach their selves, and I asked Jody, so what is it that I should mention? And Jody said.
Jody: That this is a possibility, that this is doable, this is obtainable.
Fred: Yeah, it can be done.
So, what we get into are the extremes on the continuum, and so in between two extremes is where self-teaching happens. And it looks kinda like this, on one extreme your child or your student can be overly-dependent on you for everything. For every answer, for every instruction, for repeating instruction. I've seen this-- We were talking about this a few days ago, friends of ours who wound up having their-- In these two cases, their moms write their college papers or if they didn't write their college papers, they heavily edited them, one of the two. And so, lo and behold, that didn't turn out-- Well, it turned out fine I guess, except that these kids didn't really learn. So, they're over there on that hyper-dependent level, where you can be doing everything for your kid.
The other extreme you'd draw on this continuum would be to abandon the child. So that you don't help them at all, in fact, it works from-- Basically, just look at, are you doing it all? If you're doing it all, you're probably getting close to that, they're just dependent and they're not being taught how to teach themselves. The other extreme is, are you doing nothing? And if you're literally doing nothing then you're not engaged in teaching, you have abandoned the child. And so the child is left to her or his own devices. In between is that range of self-taught, in varying degrees of what we're fiddle with, but I would say in my mind you're trying to aim for probably 75% towards abandon. So, in other words, you don't want to abandon them but you're largely over the halfway point, where you're moving that direction. Because eventually what's gonna happen is your kids are gonna grow up, and if they get trained well they're going to abandon you. And I don't mean emotionally, or not be a child or whatever, but they're going to abandon being reliant on you for their learning, for their instruction. They may go unto college, they may go unto other endeavors or may just continue to teach themselves. So, if you're doing it all, you ask yourself the question "Am I doing it all?", you might want to wake up and pay attention to that and start moving away from that.
If you're doing nothing at all, then you might want to engage a little more and see what's up with that. Because there's this balanced range in here. If anything is, when you're in the middle, the way I found the people who are hyper-depended, they sound like I've abandoned my kids. Honestly if I talked to people who probably really have abandoned their kids, listen what I did, they'd probably say "No, you did too much". So, when you're in the middle of a polarity, you're always in trouble. And if you don't understand this just look at politics, you know? If you're in the middle anywhere, mostly Conservative, mostly Liberal, there will be more Liberal people that look at you as hyper-Conservative and the problem. Or Conservative people might look at you-- If you're a little more towards the middle, and think of you as radically Liberal. Because that's what polarities do. And I don't have a real solution for it except, maybe to point it out and to get over it. That's the game, self-taught, you want to teach them to teach themselves.
So really quickly I just want to share with you exactly how to do this. And it involves two basic components. One is the trivium and the other is experimentation. So, how you grow kids who are self-learners, is that you want to be engaged in teaching them to do three things, the trivium. One is to take in information, the second is to organize information and the third is to communicate information. So, roughly those are the data, logic and rhetoric stages of a kind of a classical education, classical conversations, classical orientation around the trivium. There are different versions of this, so this would be my basic understanding of how I think about it. So,what you're doing is, you're trying to organize your school in a way that the kids are taking in information, so they're constantly able to read, do math, exposed to literature, it could be art, it could be conversations, could be debates, discussions or all kinds of ways in which information can come at us. And the problem is not that the information comes at us, the problem is that we don't know how to organize it. If we genuinely don't know how to organize it, then it is a serious challenge. And that's what we're finding in this day and age, with the internet and everything else, people are bombarded with information and if they don't know how to organize it very well they can't hold on to reuse it. Until you're going to wind up being confused and then when the FBI interviews you, you're going to be able to be perjured because you're going to miss some data point, at some point in time, if you don't know how to organize it. So that second stage is like drawing the lines in the parking lot, so you can park all the cars where they need to go, so you're making optimum use of the space. So, organizing information is really that logic stage, so how you're making it make sense and putting it together in your head. And your brain, your student's brain can hold a limitless amount of information, as far as we know. I know you feel like you're gonna pop sometimes, but that's not really what's going on. The more you can learn to organize it, sometimes it's with mnemonics, tricks, and understanding, that's why we teach that organic mnemonics thing. Sometimes it has more to do with maybe a mind map or certain categories or certain vocabulary you've developed. But learning to organize that information is part of what being a self-taught person is.
And then third is the rhetoric stage, or what's called communication and that's where you're using this organized information with other human beings. So there's something greater accomplished in terms of community, team-work, etcetera. That gain in itself is how they're going to learn to be self-taught because you're going to be encouraging them you're going to cause them to learn. And you're causing them to take in information, organize that information and communicate that information. So there's that Socratic learning that could play into it as well in communication, but that's the frame.
But there's another piece, and that is experimentation. And experimentation gets down to a simple process of "Try, Learn, and Try." Now, technically you probably have a hypothesis or a theory in play, but frankly what is going on is, you're trying something and you're learning a little bit and you're trying some more. And this is why back in the day when computers were coming along, and I knew a lot of parents who were getting their kids to take coding classes, sort of, not coding like we talk about it today, but it had to do with a computer, so I always kinda chided them because, it's seemed like a complete waste of time, because, computers were changing so rapidly. You know, the code back then is not particularly what we use now at all and it's not how it works. They're more user-friendly etcetera, but what I was noticing with kids is they all figure it out faster than the parents do anyway. Most of you, if you have a phone and your older kids have access to it they probably understand more about it, faster than you do, because they're experimenting they're not fighting off some old learning or old idea. And so, as a result they are nicely and wonderfully engaged in that process of experimenting. Which is, they're trying something, they're learning a little something, they're trying something more and they keep repeating that cycle so that they can improve and grow. And that's what being self-taught is about.
Now in our simple understanding, it involved reading, writing, and arithmetic as we talk about a fair amount and the nature of comprehension and what reading and taking in information and exposing yourself to the best minds in the world and in history can mean to you, to be able to find that information. The writing, the math part is, you know, the language of science, just as a reminder and it is a learning of logic and absolutes tied into it too. So that you're learning a really important skill set there as well. And then writing is actually engagement, obviously, we're using language in communicating, but writing in particular forces you to really think and so it's really organizing the information and figuring out how to communicate it and by default reviewing it too. So as a result of those three essential skills, that's what they need to be able to teach themselves, so you're teaching them to teach themselves. A simple way of thinking about it is, you're teaching them to read and to do math and to write and in doing that you're focused not only on the knowledge but the skill set involved in those things. That sets them up with what they need as the tools for learning. So they go through life taking in information, organizing it, and communicating it, using it with others and in the process constantly being comfortable with "Try, Learn, Try." | 2,237 | ENGLISH | 1 |
Using Documentation and Each Other to Inspire Stories
Photos, videos, artifacts of children’s work, hand scribbled notes of what children are thinking and doing. All are examples of documentation that can be used to help children imagine stories that they can go off and make with their choice of materials. Documentation is an effective way to make children’s thinking and learning visible. There are various definitions of documentation, but we lean towards Susan Stacey’s definition that documentation is, “the practice of making children’s and teachers’ thinking and learning visible through graphic displays of photography, work samples and text” (2015, ix).
We found it extremely beneficial to share the StoryMaking documentation with the children to help them remember what they made, provide advice to other peers and celebrate their accomplishment of making and sharing stories as a StoryMaking community. In all the classrooms that we have observed and taught alongside the teachers, documentation became a powerful teaching tool and the focus of displays and bulletin boards in the rooms. Over time the colors on the walls and accessories have become more neutral so that the children’s work samples, photos and stories become the focus and color in the rooms.
Sample documentation of a child’s story on display to share and inspire other StoryMakers who might be playing with the same materials.
Teacher tip – Take and post photographs of what children have made in each of the makerspaces. Children will be able to see possibilities for using these materials and provide inspiration for making future stories.
Some of the most powerful examples of using documentation to support children in StoryMaking was in a nonverbal and autistic prek classroom. Here are a few stories and successes of how the children were able to participate fully in the StoryMaking practices to imagine, play, make and share their own stories. Documentation was a key element in supporting and developing their communications skills so they could remember, continue making and share their stories with others.
In a previous focus lesson, the children had been introduced to play-doh to serve as inspiration and an invitation to play and make stories. They had been exploring colors and the feelings those colors represented in their stories. Charlie had selected purple and incorporated his love of playing with cars with the material. When I observed him playing with his materials I asked Charlie, “What are you making?” He told me, “donuts” as he modeled the truck spinning around and around in his play-doh mud. As he continued this motion he added truck sounds and then I asked, “What is happening?” He explained by saying, “Crashing”. Each time he added a new motion while playing, I coached him to communicate by asking questions such as, “What does that sound like?” or “What just happened?” Then, I gently said, “One day” and paused to provoke him into sharing his story that he was making. During this time, I video-taped him playing and making his story. Then Charlie was ready and began making his story by saying, “One sunny day…” and said a few more details of what he was doing. He continued several different versions of his truck making donuts story, which I could now show him later so he could remake and choose the details that he wanted to keep.
Charlie plays with play-doh to make his story. “One sunny day, my truck was doing donuts and made tire tracks. Vroom, vroom, vroom!”
The next day during our focus lesson, we used Charlie’s documentation to inspire the other children in making stories. We had showed them photos of their work before, but this was the first time they had seen themselves in video form and they were all excited. After we watched the video of Charlie playing and then making his story several times we discussed what we observed. “How did Charlie start his story?” “What details did he make for his story?” They all took away a tip that they could use for their own StoryMaking from adding sounds to their story to starting their story by describing the weather. Charlie was beaming and wanted to watch the video again and again. We all ended the lesson with a huge applause and they all left to play with a little more confidence than they did before.
The children learning from and celebrating with Charlie and he plays and makes his story to share.
Teacher tip – Use photos or videos of children making their story to help reinforce a teaching point during a focus lesson.
Using video documentation became a very effective tool to use with Charlie. It helped him imagine new stories as well as remaking his story with materials. This time Charlie watched himself and wanted to try remaking his story with a different color of play-doh.
“Again, again!” Charlie shouted with pride as he viewed himself making a story.
A few weeks later, I was observing the children play. I noticed how Charlie and Edmundo were using their puppets to narrate their play. They continued to move into two other spaces in the room, select new puppets and materials to add to their play as well as invite their teacher, Ms. Andrea to add details. I quietly observed and wrote down what the children said. The following day, I used the video as well as my written documentation to play a movie of their story. They all giggled and enjoyed watching the story they had made together. This focus lesson helped them recall what they had done the previous day and helped them imagine making their story with a new material.
“The cowboy saw an alligator and ran away. “Run away. I have to get out of here!” And then the alligator was chasing the cowboy. So the cowboy and park ranger told an idea of how to catch the alligator to the squirrel. And then the cowboy tried to catch the alligator with a rope. They all thought about what to do with the alligator. So the cowboy returned him to his home the lake. But along came the police and took him to jail. And the alligators ate strawberries and yucky food in jail.”
When the children were satisfied with their story we invited them to take their story to paper for the first time to share their story in a new way. Photos of the parts of their story were powerful to help the children recall and decide on the final details they wanted to share.
Edmundo views photographs of his story to help him share his story on paper.
After the children wrote their story, we celebrated by creating displays to publish and showcase their work. This was the first time the children had made and remade their stories over a few days. Documentation was the tool we used to help them tinker with other ideas and repurpose their details to write the final versions of their story.
Edmundo’s work proudly displayed. The detail of the alligator eating strawberries made it into the final version of his story.
We hope that this documentation story inspires you to continue or begin taking notes, photos and video of your children playing and making and then share them with the children. Sometimes children do not even realize they are tinkering with story ideas until we show them. Using any form of documentation will surely support your children in making stories and building confidence in their abilities as StoryMakers. | <urn:uuid:bf20c249-52c0-438a-a649-8c504b4dc4e6> | CC-MAIN-2020-05 | http://storymakers.us/using-documentation-and-each-other-to-inspire-stories/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250611127.53/warc/CC-MAIN-20200123160903-20200123185903-00224.warc.gz | en | 0.987212 | 1,525 | 4 | 4 | [
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0.32046389... | 2 | Using Documentation and Each Other to Inspire Stories
Photos, videos, artifacts of children’s work, hand scribbled notes of what children are thinking and doing. All are examples of documentation that can be used to help children imagine stories that they can go off and make with their choice of materials. Documentation is an effective way to make children’s thinking and learning visible. There are various definitions of documentation, but we lean towards Susan Stacey’s definition that documentation is, “the practice of making children’s and teachers’ thinking and learning visible through graphic displays of photography, work samples and text” (2015, ix).
We found it extremely beneficial to share the StoryMaking documentation with the children to help them remember what they made, provide advice to other peers and celebrate their accomplishment of making and sharing stories as a StoryMaking community. In all the classrooms that we have observed and taught alongside the teachers, documentation became a powerful teaching tool and the focus of displays and bulletin boards in the rooms. Over time the colors on the walls and accessories have become more neutral so that the children’s work samples, photos and stories become the focus and color in the rooms.
Sample documentation of a child’s story on display to share and inspire other StoryMakers who might be playing with the same materials.
Teacher tip – Take and post photographs of what children have made in each of the makerspaces. Children will be able to see possibilities for using these materials and provide inspiration for making future stories.
Some of the most powerful examples of using documentation to support children in StoryMaking was in a nonverbal and autistic prek classroom. Here are a few stories and successes of how the children were able to participate fully in the StoryMaking practices to imagine, play, make and share their own stories. Documentation was a key element in supporting and developing their communications skills so they could remember, continue making and share their stories with others.
In a previous focus lesson, the children had been introduced to play-doh to serve as inspiration and an invitation to play and make stories. They had been exploring colors and the feelings those colors represented in their stories. Charlie had selected purple and incorporated his love of playing with cars with the material. When I observed him playing with his materials I asked Charlie, “What are you making?” He told me, “donuts” as he modeled the truck spinning around and around in his play-doh mud. As he continued this motion he added truck sounds and then I asked, “What is happening?” He explained by saying, “Crashing”. Each time he added a new motion while playing, I coached him to communicate by asking questions such as, “What does that sound like?” or “What just happened?” Then, I gently said, “One day” and paused to provoke him into sharing his story that he was making. During this time, I video-taped him playing and making his story. Then Charlie was ready and began making his story by saying, “One sunny day…” and said a few more details of what he was doing. He continued several different versions of his truck making donuts story, which I could now show him later so he could remake and choose the details that he wanted to keep.
Charlie plays with play-doh to make his story. “One sunny day, my truck was doing donuts and made tire tracks. Vroom, vroom, vroom!”
The next day during our focus lesson, we used Charlie’s documentation to inspire the other children in making stories. We had showed them photos of their work before, but this was the first time they had seen themselves in video form and they were all excited. After we watched the video of Charlie playing and then making his story several times we discussed what we observed. “How did Charlie start his story?” “What details did he make for his story?” They all took away a tip that they could use for their own StoryMaking from adding sounds to their story to starting their story by describing the weather. Charlie was beaming and wanted to watch the video again and again. We all ended the lesson with a huge applause and they all left to play with a little more confidence than they did before.
The children learning from and celebrating with Charlie and he plays and makes his story to share.
Teacher tip – Use photos or videos of children making their story to help reinforce a teaching point during a focus lesson.
Using video documentation became a very effective tool to use with Charlie. It helped him imagine new stories as well as remaking his story with materials. This time Charlie watched himself and wanted to try remaking his story with a different color of play-doh.
“Again, again!” Charlie shouted with pride as he viewed himself making a story.
A few weeks later, I was observing the children play. I noticed how Charlie and Edmundo were using their puppets to narrate their play. They continued to move into two other spaces in the room, select new puppets and materials to add to their play as well as invite their teacher, Ms. Andrea to add details. I quietly observed and wrote down what the children said. The following day, I used the video as well as my written documentation to play a movie of their story. They all giggled and enjoyed watching the story they had made together. This focus lesson helped them recall what they had done the previous day and helped them imagine making their story with a new material.
“The cowboy saw an alligator and ran away. “Run away. I have to get out of here!” And then the alligator was chasing the cowboy. So the cowboy and park ranger told an idea of how to catch the alligator to the squirrel. And then the cowboy tried to catch the alligator with a rope. They all thought about what to do with the alligator. So the cowboy returned him to his home the lake. But along came the police and took him to jail. And the alligators ate strawberries and yucky food in jail.”
When the children were satisfied with their story we invited them to take their story to paper for the first time to share their story in a new way. Photos of the parts of their story were powerful to help the children recall and decide on the final details they wanted to share.
Edmundo views photographs of his story to help him share his story on paper.
After the children wrote their story, we celebrated by creating displays to publish and showcase their work. This was the first time the children had made and remade their stories over a few days. Documentation was the tool we used to help them tinker with other ideas and repurpose their details to write the final versions of their story.
Edmundo’s work proudly displayed. The detail of the alligator eating strawberries made it into the final version of his story.
We hope that this documentation story inspires you to continue or begin taking notes, photos and video of your children playing and making and then share them with the children. Sometimes children do not even realize they are tinkering with story ideas until we show them. Using any form of documentation will surely support your children in making stories and building confidence in their abilities as StoryMakers. | 1,445 | ENGLISH | 1 |
The Metis were partly french and partly indian. Their leader was called Louis riel. Following the Union of the Hudson’s Bay Company and the North West Company in 1821, trading had been reorganized in order to reduce expenses. Since there was no longer competition in the fur trade, it was unnecessary to have two or more posts serving a single trading district. For this reason, some posts had been closed and the number of brigades reduced. This reorganization had led to some unemployment amoung Metis who for years had been working in the fur trade. The Hudson Bay Company had attempted to assist these these men by encouraging them to engage in farming in what is now South Manitoba. A few families take to agriculture, but most of the metis found it difficult. To them, the excitement and the adventure of the buffalo hunt held more appeal than farming. Hundreds of Metis were content to earn a living by hunting buffalo, making pemmican or finding employment as freight drivers. After a while Canada bought Rupertsland from Hudson Bay Company. When the Metis herd this they were alarmed. They feared their religion,their language, their lands and their old, free way of life. They had known for some time that Canada was busy constructing a colonists highway from Lake Superior to the Red River. The situation became tense surveyors were sent into the flow of settlers, and it was considered a wise move to have the surveying well under way before settlement began in earnest. It was decided to use a system or land survey similar to that used in the western part of the United States. Townships were to be divided into thirty-six sections, each containing one square mile or 640 acres. The sections were then to be divided into, the quarter-section was thought to be enough land for each family settling in the North West. (An interesting aspect of the survey system was the plan of the setting asside two sections in each township for the future support of education. The idea to sell these sections at a later date and use the money for the construction of schools.) When th survey began, friction occured in those areas where the french specking Metis had settled along the river, occupying long narrow strips in the manner common in New France. Attempts were made by the surveyors to avoid disturbing the pattern, but in some cases the survey lines crossed the narrow holdings, leading the Metis to believe the their land was being taken away from them.
Louis Riel was the leader of the Metis. He was a black-bearded, handsome young man, the son of the leader of a minor Metis revolt in 1849 against the Hudson’s Bay Company. Born in the red River region in 1944, Riel had been chosen as a possible candidate for the priesthood and had stidied at the Jesuit College de Montreal. However, he failed to complete his religious studies and returned to the Red River in 1868, looking for employment. His powers of eloquence and his hot-tempered nature soon made him an outspoken defenter of the Metis. | <urn:uuid:a62e8f5a-96a0-4f57-bd37-a5615b0cf154> | CC-MAIN-2020-05 | http://essay.ua-referat.com/Metis | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614880.58/warc/CC-MAIN-20200124011048-20200124040048-00446.warc.gz | en | 0.987964 | 628 | 3.6875 | 4 | [
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0.20780992507934... | 3 | The Metis were partly french and partly indian. Their leader was called Louis riel. Following the Union of the Hudson’s Bay Company and the North West Company in 1821, trading had been reorganized in order to reduce expenses. Since there was no longer competition in the fur trade, it was unnecessary to have two or more posts serving a single trading district. For this reason, some posts had been closed and the number of brigades reduced. This reorganization had led to some unemployment amoung Metis who for years had been working in the fur trade. The Hudson Bay Company had attempted to assist these these men by encouraging them to engage in farming in what is now South Manitoba. A few families take to agriculture, but most of the metis found it difficult. To them, the excitement and the adventure of the buffalo hunt held more appeal than farming. Hundreds of Metis were content to earn a living by hunting buffalo, making pemmican or finding employment as freight drivers. After a while Canada bought Rupertsland from Hudson Bay Company. When the Metis herd this they were alarmed. They feared their religion,their language, their lands and their old, free way of life. They had known for some time that Canada was busy constructing a colonists highway from Lake Superior to the Red River. The situation became tense surveyors were sent into the flow of settlers, and it was considered a wise move to have the surveying well under way before settlement began in earnest. It was decided to use a system or land survey similar to that used in the western part of the United States. Townships were to be divided into thirty-six sections, each containing one square mile or 640 acres. The sections were then to be divided into, the quarter-section was thought to be enough land for each family settling in the North West. (An interesting aspect of the survey system was the plan of the setting asside two sections in each township for the future support of education. The idea to sell these sections at a later date and use the money for the construction of schools.) When th survey began, friction occured in those areas where the french specking Metis had settled along the river, occupying long narrow strips in the manner common in New France. Attempts were made by the surveyors to avoid disturbing the pattern, but in some cases the survey lines crossed the narrow holdings, leading the Metis to believe the their land was being taken away from them.
Louis Riel was the leader of the Metis. He was a black-bearded, handsome young man, the son of the leader of a minor Metis revolt in 1849 against the Hudson’s Bay Company. Born in the red River region in 1944, Riel had been chosen as a possible candidate for the priesthood and had stidied at the Jesuit College de Montreal. However, he failed to complete his religious studies and returned to the Red River in 1868, looking for employment. His powers of eloquence and his hot-tempered nature soon made him an outspoken defenter of the Metis. | 635 | ENGLISH | 1 |
This month at YAC members visited the Museum of the Iron Age in Andover. They were set challenges to find out more about what life was like in an Iron Age Hillfort!
They saw lots of artefacts that archaeologists had discovered from over 20 years of excavations at the Iron Age Hillfort of Danebury. There was an impressive collection of pots that had been carefully pieced back together. Members had to choose one pot to sketch. Then they had to think about what might have been used to create any patterns on the pot and most importantly what the pot might have been used for. They did this by asking themselves a series of questions such as:
How big is it?
Would it only hold enough food/liquid for one person?
Would it hold enough food/liquid for lots of people?
What shape is it?
Are there soot markings on the outside?
They also learnt about all the foods that people did and didn’t eat in the Iron Age, as well as just how much time and effort was involved in making a loaf of bread!
1: Ploughing a field
2: Planting the grains of wheat
3: Weeding and tending the field
4: Harvesting the grain
5: Threshing – beating cereal plants to separate the seeds or grains from the straw
6:Winnowing – separating the chaff (waste) from grain by fanning the stalks in the air
8: Transporting the grain from the fields either to underground storage pits or above ground granaries
9: Grinding the grain to make flour
10: Mixing the flour with other ingredients such as beer or water to make a dough
11: Baking it in an oven to produce a loaf of bread!
Members were just as fascinated about death in the Iron Age and they learnt all about how the people then disposed of their dead! They thought about what might have been believed about death and how this was shown in the way they treated their ancestors. The hologram of the body of the strangled Lindow Man was also very spooky! | <urn:uuid:72b7162f-047a-4d03-85bc-1a03d041af6a> | CC-MAIN-2020-05 | https://yac-southwilts.org.uk/2006/04/iron-age-antics/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601040.47/warc/CC-MAIN-20200120224950-20200121013950-00169.warc.gz | en | 0.981203 | 432 | 3.375 | 3 | [
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0.12851171195507... | 6 | This month at YAC members visited the Museum of the Iron Age in Andover. They were set challenges to find out more about what life was like in an Iron Age Hillfort!
They saw lots of artefacts that archaeologists had discovered from over 20 years of excavations at the Iron Age Hillfort of Danebury. There was an impressive collection of pots that had been carefully pieced back together. Members had to choose one pot to sketch. Then they had to think about what might have been used to create any patterns on the pot and most importantly what the pot might have been used for. They did this by asking themselves a series of questions such as:
How big is it?
Would it only hold enough food/liquid for one person?
Would it hold enough food/liquid for lots of people?
What shape is it?
Are there soot markings on the outside?
They also learnt about all the foods that people did and didn’t eat in the Iron Age, as well as just how much time and effort was involved in making a loaf of bread!
1: Ploughing a field
2: Planting the grains of wheat
3: Weeding and tending the field
4: Harvesting the grain
5: Threshing – beating cereal plants to separate the seeds or grains from the straw
6:Winnowing – separating the chaff (waste) from grain by fanning the stalks in the air
8: Transporting the grain from the fields either to underground storage pits or above ground granaries
9: Grinding the grain to make flour
10: Mixing the flour with other ingredients such as beer or water to make a dough
11: Baking it in an oven to produce a loaf of bread!
Members were just as fascinated about death in the Iron Age and they learnt all about how the people then disposed of their dead! They thought about what might have been believed about death and how this was shown in the way they treated their ancestors. The hologram of the body of the strangled Lindow Man was also very spooky! | 424 | ENGLISH | 1 |
Measles is caused by a virus of the influenza family. The initial measles symptoms are a bit like a bad cold or flu, but with a rash! The vast majority of parents do not know what measles really is, other than being a childhood illness. They know it has a rash and is infectious, but that’s about it. They have probably never seen it and don’t know anyone who has had it. Most doctors would not recognise measles symptoms until the rash appeared, never having come across it. This is due to the measles vaccination program which was superseded by the MMR vaccine.
I have even heard of parents arranging measles parties, where young children are sent to visit others who have measles in order that they catch it. This is going back to the immediate post World War 2 era when immunity was gained by catching the disease. I was brought up in the 1950s and early 1960s and remember mumps parties and German measles parties so that children would be immune to these diseases as adults, but not measles parties.
The reason for this is that mumps can damage the male reproductive system ( and, not so well known, the ovaries as well) if contracted after puberty, and German measles is very dangerous to the developing fetus. In children, however, they are relatively mild diseases. Painful and uncomfortable, perhaps, but not what you would call killer diseases. German measles is not a type of measles . The word ‘German’ probably comes from a Latin word, germanus, meaning ‘similar’ since the symptoms are similar to those of measles .
Measles kill, so we never had measles parties. In fact back in the 1940s and 1950s it was a major killer. In England alone 5,677 children died in the 1940s. Nobody wanted their kids to catch measles back in these days. I have read that measles parties were common then, but I never came across one. We were always told to keep away from anyone who had measles – at least until they went back to school. Some never went back.
Since the measles vaccine, which became available in 1963, and MMR which was licensed in the USA in 1971 (1972 in the UK), the disease has become uncommon in developed countries, and parents have become blasé about it. This is the only reason I can think of for them concluding that measles parties are better for their children than the vaccine. If it does not kill, it can have some very nasty side effects. It is without a doubt the most dangerous children’s rash-producing disease.
Measles is still one of the major causes of death in children worldwide (over 600,000 have been reported) and it is almost as contagious as smallpox. Children have around a 99% chance of contracting the disease if they come into contacted with an infected person. The main cause of death in around 60% of measles cases is pneumonia.
If it does not kill your children they have a high chance of hearing problems, and worse, a much higher than average chance of contracting meningitis or encephalitis. The chances of this are only 1 in a 1000, but you don’t want your son or daughter to be that one. I know, because my son was that one. He contracted meningitis and encaphilitis shortly after receiving a measles vaccination, but I still prompted my daughter to allow her son to have the MMR vaccine. The disease is far more dangerous than the vaccine. He had it and all was well. My son’s story is on my website.
In part two of this article, I will explain the symptoms and in what order they can be expected, to help parents who are unsure what they should do or when to call a doctor.
Copyright 2006 Peter Nisbet | <urn:uuid:73ab2058-c837-4174-84b0-477e4a18c462> | CC-MAIN-2020-05 | https://mediv.dp.ua/advice-to-parents-on-childhood-measles-part-i.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251773463.72/warc/CC-MAIN-20200128030221-20200128060221-00033.warc.gz | en | 0.988277 | 779 | 3.421875 | 3 | [
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-0.1686131656... | 2 | Measles is caused by a virus of the influenza family. The initial measles symptoms are a bit like a bad cold or flu, but with a rash! The vast majority of parents do not know what measles really is, other than being a childhood illness. They know it has a rash and is infectious, but that’s about it. They have probably never seen it and don’t know anyone who has had it. Most doctors would not recognise measles symptoms until the rash appeared, never having come across it. This is due to the measles vaccination program which was superseded by the MMR vaccine.
I have even heard of parents arranging measles parties, where young children are sent to visit others who have measles in order that they catch it. This is going back to the immediate post World War 2 era when immunity was gained by catching the disease. I was brought up in the 1950s and early 1960s and remember mumps parties and German measles parties so that children would be immune to these diseases as adults, but not measles parties.
The reason for this is that mumps can damage the male reproductive system ( and, not so well known, the ovaries as well) if contracted after puberty, and German measles is very dangerous to the developing fetus. In children, however, they are relatively mild diseases. Painful and uncomfortable, perhaps, but not what you would call killer diseases. German measles is not a type of measles . The word ‘German’ probably comes from a Latin word, germanus, meaning ‘similar’ since the symptoms are similar to those of measles .
Measles kill, so we never had measles parties. In fact back in the 1940s and 1950s it was a major killer. In England alone 5,677 children died in the 1940s. Nobody wanted their kids to catch measles back in these days. I have read that measles parties were common then, but I never came across one. We were always told to keep away from anyone who had measles – at least until they went back to school. Some never went back.
Since the measles vaccine, which became available in 1963, and MMR which was licensed in the USA in 1971 (1972 in the UK), the disease has become uncommon in developed countries, and parents have become blasé about it. This is the only reason I can think of for them concluding that measles parties are better for their children than the vaccine. If it does not kill, it can have some very nasty side effects. It is without a doubt the most dangerous children’s rash-producing disease.
Measles is still one of the major causes of death in children worldwide (over 600,000 have been reported) and it is almost as contagious as smallpox. Children have around a 99% chance of contracting the disease if they come into contacted with an infected person. The main cause of death in around 60% of measles cases is pneumonia.
If it does not kill your children they have a high chance of hearing problems, and worse, a much higher than average chance of contracting meningitis or encephalitis. The chances of this are only 1 in a 1000, but you don’t want your son or daughter to be that one. I know, because my son was that one. He contracted meningitis and encaphilitis shortly after receiving a measles vaccination, but I still prompted my daughter to allow her son to have the MMR vaccine. The disease is far more dangerous than the vaccine. He had it and all was well. My son’s story is on my website.
In part two of this article, I will explain the symptoms and in what order they can be expected, to help parents who are unsure what they should do or when to call a doctor.
Copyright 2006 Peter Nisbet | 810 | ENGLISH | 1 |
Colonial and Revolutionary American Maps (and a few more) from Arader Galleries
John Andrews' A New Map of the British Colonies in North America, Shewing the Seat of the Present War, represents the end of an era. The date is 1781, which saw the fighting of the American Revolution end and the thirteen colonies effectively gain their independence. In the pre-independence days, there were more than thirteen colonies, as England's North American empire extended from Newfoundland to the Bahamas. The next generation of maps would now refer to thirteen of those colonies as the "United States."
Here is a map that recorded the beginning of the era which closed after Andrews' map. This is A New Map, or Chart in Mercator's Projection of the Western or Atlantic Ocean, with Part of Europe, Africa and America. The date is 1763, and it marks the geographic changes resulting from the just concluded French and Indian War. Canada and the lands east of the Mississippi, were ceded to the British, while the land west of that river, also known as Louisiana, has been given to the Spanish. In a bit of honesty, the cartographer describes this area as "country not particularly known." The poor French were left with a few Caribbean islands and some fishing rights in Canada. However, New Orleans is still colored as French, an evident error by the artist who must have confused its French culture with legal possession.
For those who collect the great explorer Captain Cook, A General Chart of the Island of Newfoundland is a great addition. In the days before James Cook began his momentous three voyages, he was sent to Canada to map the coast of Newfoundland. This was needed to determine where the French retained fishing rights. Cook completed his survey between 1763 and 1767, and gained much of his surveying skill during this project. This map was originally published in 1770, the year Cook left on his first voyage. This edition was published in 1775, and while it shows little of the interior of the island, it shows the coasts in great detail and as accurately as had been displayed at the time.
The Russian Discoveries, from the Map Published by the Imperial Academy of St. Petersburg, is a much revealing map with regards to geographic knowledge in the 18th century. Published in London in 1775, but based on Russian mapping, Russia, up to the Bering Strait, is shown in great detail, even the north coast. Once crossing the strait to America, the detail is replaced with undifferentiated, smooth coastline offering limited resemblance to what is really there. The north coast of North America in particular is very generalized, as this was unknown at the time. However, at least the Russians did not invent features as so many westerners did as they attempted to show a northwest passage, which they were convinced existed, though they had no evidence.
A New and Exact Map of the Dominions of the King of Great Britain on Ye Continent of North America is neither new nor exact, but is still very good for its date - 1715. This was the first large-scale map to show English developments in North America. It also delineates boundaries between English and French territories as they existed prior to the French and Indian War. The map includes several insets, most notable, a drawing of Niagara Falls. This image is taken from Father Hennepin’s 17th century work on North America, except that some beavers have been added to the foreground, perhaps reflecting the importance of the beaver pelt trade of the era.
The website for Arader Galleries may be found at www.aradergalleries.com, or you may call them at 215-735-8811, or write via email at email@example.com. | <urn:uuid:60991cee-52d5-469a-823b-88f774bb53e7> | CC-MAIN-2020-05 | https://www.rarebookhub.com/reviews/419?page=2 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607596.34/warc/CC-MAIN-20200122221541-20200123010541-00180.warc.gz | en | 0.980712 | 774 | 3.671875 | 4 | [
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0.2087901085... | 1 | Colonial and Revolutionary American Maps (and a few more) from Arader Galleries
John Andrews' A New Map of the British Colonies in North America, Shewing the Seat of the Present War, represents the end of an era. The date is 1781, which saw the fighting of the American Revolution end and the thirteen colonies effectively gain their independence. In the pre-independence days, there were more than thirteen colonies, as England's North American empire extended from Newfoundland to the Bahamas. The next generation of maps would now refer to thirteen of those colonies as the "United States."
Here is a map that recorded the beginning of the era which closed after Andrews' map. This is A New Map, or Chart in Mercator's Projection of the Western or Atlantic Ocean, with Part of Europe, Africa and America. The date is 1763, and it marks the geographic changes resulting from the just concluded French and Indian War. Canada and the lands east of the Mississippi, were ceded to the British, while the land west of that river, also known as Louisiana, has been given to the Spanish. In a bit of honesty, the cartographer describes this area as "country not particularly known." The poor French were left with a few Caribbean islands and some fishing rights in Canada. However, New Orleans is still colored as French, an evident error by the artist who must have confused its French culture with legal possession.
For those who collect the great explorer Captain Cook, A General Chart of the Island of Newfoundland is a great addition. In the days before James Cook began his momentous three voyages, he was sent to Canada to map the coast of Newfoundland. This was needed to determine where the French retained fishing rights. Cook completed his survey between 1763 and 1767, and gained much of his surveying skill during this project. This map was originally published in 1770, the year Cook left on his first voyage. This edition was published in 1775, and while it shows little of the interior of the island, it shows the coasts in great detail and as accurately as had been displayed at the time.
The Russian Discoveries, from the Map Published by the Imperial Academy of St. Petersburg, is a much revealing map with regards to geographic knowledge in the 18th century. Published in London in 1775, but based on Russian mapping, Russia, up to the Bering Strait, is shown in great detail, even the north coast. Once crossing the strait to America, the detail is replaced with undifferentiated, smooth coastline offering limited resemblance to what is really there. The north coast of North America in particular is very generalized, as this was unknown at the time. However, at least the Russians did not invent features as so many westerners did as they attempted to show a northwest passage, which they were convinced existed, though they had no evidence.
A New and Exact Map of the Dominions of the King of Great Britain on Ye Continent of North America is neither new nor exact, but is still very good for its date - 1715. This was the first large-scale map to show English developments in North America. It also delineates boundaries between English and French territories as they existed prior to the French and Indian War. The map includes several insets, most notable, a drawing of Niagara Falls. This image is taken from Father Hennepin’s 17th century work on North America, except that some beavers have been added to the foreground, perhaps reflecting the importance of the beaver pelt trade of the era.
The website for Arader Galleries may be found at www.aradergalleries.com, or you may call them at 215-735-8811, or write via email at email@example.com. | 791 | ENGLISH | 1 |
On January 20, 1961, on the newly renovated east front of the United States Capitol, John Fitzgerald Kennedy is inaugurated as the 35th president of the United States. It was a cold and clear day, and the nation’s capital was covered with a snowfall from the previous night. The ceremony began with a religious invocation and prayers, and then African-American opera singer Marian Anderson sang “The Star-Spangled Banner,” and Robert Frost recited his poem “The Gift Outright.” Kennedy was administered the oath of office by Chief Justice Earl Warren. During his famous inauguration address, Kennedy, the youngest candidate ever elected to the presidency and the country’s first Catholic president, declared that “the torch has been passed to a new generation of Americans” and appealed to Americans to “ask not what your country can do for you, ask what you can do for your country.”
Born in Brookline, Massachusetts, in 1917, Kennedy was the son of Joseph Patrick Kennedy, a wealthy businessman. Both of his grandfathers were politicians, and his father served appointed positions in the Roosevelt administration, most prominently as U.S. ambassador to Britain. Kennedy volunteered to fight in World War II and was decorated for an August 1943 action in which he saved several of his men after the PT torpedo boat he was commanding was sunk in the South Pacific. In 1944, Kennedy’s older brother, Joseph, was killed in a bombing mission over Belgium. Joseph had planned to make a career in politics, and Kennedy, discharged and working as a reporter, decided to enter politics in his place.
READ MORE: How JFK Earned Two Medals in World War II
He won the Democratic nomination for the 11th Congressional District of Massachusetts, defeated his Republican opponent, and became a U.S. congressman at the age of 29. Twice reelected, he was known in Congress for his foreign policy expertise, often taking a bipartisan stance when it came to issues of national security. In the election of 1952, in which the Republicans won the White House and majorities in Congress, Kennedy captured the Senate seat of Republican Henry Cabot Lodge Jr. after an intensive campaign.
In 1956, he nearly became the running mate of Democratic presidential candidate Adlai Stevenson, winning Kennedy wide national exposure and leading him to consider a bid for the 1960 presidential nomination. In 1957, he won the Pulitzer Prize for his book of biographical essays, Profiles in Courage, and in 1958, he was reelected to the Senate by the largest margin in Massachusetts history. By that time, Kennedy’s presidential campaign was in full swing.
The press embraced the young, idealistic senator and his glamorous wife, Jackie, and Kennedy’s father bought a 40-passenger aircraft to transport the candidate and his staff around the country. By the time the 1960 Democratic National Convention convened, Kennedy had won seven primary victories. On July 13, he was nominated on the first ballot, and the next day Senate majority leader Lyndon Johnson was chosen as his running mate. Opposed by Nixon and Henry Cabot Lodge Jr., Kennedy performed well in televised debates with Nixon, a new addition to presidential politics. On November 8, he was elected president.
Kennedy, his wife, and family seemed fitting representatives of the youthful spirit of America during the early 1960s, and the Kennedy White House was idealized by admirers as a modern-day “Camelot.” In foreign policy, Kennedy actively fought communism in the world, ordering the controversial Bay of Pigs invasion of Cuba and sending thousands of U.S. military “advisors” to Vietnam. During the Cuban Missile Crisis, he displayed firmness and restraint, exercising an unyielding opposition to the placement of Soviet missiles in Cuba but also demonstrating a level-headedness during negotiations for their removal. On the domestic front, he introduced his “New Frontier” social legislation, calling for a rigorous federal desegregation policy and a sweeping new civil rights bill. On November 22, 1963, after less than three years in office, Kennedy was assassinated while riding in an open-car motorcade with his wife in Dallas, Texas.
READ MORE: Assassination of John F. Kennedy | <urn:uuid:4ff7063f-a5b4-4281-89b8-d1eea5e7fafc> | CC-MAIN-2020-05 | https://www.history.com/this-day-in-history/john-f-kennedy-inaugurated | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251671078.88/warc/CC-MAIN-20200125071430-20200125100430-00393.warc.gz | en | 0.982014 | 868 | 3.328125 | 3 | [
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0.3438411653041839... | 6 | On January 20, 1961, on the newly renovated east front of the United States Capitol, John Fitzgerald Kennedy is inaugurated as the 35th president of the United States. It was a cold and clear day, and the nation’s capital was covered with a snowfall from the previous night. The ceremony began with a religious invocation and prayers, and then African-American opera singer Marian Anderson sang “The Star-Spangled Banner,” and Robert Frost recited his poem “The Gift Outright.” Kennedy was administered the oath of office by Chief Justice Earl Warren. During his famous inauguration address, Kennedy, the youngest candidate ever elected to the presidency and the country’s first Catholic president, declared that “the torch has been passed to a new generation of Americans” and appealed to Americans to “ask not what your country can do for you, ask what you can do for your country.”
Born in Brookline, Massachusetts, in 1917, Kennedy was the son of Joseph Patrick Kennedy, a wealthy businessman. Both of his grandfathers were politicians, and his father served appointed positions in the Roosevelt administration, most prominently as U.S. ambassador to Britain. Kennedy volunteered to fight in World War II and was decorated for an August 1943 action in which he saved several of his men after the PT torpedo boat he was commanding was sunk in the South Pacific. In 1944, Kennedy’s older brother, Joseph, was killed in a bombing mission over Belgium. Joseph had planned to make a career in politics, and Kennedy, discharged and working as a reporter, decided to enter politics in his place.
READ MORE: How JFK Earned Two Medals in World War II
He won the Democratic nomination for the 11th Congressional District of Massachusetts, defeated his Republican opponent, and became a U.S. congressman at the age of 29. Twice reelected, he was known in Congress for his foreign policy expertise, often taking a bipartisan stance when it came to issues of national security. In the election of 1952, in which the Republicans won the White House and majorities in Congress, Kennedy captured the Senate seat of Republican Henry Cabot Lodge Jr. after an intensive campaign.
In 1956, he nearly became the running mate of Democratic presidential candidate Adlai Stevenson, winning Kennedy wide national exposure and leading him to consider a bid for the 1960 presidential nomination. In 1957, he won the Pulitzer Prize for his book of biographical essays, Profiles in Courage, and in 1958, he was reelected to the Senate by the largest margin in Massachusetts history. By that time, Kennedy’s presidential campaign was in full swing.
The press embraced the young, idealistic senator and his glamorous wife, Jackie, and Kennedy’s father bought a 40-passenger aircraft to transport the candidate and his staff around the country. By the time the 1960 Democratic National Convention convened, Kennedy had won seven primary victories. On July 13, he was nominated on the first ballot, and the next day Senate majority leader Lyndon Johnson was chosen as his running mate. Opposed by Nixon and Henry Cabot Lodge Jr., Kennedy performed well in televised debates with Nixon, a new addition to presidential politics. On November 8, he was elected president.
Kennedy, his wife, and family seemed fitting representatives of the youthful spirit of America during the early 1960s, and the Kennedy White House was idealized by admirers as a modern-day “Camelot.” In foreign policy, Kennedy actively fought communism in the world, ordering the controversial Bay of Pigs invasion of Cuba and sending thousands of U.S. military “advisors” to Vietnam. During the Cuban Missile Crisis, he displayed firmness and restraint, exercising an unyielding opposition to the placement of Soviet missiles in Cuba but also demonstrating a level-headedness during negotiations for their removal. On the domestic front, he introduced his “New Frontier” social legislation, calling for a rigorous federal desegregation policy and a sweeping new civil rights bill. On November 22, 1963, after less than three years in office, Kennedy was assassinated while riding in an open-car motorcade with his wife in Dallas, Texas.
READ MORE: Assassination of John F. Kennedy | 897 | ENGLISH | 1 |
The dynasty had a crucial role in the formation of the French state. Initially obeyed only in their own demesne, the Île-de-France, the Capetian kings slowly, but steadily, increased their power and influence until it grew to cover the entirety of their realm. For a detailed narration on the growth of French royal power, see Crown lands of France.
Members of the dynasty were traditionally Catholic. The early Capetians had an alliance with the Church. The French were also the most active participants in the Crusades, culminating in a series of five Crusader Kings – Louis VII, Philip Augustus, Louis VIII, Saint Louis, and Philip III. The Capetian alliance with the papacy suffered a severe blow after the disaster of the Aragonese Crusade. Philip III's son and successor, Philip IV, humiliated a pope and brought the papacy under French control. The later Valois, starting with Francis I, ignored religious differences and allied with the Ottoman Sultan to counter the growing power of the Holy Roman Empire. Henry IV was a Protestant at the time of his accession, but realized the necessity of conversion after four years of religious warfare.
A royal family is the immediate family of a king or queen regnant, and sometimes his or her extended family. The term imperial family appropriately describes the family of an emperor or empress, while the terms ducal family, grand ducal family or princely family are more appropriate to describe the relatives of a reigning duke, grand duke, or prince. However, in common parlance members of any family which reigns by hereditary right are often referred to as royalty or "royals." It is also customary in some circles to refer to the extended relations of a deposed monarch and his or her descendants as a royal family. A dynasty is sometimes referred to as "the House of ...". As of July 2013, there are 26 active sovereign monarchies in the world who rule or reign over 43 countries in all.
Members of a royal family
A royal family typically includes the spouse of the reigning monarch, surviving spouses of a deceased monarch, the children, grandchildren, brothers, sisters, and paternal cousins of the reigning monarch, as well as their spouses. In some cases, royal family membership may extend to great grandchildren and more distant descendants of a monarch. In certain monarchies where voluntary abdication is the norm, such as the Netherlands, a royal family may also include one or more former monarchs. There is often a distinction between persons of the blood royal and those that marry into the royal family. In certain instances, such as in Canada, the royal family is defined by who holds the styles Majesty and Royal Highness. Under most systems, only persons in the first category are dynasts, that is, potential successors to the throne (unless the member of the latter category is also in line to the throne in their own right, a frequent occurrence in royal families which frequently intermarry). This is not always observed; some monarchies have operated by the principle of jure uxoris.
Royal Family is a documentary about the family of Queen Elizabeth II, and was aired on 21 June 1969. It was rebroadcast on ITV the following week. The film was commissioned by the Queen to celebrate the investiture of her eldest son, Charles, as Prince of Wales. The script was written by Antony Jay.
The idea was to give the public a chance to see behind the scenes at Buckingham Palace, and show that the royal family were just like everyone else. On its broadcast, it was viewed by around two thirds of the population of the United Kingdom. It has not, however, been shown since, with many believing that the royal family were concerned that they were giving the impression that they were too ordinary. The filming of the documentary, which was the first time that cameras had been allowed to film for television, includes footage of the Queen, Prince Philip, Duke of Edinburgh, and their children Prince Charles, Princess Anne, Prince Andrew and Prince Edward.
In 2011, it was announced that clips from the documentary would be made available for public viewing as part of the Queen's Diamond Jubilee celebrations. It formed part of an exhibition called Queen: Art and Image, which also featured photographs of the monarch from across the years. Clips were also shown as part of the BBC documentary The Duke at 90 in 2011, to celebrate Prince Philip's 90th birthday. | <urn:uuid:06586e78-2f81-4b34-a09b-4c86df4eeb76> | CC-MAIN-2020-05 | https://wn.com/French_royal_family | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251801423.98/warc/CC-MAIN-20200129164403-20200129193403-00476.warc.gz | en | 0.983736 | 905 | 3.421875 | 3 | [
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-0.028499066829... | 1 | The dynasty had a crucial role in the formation of the French state. Initially obeyed only in their own demesne, the Île-de-France, the Capetian kings slowly, but steadily, increased their power and influence until it grew to cover the entirety of their realm. For a detailed narration on the growth of French royal power, see Crown lands of France.
Members of the dynasty were traditionally Catholic. The early Capetians had an alliance with the Church. The French were also the most active participants in the Crusades, culminating in a series of five Crusader Kings – Louis VII, Philip Augustus, Louis VIII, Saint Louis, and Philip III. The Capetian alliance with the papacy suffered a severe blow after the disaster of the Aragonese Crusade. Philip III's son and successor, Philip IV, humiliated a pope and brought the papacy under French control. The later Valois, starting with Francis I, ignored religious differences and allied with the Ottoman Sultan to counter the growing power of the Holy Roman Empire. Henry IV was a Protestant at the time of his accession, but realized the necessity of conversion after four years of religious warfare.
A royal family is the immediate family of a king or queen regnant, and sometimes his or her extended family. The term imperial family appropriately describes the family of an emperor or empress, while the terms ducal family, grand ducal family or princely family are more appropriate to describe the relatives of a reigning duke, grand duke, or prince. However, in common parlance members of any family which reigns by hereditary right are often referred to as royalty or "royals." It is also customary in some circles to refer to the extended relations of a deposed monarch and his or her descendants as a royal family. A dynasty is sometimes referred to as "the House of ...". As of July 2013, there are 26 active sovereign monarchies in the world who rule or reign over 43 countries in all.
Members of a royal family
A royal family typically includes the spouse of the reigning monarch, surviving spouses of a deceased monarch, the children, grandchildren, brothers, sisters, and paternal cousins of the reigning monarch, as well as their spouses. In some cases, royal family membership may extend to great grandchildren and more distant descendants of a monarch. In certain monarchies where voluntary abdication is the norm, such as the Netherlands, a royal family may also include one or more former monarchs. There is often a distinction between persons of the blood royal and those that marry into the royal family. In certain instances, such as in Canada, the royal family is defined by who holds the styles Majesty and Royal Highness. Under most systems, only persons in the first category are dynasts, that is, potential successors to the throne (unless the member of the latter category is also in line to the throne in their own right, a frequent occurrence in royal families which frequently intermarry). This is not always observed; some monarchies have operated by the principle of jure uxoris.
Royal Family is a documentary about the family of Queen Elizabeth II, and was aired on 21 June 1969. It was rebroadcast on ITV the following week. The film was commissioned by the Queen to celebrate the investiture of her eldest son, Charles, as Prince of Wales. The script was written by Antony Jay.
The idea was to give the public a chance to see behind the scenes at Buckingham Palace, and show that the royal family were just like everyone else. On its broadcast, it was viewed by around two thirds of the population of the United Kingdom. It has not, however, been shown since, with many believing that the royal family were concerned that they were giving the impression that they were too ordinary. The filming of the documentary, which was the first time that cameras had been allowed to film for television, includes footage of the Queen, Prince Philip, Duke of Edinburgh, and their children Prince Charles, Princess Anne, Prince Andrew and Prince Edward.
In 2011, it was announced that clips from the documentary would be made available for public viewing as part of the Queen's Diamond Jubilee celebrations. It formed part of an exhibition called Queen: Art and Image, which also featured photographs of the monarch from across the years. Clips were also shown as part of the BBC documentary The Duke at 90 in 2011, to celebrate Prince Philip's 90th birthday. | 922 | ENGLISH | 1 |
William Shakespeare, the famous playwright has addressed the issue of relationships in most of his plays especially as pertaining to family ties. He has in most of his books and in particular, The Tragedies exposed the good and the bad side of family ties especially between parents and their kids.
In Hamlet, the must-read chef-d’oeuvre, Shakespeare brings to light the connections between members of a family namely Hamlet who is a prince, his late father, his mother Gertrude and his stepfather Claudius. This paper seeks to address the mother-son relationship as brought out in the play and in particular by Hamlet and his mother Gertrude.
In this play, Shakespeare uses a woman called Gertrude who is among the few women featured in the masterwork. Through her relationship with her son Hamlet, Shakespeare paints a picture of betrayal. Gertrude marries the brother of Hamlets father and this to hamlet is a very big act of betrayal.
In the whole book, Hamlet dedicates most of his time and energy trying to take revenge of the death of the king, his father whom he believes was cruelly treated by those he cared for. Therefore, he suffered during his whole lifetime. Hamlet feels that Gertrude hurts the king more by not mourning during the king’s burial.
She instead delights in her new marriage depicting some kind of freedom from oppression that she went through in her former marriage, as the reader can insinuate. As a result, Hamlet develops great irritation towards her mother, which he manifests through his monologue and dialogue with other people as depicted in the play.
Hamlet is made to change his perception of love after his mother marries his late father’s brother, two months after the death of his father (Shakespeare I.ii.138). As a result, Hamlet concludes that his father truly loved his mother yet his mother never loved him.
He fails to understand how his mother could so much dangle on his father (Shakespeare I. ii. 140, 143) then marry so soon after his father’s death. He therefore resolves that woman’s adoration is so frail and can be changed so easily depending on the situation that the woman finds herself. Faulkner calls women “frail beings not because of their physical abilities but because of their weak emotions” (146).
According to Hamlet, his mother betrayed not only his father but also the love and the marriage they shared. Gertrude’s unrefined actions changes Hamlet’s perception of love towards others. He reaches the level of hating Ophelia, the girl who truly loves him fearing that she might be in possession of his mother’s betrayal character.
Because of Gertrude’s evil plans of betraying her once beloved husband, Hamlet’s love for Ophelia, the woman who he loved and one who gave back an equal share of the love changes, and is significantly affected.
When with her and watching a play, Ophelia comments that the prologue is very brief and Hamlet likens the briefness to a woman’s love (Shakespeare III. ii. 137-138). As time goes by, the gap between Hamlet and Ophelia widens to the level of Hamlet declaring that he does not love Ophelia at all and is not ready to love her anymore (Shakespeare III.i.119-120).
However, after Ophelia’s death, the reader realizes that Hamlet was not sincere with his initial words concerning his faded love to Ophelia since he later on confirms to Laertes that he loved her so much and no amount of love could match his love for her (Shakespeare V.i.254-256).
The reader realizes the reason behind Hamlet’s words that though he knows very well that Ophelia loves him, he fears that it might take after that between his mother and his late father, which was in no doubt fake. Gertrude’s actions instill a lot of anger to Hamlet who in turn reaches the level of killing any man who seems to take up the position of his late father.
Hamlet ends up believing his mother conspired with his uncle into killing his beloved father. He is filled up with so much rage and hatred until he kills Polonius in his mother’s bedroom after seeing him and thinking that he is Claudius.
His temper is fueled by the conviction that his mother, by conspiring to kill the king and then marrying the killer, is an offence too great to be forgiven. After mistaking Polonius for Claudius and killing him, his mother calls the action “a bloody deed to which Hamlet replies that a bloody deed is killing a king and marrying the brother” (Shakespeare III. iv. 26-28).
Gertrude is shocked at this accusation and the shock is so much until Hamlet begins to doubt if she really killed his father. From this point, though still convinced that she betrayed his father, he changes and starts warning her of her evil actions instead of accusing her. He comes to the full conclusion that her mother never killed her father.
The unacceptable marriage of his mother to his uncle continues to antagonize him. He therefore decides to only “speak daggers to her but use none”(Caxton 366).
With this, he speaks to her harshly addressing her as the queen, wife to the king’s brother. He asks her where her shame is and proceeds to compare his father, who he refers to as a combination and a form indeed and his uncle who he calls a ‘mildewed ear’.
Of course, Gertrude becomes defensive, orders him not to speak to him in that manner but he continuous, and warns her to repent her actions and prevent that which is to come (Shakespeare III. iv. 141). He even cautions her against going into her uncle’s bed. He tries to make her mother realize she is not doing the right thing and should feel sorry and stop her unrefined actions.
The conversation` between Hamlet and his mother brings back Gertrude to her senses where she feels the guilt and shame of her actions (Caxton 80).
It is at this point that she realizes that all along, she had been doing what was not right and it was a great act of betrayal to her late husband. She admits that though she had never consciously been aware that Claudius had killed his brother, she had never fully approved of her actions.
She admits that when she looked into her soul, she was shocked by what she saw. Meanwhile, Hamlet has been acting very madly, where he discloses to his mother that it is just but a feigned state but he will not reveal it to anyone. From this point henceforth, As Horatio points out, their relationship is restored (14). Together now, they begin to seek for the revenge of the king’s death.
Hamlet continues with his feigned state of madness while Gertrude continues to make Claudius trust that the condition is real (Shakespeare IV. i. 6-7).
Claudius hence comes to believe the prince’s simulated state and he starts fearing what he may do to him. During the fencing match between Hamlet and Laertes, Gertrude shows that her allegiance is with the prince and not with the king for she gives her son her napkin and tells her that she rejoices in his fortunes.
She goes on to drink from the poisoned cup that was meant for Hamlet and though her new husband warns and orders her to stop drinking it, she continuous and finishes it. This shows where her full allegiance is and despite there still being intense feelings between them, they find their relationship becoming better before she finally dies.
It is noted throughout the play that even though Hamlet is hurt by her mother’s act of betrayal of marrying her husband’s brother a short time after her husband’s death, he never wishes to hurt her. His main aim all along is to avenge his father’s death. His quest for vengeance does not compromise his love for his mother and all through the play, his love for him is evidently displayed.
He tries and succeeds at convincing her to realize that her actions were wrong and together they undertake to avenge the king’s death. So despite the tense relationship between them at the beginning marked with feelings of anger and rage (Friedlander 3), their relationship is restored at the end and Hamlet finally achieves his objective of avenging his father’s death. It is all a message of hope.
Caxton, Charles. Commentary on Hamlet. New York: W.W. Norton & Company Inc., 2006.
Faulkner, William. The Hamlet Commentary. New York: Thumshire publishers, 2008.
Friedlander, Gibson. Enjoying Hamlet by William Shakespeare. London: P. Press, 2010.
Horatio, Joseph. Enjoying Hamlet. Oxford: Oxford University Press, 2010.
Shakespeare, William. Hamlet: The Norton Shakespeare. New York: W.W. Norton & Company Inc., 1997. | <urn:uuid:dab1fb22-61fe-400a-9290-9162163187d3> | CC-MAIN-2020-05 | https://virginiaangerclass.com/hamlet-mother-and-son-relationship/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250615407.46/warc/CC-MAIN-20200124040939-20200124065939-00556.warc.gz | en | 0.98648 | 1,948 | 3.421875 | 3 | [
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0.09853082150... | 5 | William Shakespeare, the famous playwright has addressed the issue of relationships in most of his plays especially as pertaining to family ties. He has in most of his books and in particular, The Tragedies exposed the good and the bad side of family ties especially between parents and their kids.
In Hamlet, the must-read chef-d’oeuvre, Shakespeare brings to light the connections between members of a family namely Hamlet who is a prince, his late father, his mother Gertrude and his stepfather Claudius. This paper seeks to address the mother-son relationship as brought out in the play and in particular by Hamlet and his mother Gertrude.
In this play, Shakespeare uses a woman called Gertrude who is among the few women featured in the masterwork. Through her relationship with her son Hamlet, Shakespeare paints a picture of betrayal. Gertrude marries the brother of Hamlets father and this to hamlet is a very big act of betrayal.
In the whole book, Hamlet dedicates most of his time and energy trying to take revenge of the death of the king, his father whom he believes was cruelly treated by those he cared for. Therefore, he suffered during his whole lifetime. Hamlet feels that Gertrude hurts the king more by not mourning during the king’s burial.
She instead delights in her new marriage depicting some kind of freedom from oppression that she went through in her former marriage, as the reader can insinuate. As a result, Hamlet develops great irritation towards her mother, which he manifests through his monologue and dialogue with other people as depicted in the play.
Hamlet is made to change his perception of love after his mother marries his late father’s brother, two months after the death of his father (Shakespeare I.ii.138). As a result, Hamlet concludes that his father truly loved his mother yet his mother never loved him.
He fails to understand how his mother could so much dangle on his father (Shakespeare I. ii. 140, 143) then marry so soon after his father’s death. He therefore resolves that woman’s adoration is so frail and can be changed so easily depending on the situation that the woman finds herself. Faulkner calls women “frail beings not because of their physical abilities but because of their weak emotions” (146).
According to Hamlet, his mother betrayed not only his father but also the love and the marriage they shared. Gertrude’s unrefined actions changes Hamlet’s perception of love towards others. He reaches the level of hating Ophelia, the girl who truly loves him fearing that she might be in possession of his mother’s betrayal character.
Because of Gertrude’s evil plans of betraying her once beloved husband, Hamlet’s love for Ophelia, the woman who he loved and one who gave back an equal share of the love changes, and is significantly affected.
When with her and watching a play, Ophelia comments that the prologue is very brief and Hamlet likens the briefness to a woman’s love (Shakespeare III. ii. 137-138). As time goes by, the gap between Hamlet and Ophelia widens to the level of Hamlet declaring that he does not love Ophelia at all and is not ready to love her anymore (Shakespeare III.i.119-120).
However, after Ophelia’s death, the reader realizes that Hamlet was not sincere with his initial words concerning his faded love to Ophelia since he later on confirms to Laertes that he loved her so much and no amount of love could match his love for her (Shakespeare V.i.254-256).
The reader realizes the reason behind Hamlet’s words that though he knows very well that Ophelia loves him, he fears that it might take after that between his mother and his late father, which was in no doubt fake. Gertrude’s actions instill a lot of anger to Hamlet who in turn reaches the level of killing any man who seems to take up the position of his late father.
Hamlet ends up believing his mother conspired with his uncle into killing his beloved father. He is filled up with so much rage and hatred until he kills Polonius in his mother’s bedroom after seeing him and thinking that he is Claudius.
His temper is fueled by the conviction that his mother, by conspiring to kill the king and then marrying the killer, is an offence too great to be forgiven. After mistaking Polonius for Claudius and killing him, his mother calls the action “a bloody deed to which Hamlet replies that a bloody deed is killing a king and marrying the brother” (Shakespeare III. iv. 26-28).
Gertrude is shocked at this accusation and the shock is so much until Hamlet begins to doubt if she really killed his father. From this point, though still convinced that she betrayed his father, he changes and starts warning her of her evil actions instead of accusing her. He comes to the full conclusion that her mother never killed her father.
The unacceptable marriage of his mother to his uncle continues to antagonize him. He therefore decides to only “speak daggers to her but use none”(Caxton 366).
With this, he speaks to her harshly addressing her as the queen, wife to the king’s brother. He asks her where her shame is and proceeds to compare his father, who he refers to as a combination and a form indeed and his uncle who he calls a ‘mildewed ear’.
Of course, Gertrude becomes defensive, orders him not to speak to him in that manner but he continuous, and warns her to repent her actions and prevent that which is to come (Shakespeare III. iv. 141). He even cautions her against going into her uncle’s bed. He tries to make her mother realize she is not doing the right thing and should feel sorry and stop her unrefined actions.
The conversation` between Hamlet and his mother brings back Gertrude to her senses where she feels the guilt and shame of her actions (Caxton 80).
It is at this point that she realizes that all along, she had been doing what was not right and it was a great act of betrayal to her late husband. She admits that though she had never consciously been aware that Claudius had killed his brother, she had never fully approved of her actions.
She admits that when she looked into her soul, she was shocked by what she saw. Meanwhile, Hamlet has been acting very madly, where he discloses to his mother that it is just but a feigned state but he will not reveal it to anyone. From this point henceforth, As Horatio points out, their relationship is restored (14). Together now, they begin to seek for the revenge of the king’s death.
Hamlet continues with his feigned state of madness while Gertrude continues to make Claudius trust that the condition is real (Shakespeare IV. i. 6-7).
Claudius hence comes to believe the prince’s simulated state and he starts fearing what he may do to him. During the fencing match between Hamlet and Laertes, Gertrude shows that her allegiance is with the prince and not with the king for she gives her son her napkin and tells her that she rejoices in his fortunes.
She goes on to drink from the poisoned cup that was meant for Hamlet and though her new husband warns and orders her to stop drinking it, she continuous and finishes it. This shows where her full allegiance is and despite there still being intense feelings between them, they find their relationship becoming better before she finally dies.
It is noted throughout the play that even though Hamlet is hurt by her mother’s act of betrayal of marrying her husband’s brother a short time after her husband’s death, he never wishes to hurt her. His main aim all along is to avenge his father’s death. His quest for vengeance does not compromise his love for his mother and all through the play, his love for him is evidently displayed.
He tries and succeeds at convincing her to realize that her actions were wrong and together they undertake to avenge the king’s death. So despite the tense relationship between them at the beginning marked with feelings of anger and rage (Friedlander 3), their relationship is restored at the end and Hamlet finally achieves his objective of avenging his father’s death. It is all a message of hope.
Caxton, Charles. Commentary on Hamlet. New York: W.W. Norton & Company Inc., 2006.
Faulkner, William. The Hamlet Commentary. New York: Thumshire publishers, 2008.
Friedlander, Gibson. Enjoying Hamlet by William Shakespeare. London: P. Press, 2010.
Horatio, Joseph. Enjoying Hamlet. Oxford: Oxford University Press, 2010.
Shakespeare, William. Hamlet: The Norton Shakespeare. New York: W.W. Norton & Company Inc., 1997. | 1,904 | ENGLISH | 1 |
1911 Encyclopædia Britannica/Cumberland, Dukes and Earls of
CUMBERLAND, DUKES AND EARLS OF. The earldom of Cumberland was held by the family of Clifford (q.v.) from 1525 to 1643, when it became extinct by the death of Henry, the 5th earl. The 1st earl of Cumberland was Henry, 11th Lord Clifford (1493–1542), a son of Henry, 10th Lord Clifford (c. 1454–1523). Created an earl by Henry VIII. in 1525, Henry remained loyal during the great rising in the north of England in 1536, and died on the 22nd of April 1542. His son and successor, Henry, the 2nd earl (c. 1517–1570), married Eleanor (d. 1547), a daughter of Charles Brandon, duke of Suffolk, and Mary, daughter of King Henry VII.; he had the tastes of a scholar rather than a soldier, and died early in 1570. By his first wife, Eleanor, he left an only daughter Margaret (1540–1596), who married Henry Stanley, 4th earl of Derby, and who in 1557 was regarded by many as the rightful heiress to the English throne. By his second wife he left two sons and a daughter; his elder son George succeeding to the earldom in 1570, and his younger son Francis succeeding his brother in 1605. George, 3rd earl of Cumberland (1558–1605), was born on the 8th of August 1558, and married Margaret (c. 1560–1616), daughter of his guardian, Francis, 2nd earl of Bedford. Although interested in mathematics and geography he passed his early years in dissipation and extravagance; then he took to the sea, commanded the “Bonaventure” against the Spanish Armada, and from this time until his death on the 30th of October 1605 was mainly engaged in fitting out and leading plundering expeditions, some of which, especially the one undertaken in 1589, gained a large amount of booty. The earl left no sons, and his barony was claimed by his only daughter Anne (1590–1676), the wife successively of Richard Sackville, 3rd earl of Dorset, and of Philip Herbert, 4th earl of Pembroke and Montgomery; while his earldom was inherited by his brother Francis (1559–1641). A long law-suit between the new earl and the countess Anne over the possession of the family estates was settled in 1617. The 5th earl was Francis’s only son Henry (1591–1643), who was born on the 28th of February 1591, and was educated at Christ Church, Oxford. He was a supporter of Charles I. during his two short wars with the Scots, and also during the Civil War until his death on the 11th of December 1643. He left no sons; his earldom became extinct; his new barony of Clifford, created in 1628, passed to his daughter Elizabeth (1618–1691), wife of Richard Boyle, earl of Cork and Burlington; and the Cumberland estates to his cousin Anne, countess of Dorset and Pembroke.
In 1644 the English title of duke of Cumberland was created in favour of Rupert, son of Frederick V., elector palatine of the Rhine, and nephew of Charles I. Having lapsed on Rupert’s death without legitimate issue in 1682, it was created again in 1689 to give an English title to George, prince of Denmark, who had married the lady who afterwards became Queen Anne. It again became extinct when George died in 1708, but was revived in 1726 in favour of William Augustus, third son of George II. As this duke was never married the title lapsed on his death in 1765, but was revived in the following year in favour of Henry Frederick (1745–1790), son of Frederick, prince of Wales, and brother of George III. Having again become extinct on Henry Frederick’s death, the title of duke of Cumberland was created for the fifth time in favour of Ernest Augustus, who was made duke of Cumberland and Teviotdale in 1799. In 1837 Ernest (q.v.) became king of Hanover, and on his death in 1851 the title descended with the kingdom of Hanover to his son King George V. (q.v.), and on George’s death in 1878 to his grandson Ernest Augustus (b. 1845). In 1866 Hanover was annexed by Prussia, but King George died without renouncing his rights. His son Ernest, while maintaining his claim to the kingdom of Hanover, is generally known by his title of duke of Cumberland. | <urn:uuid:704a4ac9-c779-4178-a81d-b73051cb561e> | CC-MAIN-2020-05 | https://en.wikisource.org/wiki/1911_Encyclop%C3%A6dia_Britannica/Cumberland,_Dukes_and_Earls_of | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694071.63/warc/CC-MAIN-20200126230255-20200127020255-00342.warc.gz | en | 0.990213 | 1,028 | 3.3125 | 3 | [
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CUMBERLAND, DUKES AND EARLS OF. The earldom of Cumberland was held by the family of Clifford (q.v.) from 1525 to 1643, when it became extinct by the death of Henry, the 5th earl. The 1st earl of Cumberland was Henry, 11th Lord Clifford (1493–1542), a son of Henry, 10th Lord Clifford (c. 1454–1523). Created an earl by Henry VIII. in 1525, Henry remained loyal during the great rising in the north of England in 1536, and died on the 22nd of April 1542. His son and successor, Henry, the 2nd earl (c. 1517–1570), married Eleanor (d. 1547), a daughter of Charles Brandon, duke of Suffolk, and Mary, daughter of King Henry VII.; he had the tastes of a scholar rather than a soldier, and died early in 1570. By his first wife, Eleanor, he left an only daughter Margaret (1540–1596), who married Henry Stanley, 4th earl of Derby, and who in 1557 was regarded by many as the rightful heiress to the English throne. By his second wife he left two sons and a daughter; his elder son George succeeding to the earldom in 1570, and his younger son Francis succeeding his brother in 1605. George, 3rd earl of Cumberland (1558–1605), was born on the 8th of August 1558, and married Margaret (c. 1560–1616), daughter of his guardian, Francis, 2nd earl of Bedford. Although interested in mathematics and geography he passed his early years in dissipation and extravagance; then he took to the sea, commanded the “Bonaventure” against the Spanish Armada, and from this time until his death on the 30th of October 1605 was mainly engaged in fitting out and leading plundering expeditions, some of which, especially the one undertaken in 1589, gained a large amount of booty. The earl left no sons, and his barony was claimed by his only daughter Anne (1590–1676), the wife successively of Richard Sackville, 3rd earl of Dorset, and of Philip Herbert, 4th earl of Pembroke and Montgomery; while his earldom was inherited by his brother Francis (1559–1641). A long law-suit between the new earl and the countess Anne over the possession of the family estates was settled in 1617. The 5th earl was Francis’s only son Henry (1591–1643), who was born on the 28th of February 1591, and was educated at Christ Church, Oxford. He was a supporter of Charles I. during his two short wars with the Scots, and also during the Civil War until his death on the 11th of December 1643. He left no sons; his earldom became extinct; his new barony of Clifford, created in 1628, passed to his daughter Elizabeth (1618–1691), wife of Richard Boyle, earl of Cork and Burlington; and the Cumberland estates to his cousin Anne, countess of Dorset and Pembroke.
In 1644 the English title of duke of Cumberland was created in favour of Rupert, son of Frederick V., elector palatine of the Rhine, and nephew of Charles I. Having lapsed on Rupert’s death without legitimate issue in 1682, it was created again in 1689 to give an English title to George, prince of Denmark, who had married the lady who afterwards became Queen Anne. It again became extinct when George died in 1708, but was revived in 1726 in favour of William Augustus, third son of George II. As this duke was never married the title lapsed on his death in 1765, but was revived in the following year in favour of Henry Frederick (1745–1790), son of Frederick, prince of Wales, and brother of George III. Having again become extinct on Henry Frederick’s death, the title of duke of Cumberland was created for the fifth time in favour of Ernest Augustus, who was made duke of Cumberland and Teviotdale in 1799. In 1837 Ernest (q.v.) became king of Hanover, and on his death in 1851 the title descended with the kingdom of Hanover to his son King George V. (q.v.), and on George’s death in 1878 to his grandson Ernest Augustus (b. 1845). In 1866 Hanover was annexed by Prussia, but King George died without renouncing his rights. His son Ernest, while maintaining his claim to the kingdom of Hanover, is generally known by his title of duke of Cumberland. | 1,161 | ENGLISH | 1 |
Medieval Crusader Knight Standing With Sword and ShieldPN# 8556
The Medieval Crusader knight is one of three types of fighting men during the Middle Ages: Knights, Foot Soldiers, and Archers. The knight was covered in multiple layers of armor, and could pass through other soldiers that were standing in his way. Knights were also the wealthiest of soldiers. To become a knight you had to be the son of a noble. At age eight, the boy started his training to become a knight. He was taught how to ride a horse with armor and fight with a sword. Once the boy was trained at about fifteen, he became a squire. As a squire the boy would feed and take care of the knights weapons and armor. Once the boy was found worthy, he was dubbed a knight.
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Mother Elephant with Baby Cub Bronze Statue 17.25LPN# 8339 | <urn:uuid:caae09e7-2fc4-4545-8438-5c429286d82e> | CC-MAIN-2020-05 | https://www.museumize.com/products/medieval-crusader-knight-standing-with-sword-and-shield-8556 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592565.2/warc/CC-MAIN-20200118110141-20200118134141-00460.warc.gz | en | 0.98178 | 221 | 3.3125 | 3 | [
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0.1616448909044265... | 1 | Medieval Crusader Knight Standing With Sword and ShieldPN# 8556
The Medieval Crusader knight is one of three types of fighting men during the Middle Ages: Knights, Foot Soldiers, and Archers. The knight was covered in multiple layers of armor, and could pass through other soldiers that were standing in his way. Knights were also the wealthiest of soldiers. To become a knight you had to be the son of a noble. At age eight, the boy started his training to become a knight. He was taught how to ride a horse with armor and fight with a sword. Once the boy was trained at about fifteen, he became a squire. As a squire the boy would feed and take care of the knights weapons and armor. Once the boy was found worthy, he was dubbed a knight.
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– What is Black Nationalism and what are its primary tenets? How did Black Nationalism differ from other Civil Rights movements from leaders such as Dr. Martin Luther King?
– Who is one leader of the Black Nationalist movement and what problems were they addressing and what solutions were they proposing?
– Who was Malcolm X? What did he stand for and how did his life experience inform the way he views race in the United States? How did his views change?
– How did the United States Government stifle attempts for Black Nationalism and its leaders to thrive? What specific measures were taken to destroy this movement?
– How has the legacy of Black Nationalism continued in the United States today? What issues are these movements addressing and to what degree are they needed? | <urn:uuid:f2df30a8-623a-4df7-a2ab-ebef65e88302> | CC-MAIN-2020-05 | https://topassignmenthelp.com/what-is-black-nationalism-and-what-are-its-primary-tenets/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251687725.76/warc/CC-MAIN-20200126043644-20200126073644-00377.warc.gz | en | 0.991458 | 156 | 3.578125 | 4 | [
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-0.032300... | 4 | – What is Black Nationalism and what are its primary tenets? How did Black Nationalism differ from other Civil Rights movements from leaders such as Dr. Martin Luther King?
– Who is one leader of the Black Nationalist movement and what problems were they addressing and what solutions were they proposing?
– Who was Malcolm X? What did he stand for and how did his life experience inform the way he views race in the United States? How did his views change?
– How did the United States Government stifle attempts for Black Nationalism and its leaders to thrive? What specific measures were taken to destroy this movement?
– How has the legacy of Black Nationalism continued in the United States today? What issues are these movements addressing and to what degree are they needed? | 153 | ENGLISH | 1 |
These lines, spoken by Lysistrata and her friend Calonice at the beginning of the play, set the scene for the action that follows.
Athens, Greece Greek writer Aristophanes was the greatest of the writers of the original Greek comedy, which flourished in Athens in the fifth century B. He wrote at least thirty-six comedies, of which eleven still exist. His life Aristophanes was born in Athens between and B. He had an excellent education and was well versed in literature, especially the poetry of Homer eighth century B.
His writings also suggest a strong knowledge of the latest philosophical theories. Between the ages of seventeen and twenty-three Aristophanes began submitting his comedies for the annual Athens competition. His easy humor and good choice of words made most laugh and at least one politician take him to court.
The original Greek comedy, Old Comedy, was a unique dramatic mixture of fantasy, satire literary scorn of human foolishnessslapstick, and obvious sexuality. Aristophanes used beautiful rhythmic poetry as the format for all of his comedy. He had a way of shrinking the self-importance of people involved in politics, social life, and literature, but above all he used his unlimited amount of comic invention and high spirits.
In one such comedy, The Knights, Aristophanes represented the local Athenian leader as the greedy and dishonest slave of a dimwitted old gentleman the Athenian people come to life. At the time the featured politician was at the height of his popularity, yet Athenian tolerance even in wartime allowed Aristophanes first prize in the competition for comedies.
In peacetime he wrote an emotionally charged and rude celebration of favorite things to do during peacetime. In times of Athenian plots and prewar conflict, he wrote his own conspiracies, such as Lysistrata, a depiction of the women of Greece banding together to stop the war by refusing to sleep with their husbands.
With such a plot the play was inevitably rude but Lysistrata herself is one of his most attractive characters, and his sympathy for the difficulty of women in wartime makes the play a moving comment on the foolishness of war. The Peloponnesian war — between Athens and the Spartans began in B.
The leaders of Athens decided to wage war from the sea only. Meanwhile the Spartans burned the crops of Athens.
Then the plague outbreak of disease hit Athens in Aristophanes. Frogs received the first time honor of the request for a second performance. The long war finally ended, when the Athenians were starved into surrender in the spring of B.
This sad defeat broke something in the spirit of the Athenians, and though they soon regained considerable importance both in politics and in intellectual matters, they were never quite the same again.
In the sphere of comedy the no-holds-barred rudeness of the Old Comedy disappeared and was replaced by a more cautious, refined, and less spirited New Comedy.
The political climate was uneasy with the Spartans lording over Athens. Aristophanes had to hold his tongue in his plays, no longer poking fun at leaders and politics. He died nine years after Lysistrata, which still exists, and three years after his play Plutus.
Dates of death range from — B. For More Information Bloom, Harold, ed. Aristophanes, an Author for the Stage. Comment about this article, ask questions, or add new information about this topic:Aristophanes’ works recreate the life of ancient Athens perhaps more convincingly than those of any other author, although his biting satire and ridicule of his contemporaries often came close to slander.
Life & Character Little is known about Aristophanes beyond what can be gleaned from his plays and a fictional portrait in Plato ’s Symposium.
From the dates of his works we may surmise that he was born between and BCE and died sometime between and BCE. Jan 29, · In this lecture, Dr Rosie Wyles (University of Kent) provides an introduction to three plays of Aristophanes (Acharnians, Knights, Peace), including the .
“Ecclesiazusae” was written towards the end of Aristophanes’ life, around BCE, after a 13 year gap in our knowledge of his work (although he continued to write during this time, the works are all lost).
Aristophanes’ works recreate the life of ancient Athens perhaps more convincingly than those of any other author, although his biting satire and ridicule of his contemporaries often came close to slander. On the one hand Aristophanes's comedy "The Frogs" is a farce, but it is of more interest because it presents the earliest known example of dramatic criticism.
Presented in B.C., the play tells of how Dionysus, the god of drama, had to go to Hades to fetch back Euripides, who died the previous year, because Athens no longer had any great tragic poets heartoftexashop.coms: 3. | <urn:uuid:affcb06c-9464-405f-99fb-94328e59bc27> | CC-MAIN-2020-05 | https://mibujakome.heartoftexashop.com/an-introduction-to-the-life-of-aristophanes-4275px.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607118.51/warc/CC-MAIN-20200122131612-20200122160612-00182.warc.gz | en | 0.98112 | 1,043 | 3.46875 | 3 | [
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0.433400750160217... | 1 | These lines, spoken by Lysistrata and her friend Calonice at the beginning of the play, set the scene for the action that follows.
Athens, Greece Greek writer Aristophanes was the greatest of the writers of the original Greek comedy, which flourished in Athens in the fifth century B. He wrote at least thirty-six comedies, of which eleven still exist. His life Aristophanes was born in Athens between and B. He had an excellent education and was well versed in literature, especially the poetry of Homer eighth century B.
His writings also suggest a strong knowledge of the latest philosophical theories. Between the ages of seventeen and twenty-three Aristophanes began submitting his comedies for the annual Athens competition. His easy humor and good choice of words made most laugh and at least one politician take him to court.
The original Greek comedy, Old Comedy, was a unique dramatic mixture of fantasy, satire literary scorn of human foolishnessslapstick, and obvious sexuality. Aristophanes used beautiful rhythmic poetry as the format for all of his comedy. He had a way of shrinking the self-importance of people involved in politics, social life, and literature, but above all he used his unlimited amount of comic invention and high spirits.
In one such comedy, The Knights, Aristophanes represented the local Athenian leader as the greedy and dishonest slave of a dimwitted old gentleman the Athenian people come to life. At the time the featured politician was at the height of his popularity, yet Athenian tolerance even in wartime allowed Aristophanes first prize in the competition for comedies.
In peacetime he wrote an emotionally charged and rude celebration of favorite things to do during peacetime. In times of Athenian plots and prewar conflict, he wrote his own conspiracies, such as Lysistrata, a depiction of the women of Greece banding together to stop the war by refusing to sleep with their husbands.
With such a plot the play was inevitably rude but Lysistrata herself is one of his most attractive characters, and his sympathy for the difficulty of women in wartime makes the play a moving comment on the foolishness of war. The Peloponnesian war — between Athens and the Spartans began in B.
The leaders of Athens decided to wage war from the sea only. Meanwhile the Spartans burned the crops of Athens.
Then the plague outbreak of disease hit Athens in Aristophanes. Frogs received the first time honor of the request for a second performance. The long war finally ended, when the Athenians were starved into surrender in the spring of B.
This sad defeat broke something in the spirit of the Athenians, and though they soon regained considerable importance both in politics and in intellectual matters, they were never quite the same again.
In the sphere of comedy the no-holds-barred rudeness of the Old Comedy disappeared and was replaced by a more cautious, refined, and less spirited New Comedy.
The political climate was uneasy with the Spartans lording over Athens. Aristophanes had to hold his tongue in his plays, no longer poking fun at leaders and politics. He died nine years after Lysistrata, which still exists, and three years after his play Plutus.
Dates of death range from — B. For More Information Bloom, Harold, ed. Aristophanes, an Author for the Stage. Comment about this article, ask questions, or add new information about this topic:Aristophanes’ works recreate the life of ancient Athens perhaps more convincingly than those of any other author, although his biting satire and ridicule of his contemporaries often came close to slander.
Life & Character Little is known about Aristophanes beyond what can be gleaned from his plays and a fictional portrait in Plato ’s Symposium.
From the dates of his works we may surmise that he was born between and BCE and died sometime between and BCE. Jan 29, · In this lecture, Dr Rosie Wyles (University of Kent) provides an introduction to three plays of Aristophanes (Acharnians, Knights, Peace), including the .
“Ecclesiazusae” was written towards the end of Aristophanes’ life, around BCE, after a 13 year gap in our knowledge of his work (although he continued to write during this time, the works are all lost).
Aristophanes’ works recreate the life of ancient Athens perhaps more convincingly than those of any other author, although his biting satire and ridicule of his contemporaries often came close to slander. On the one hand Aristophanes's comedy "The Frogs" is a farce, but it is of more interest because it presents the earliest known example of dramatic criticism.
Presented in B.C., the play tells of how Dionysus, the god of drama, had to go to Hades to fetch back Euripides, who died the previous year, because Athens no longer had any great tragic poets heartoftexashop.coms: 3. | 1,023 | ENGLISH | 1 |
Jehu Grant, inspired by talk of freedom, escaped slavery in Rhode Island to enlist as a Continental Army soldier in 1777.
Time and again he would be disappointed by promises the patriots didn’t keep. For Jehu Grant, the struggle for independence, let alone fairness, never ended.
He was born around 1752, and enslaved in Narragansett, R.I., by a man named Elihu Champlen.
Narragansett had a large slave population because Rhode Island engaged in the transatlantic slave trade.
When war broke out, Jehu Grant was a young man in his early 20s. He later wrote that he ‘heard much about the cruel and arbitrary things done by the British.’ Their ships lay a few miles off his master’s house, and he suspected his Champlen of Loyalist leanings. His master, he wrote, traded with the enemy, and sold the British sheep, cattle and cheese.
Jehu Grant feared his master would sell him to the British Navy, where he could expect harsh treatment. He also knew entire companies of black soldiers enlisted in Rhode Island, which added to his fears that his master would sell him to the British.
And so he ran away to join the cause of freedom.
The Continental Army
Jehu Grant arrived in Danbury, Conn., in August 1777, after the British had burned the town. Rhode Island had yet to form its black regiment, comprised of free African-Americans, Indians and slaves. The latter would obtain their freedom on their discharge.
African-Americans comprised about a fifth of the Continental Army. By the Siege of Yorktown, an officer in a French regiment estimated that one-quarter of the northern army was African American.
When the British offered slaves their freedom in exchange for enlisting, African-Americans joined the British cause as well.
Jehu Grant joined Capt. Giles Galer’s regiment for 18 months as a soldier. He was put to work as a teamster, loading, unloading and driving a wagon of army provisions. After about four months he worked as a waiter to John Skidmore, wagon master general. In June 1778, Elihu Chaplen found Jehu Grant serving in the army just north of New York City. Though he had eight more months of his enlistment, the Continental Army returned him to his master.
In 1832, Charles Carroll of Maryland died, the last of the signers of the Declaration of Independence. By then, the young nation felt nostalgic about the passing of the Revolutionary generation. And so the U.S. Congress enacted the first comprehensive Pension Act, which granted an annual stipend to any veteran of war who could prove his service. By then, the youngest Revolutionary War veterans would have reached their late sixties, the oldest their 90s.
Several thousand veterans applied for the pension, including several dozen African-American soldiers — and Jehu Grant.
Few soldiers had any documented evidence of their service. All they had was their own memory. So ex-soldiers had to tell their stories to a local court reporter, who sent the records on to Washington for a decision.
Freedom – Just Another Word?
A few years after the Revolutionary War ended, Joshua Swann of Stonington, Conn., bought Jehu Grant. He promised him his freedom if he served him faithfully. Swann was as good as his word, and Jehu Grant married, had six children and moved to Milton, N.Y.
In 1832, Jehu Grant asked for his pension, helped by a neighbor to write the letter. The Commissioner of Pensions denied him in 1834 because he was a fugitive slave during his service.
Two years later Jehu Grant appealed the decision in an eloquent, if bitter, plea.
All around him he had heard patriotic rhetoric about the inalienable right to freedom. When he spied liberty poles, ‘and the people all engaged for the support of freedom, I could not but like and be pleased with such thing (God forgive me if I sinned in so feeling.)’
He wouldn’t have run away, he wrote, ‘Had I been taught to read or understand the precepts of the Gospel, “Servants obey your masters,” I might have done otherwise, notwithstanding the songs of liberty that saluted my ear, thrilled through my heart.’
He had compensated his master, he wrote, and other who had served as long as he had received a pension.
“I must be upward of eighty years of my age and have been blind for many years,” he concluded. “And, notwithstanding the aid I received from the honest industry of my children, we are still very needy and in part are supported from the benevolence of our friends.”
This time, he was denied his pension because he was only a teamster and a waiter.
Jehu Grant died on Dec. 28, 1840. | <urn:uuid:f8f82296-a893-4ea3-8e0c-0a706a0522cf> | CC-MAIN-2020-05 | https://www.newenglandhistoricalsociety.com/jehu-grant-black-revolutionary-makes-an-eloquent-plea-for-fairness/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00453.warc.gz | en | 0.987549 | 1,034 | 3.875 | 4 | [
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0.12387897074222... | 6 | Jehu Grant, inspired by talk of freedom, escaped slavery in Rhode Island to enlist as a Continental Army soldier in 1777.
Time and again he would be disappointed by promises the patriots didn’t keep. For Jehu Grant, the struggle for independence, let alone fairness, never ended.
He was born around 1752, and enslaved in Narragansett, R.I., by a man named Elihu Champlen.
Narragansett had a large slave population because Rhode Island engaged in the transatlantic slave trade.
When war broke out, Jehu Grant was a young man in his early 20s. He later wrote that he ‘heard much about the cruel and arbitrary things done by the British.’ Their ships lay a few miles off his master’s house, and he suspected his Champlen of Loyalist leanings. His master, he wrote, traded with the enemy, and sold the British sheep, cattle and cheese.
Jehu Grant feared his master would sell him to the British Navy, where he could expect harsh treatment. He also knew entire companies of black soldiers enlisted in Rhode Island, which added to his fears that his master would sell him to the British.
And so he ran away to join the cause of freedom.
The Continental Army
Jehu Grant arrived in Danbury, Conn., in August 1777, after the British had burned the town. Rhode Island had yet to form its black regiment, comprised of free African-Americans, Indians and slaves. The latter would obtain their freedom on their discharge.
African-Americans comprised about a fifth of the Continental Army. By the Siege of Yorktown, an officer in a French regiment estimated that one-quarter of the northern army was African American.
When the British offered slaves their freedom in exchange for enlisting, African-Americans joined the British cause as well.
Jehu Grant joined Capt. Giles Galer’s regiment for 18 months as a soldier. He was put to work as a teamster, loading, unloading and driving a wagon of army provisions. After about four months he worked as a waiter to John Skidmore, wagon master general. In June 1778, Elihu Chaplen found Jehu Grant serving in the army just north of New York City. Though he had eight more months of his enlistment, the Continental Army returned him to his master.
In 1832, Charles Carroll of Maryland died, the last of the signers of the Declaration of Independence. By then, the young nation felt nostalgic about the passing of the Revolutionary generation. And so the U.S. Congress enacted the first comprehensive Pension Act, which granted an annual stipend to any veteran of war who could prove his service. By then, the youngest Revolutionary War veterans would have reached their late sixties, the oldest their 90s.
Several thousand veterans applied for the pension, including several dozen African-American soldiers — and Jehu Grant.
Few soldiers had any documented evidence of their service. All they had was their own memory. So ex-soldiers had to tell their stories to a local court reporter, who sent the records on to Washington for a decision.
Freedom – Just Another Word?
A few years after the Revolutionary War ended, Joshua Swann of Stonington, Conn., bought Jehu Grant. He promised him his freedom if he served him faithfully. Swann was as good as his word, and Jehu Grant married, had six children and moved to Milton, N.Y.
In 1832, Jehu Grant asked for his pension, helped by a neighbor to write the letter. The Commissioner of Pensions denied him in 1834 because he was a fugitive slave during his service.
Two years later Jehu Grant appealed the decision in an eloquent, if bitter, plea.
All around him he had heard patriotic rhetoric about the inalienable right to freedom. When he spied liberty poles, ‘and the people all engaged for the support of freedom, I could not but like and be pleased with such thing (God forgive me if I sinned in so feeling.)’
He wouldn’t have run away, he wrote, ‘Had I been taught to read or understand the precepts of the Gospel, “Servants obey your masters,” I might have done otherwise, notwithstanding the songs of liberty that saluted my ear, thrilled through my heart.’
He had compensated his master, he wrote, and other who had served as long as he had received a pension.
“I must be upward of eighty years of my age and have been blind for many years,” he concluded. “And, notwithstanding the aid I received from the honest industry of my children, we are still very needy and in part are supported from the benevolence of our friends.”
This time, he was denied his pension because he was only a teamster and a waiter.
Jehu Grant died on Dec. 28, 1840. | 1,017 | ENGLISH | 1 |
James A. Banks et al., United States Adventures in Time and Space (New York: Macmillan McGraw-Hill, 1997).
Levi Coffin, a Quaker from Indiana , was one of many people who helped slaves to escape. His wife, Catherine Coffin fed, clothed, and hid the slaves in their house. What they did took great courage. If caught, they could have been hanged. Because their work was so secret, we will never know how many people actually worked or escaped on the Underground Railroad.
In 1849, Harriet Tubman heard that she and other slaves on her Maryland plantation were to be sold further south. Tubman knew that life was even harder for slaves on the large cotton plantations there. She told her husband, John, ‘There's two things I've a right to: death or liberty. One or the other I mean to have. No one will take me back alive.' Tubman fled from the plantation in the middle of the night and headed for the house of a white woman known to help escaping slaves. The woman gave her two slips of paper with the names of families on the route north who would help her. These were Tubman's first ‘railroad rickets.' Tubman traveled at night, mostly through swamps and woodlands. After traveling 90 miles, she reached the free soil of Pennsylvania. Tubman returned many times to guide her family and many others to freedom. She was given the nickname, ‘Moses,' after the Hebrew prophet who led his people out of slavery in Egypt. Thousands of dollars were offered for Tubman's capture. More than 300 slaves owed their freedom to her. | <urn:uuid:24172316-23e4-49bb-8c8e-de0b4af4669f> | CC-MAIN-2020-05 | http://hd.housedivided.dickinson.edu/node/16821 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251796127.92/warc/CC-MAIN-20200129102701-20200129132701-00142.warc.gz | en | 0.985293 | 338 | 4.09375 | 4 | [
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0.2334816008806228... | 2 | James A. Banks et al., United States Adventures in Time and Space (New York: Macmillan McGraw-Hill, 1997).
Levi Coffin, a Quaker from Indiana , was one of many people who helped slaves to escape. His wife, Catherine Coffin fed, clothed, and hid the slaves in their house. What they did took great courage. If caught, they could have been hanged. Because their work was so secret, we will never know how many people actually worked or escaped on the Underground Railroad.
In 1849, Harriet Tubman heard that she and other slaves on her Maryland plantation were to be sold further south. Tubman knew that life was even harder for slaves on the large cotton plantations there. She told her husband, John, ‘There's two things I've a right to: death or liberty. One or the other I mean to have. No one will take me back alive.' Tubman fled from the plantation in the middle of the night and headed for the house of a white woman known to help escaping slaves. The woman gave her two slips of paper with the names of families on the route north who would help her. These were Tubman's first ‘railroad rickets.' Tubman traveled at night, mostly through swamps and woodlands. After traveling 90 miles, she reached the free soil of Pennsylvania. Tubman returned many times to guide her family and many others to freedom. She was given the nickname, ‘Moses,' after the Hebrew prophet who led his people out of slavery in Egypt. Thousands of dollars were offered for Tubman's capture. More than 300 slaves owed their freedom to her. | 351 | ENGLISH | 1 |
On January 12, 1888, the so-called “Schoolchildren’s Blizzard” kills 235 people, many of whom were children on their way home from school, across the Northwest Plains region of the United States. The storm came with no warning, and some accounts say that the temperature fell nearly 100 degrees in just 24 hours.
It was a Thursday afternoon and there had been unseasonably warm weather the previous day from Montana east to the Dakotas and south to Texas. Suddenly, within a matter of hours, Arctic air from Canada rapidly pushed south. Temperatures plunged to 40 below zero in much of North Dakota. Along with the cool air, the storm brought high winds and heavy snows. The combination created blinding conditions.
Most victims of the blizzard were children making their way home from school in rural areas and adults working on large farms. Both had difficulty reaching their destinations in the awful conditions. In some places, though, caution prevailed. Schoolteacher Seymour Dopp in Pawnee City, Nebraska, kept his 17 students at school when the storm began at 2 p.m. They stayed overnight, burning stockpiled wood to keep warm. The next day, parents made their way over five-foot snow drifts to rescue their children. In Great Plains, South Dakota, two men rescued the children in a schoolhouse by tying a rope from the school to the nearest shelter to lead them to safety. Minnie Freeman, a teacher in Nebraska, successfully led her children to shelter after the storm tore the roof off of her one-room schoolhouse. In other cases, though, people were less lucky. Teacher Loie Royce tried to lead three children to the safety of her home, less than 90 yards from their school in Plainfield, Nebraska. They became lost, and the children died of hypothermia. Royce lost her feet to frostbite.
In total, an estimated 235 people across the plains died on January 12. The storm is still considered one of the worst blizzards in the history of the area.
READ MORE: Major Blizzards in U.S. History | <urn:uuid:3b6016be-fc53-4fc1-8c16-98214cafdae6> | CC-MAIN-2020-05 | https://www.history.com/this-day-in-history/blizzard-brings-tragedy-to-northwest-plains | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251773463.72/warc/CC-MAIN-20200128030221-20200128060221-00296.warc.gz | en | 0.981657 | 432 | 3.390625 | 3 | [
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0.2288143336... | 16 | On January 12, 1888, the so-called “Schoolchildren’s Blizzard” kills 235 people, many of whom were children on their way home from school, across the Northwest Plains region of the United States. The storm came with no warning, and some accounts say that the temperature fell nearly 100 degrees in just 24 hours.
It was a Thursday afternoon and there had been unseasonably warm weather the previous day from Montana east to the Dakotas and south to Texas. Suddenly, within a matter of hours, Arctic air from Canada rapidly pushed south. Temperatures plunged to 40 below zero in much of North Dakota. Along with the cool air, the storm brought high winds and heavy snows. The combination created blinding conditions.
Most victims of the blizzard were children making their way home from school in rural areas and adults working on large farms. Both had difficulty reaching their destinations in the awful conditions. In some places, though, caution prevailed. Schoolteacher Seymour Dopp in Pawnee City, Nebraska, kept his 17 students at school when the storm began at 2 p.m. They stayed overnight, burning stockpiled wood to keep warm. The next day, parents made their way over five-foot snow drifts to rescue their children. In Great Plains, South Dakota, two men rescued the children in a schoolhouse by tying a rope from the school to the nearest shelter to lead them to safety. Minnie Freeman, a teacher in Nebraska, successfully led her children to shelter after the storm tore the roof off of her one-room schoolhouse. In other cases, though, people were less lucky. Teacher Loie Royce tried to lead three children to the safety of her home, less than 90 yards from their school in Plainfield, Nebraska. They became lost, and the children died of hypothermia. Royce lost her feet to frostbite.
In total, an estimated 235 people across the plains died on January 12. The storm is still considered one of the worst blizzards in the history of the area.
READ MORE: Major Blizzards in U.S. History | 445 | ENGLISH | 1 |
The American Dream lured wave after wave of immigration, primarily from Europe, in the nineteenth century and the first half of the twentieth century. This dream taught that if you came to America and worked hard enough, you would succeed. There was enough room, enough of a market, enough hope, and enough freedom for everyone who came to the United States to do well. This dream enticed so many people to come to the country from overseas that the government decided to put quotas in place to limit the number of immigrants from each country in the years before World War I and World War II. However, too many people came to America and ended up being swindled; too many people bought into the dream of success and found that it focused only on material gain; too many people followed the individualistic ethics that competitive gain creates and lost their sense of morals and ethics. Arthur Miller’s play Death of a Salesman and F. Scott Fitzgerald’s novel The Great Gatsby both illustrate ways in which men lose their moral compass while chasing this American dream – and end up facing a tragic end. While the American Dream may have worked for many people who found prosperity in the United States, for too many other people it caused them to feel stress and self-doubt if they did not succeed – and it caused them to violate the laws of ethics and morality to feel successful.
In Death of a Salesman, the main character is an aging salesman named Willy Loman. He has reached the point in sales where he no longer knows the important people to make deals, as his contemporaries have all retired. However, he has no savings and cannot meet his obligations on a monthly basis without help from his neighbor. His neighbor has offered him a job, but he won’t take it – he doesn’t want to work for anyone. He prefers to be his own man, in sales, without a boss. However, when he finds out that he is being phased out by his company, he spirals into depression – ending in his suicide, because his life insurance policy is the only way that he feels he can provide financial security for his wife. In The Great Gatsby, James Gatz has used profits from selling liquor out the back doors of “pharmacies” during the Prohibition era in the United States to build the wealth that he needed to win the love of Daisy Buchanan. However, he tragically does not realize that she will never leave her old-money husband for his new money, and he ends up being shot in a case of mistaken identity, while Daisy Buchanan, who actually committed the crime for which Gatz (who takes on the name Jay Gatsby) is shot, disappears with her husband behind their money.
Using the events in these two novels, this paper will display the superficiality and ultimate failure of the American Dream using three main points. First, the American Dream causes people to think that their actual worth depends on the opinions of others. Second, the American Dream fosters the idea that you have to create your own wealth to be a success. Finally, the American Dream is more about short-term gratification than long-term commitment. While the American Dream may work for some, the majority of the major successes in the history of the American economy have been connected with corruption.
One of the primary flaws in the American Dream is that it connects an individual’s value with the opinions that others have about him or her. It is not enough for someone to build a successful career as a teacher, writer, doctor or lawyer; in addition, to be considered successful, one must secure the approval of others in order to feel confident. In The Great Gatsby, the narrator, Nick Carraway, is invited to his cousin’s house for dinner. Daisy, his cousin, married the wealthy Tom Buchanan, and they have a beautiful estate not too far from where Nick lives. When he walks up, he seems Tom on the front porch of his house, waiting in riding clothes. It is interesting that such a masculine, powerful figure as Tom is dressed in androgynous clothing in this scene, as riding clothes are quite similar for men and women. This may suggest that Tom has not yet completely accepted himself as a man, as a provider, since his money has been inherited instead of the result of his own hard work. This possible lack of confidence appears again in his initial remark to Nick: he says, “I”ve got a nice place around here,’ his eyes flashing about restlessly” (Fitzgerald). Rather than wait for the compliment, he issues it himself. This statement is unnecessary; based on the description that the narrator gives of the house, it is picturesque and grand on its own merits, without this compliment. The fact that Tom compliments his own house shows his own doubts about his self-worth – despite the considerable wealth that he and his wife possess.
The American Dream also fosters the idea that you have to create your own wealth to be a success. It is not enough to work for a company your entire life and build a successful career before retirement; for too many career workers, giving one’s life to a corporation is seen as a surrender, or a manner of settling for less. To truly have succeeded in life, according to the terms of the American Dream, one must achieve success on one’s own – with as little assistance as possible. In Death of a Salesman, the main character, Willy Loman, lives his life in the shadow of his older brother Ben, who became wealthy in his twenties in the tropical diamond mines. Willy wants to do the same, but he’s spent his whole life selling stockings and other sundries instead of living a life of glory and adventure. He wants his sons to go out and live that sort of life, and he often regales them with tales of their uncle Ben: “The man knew what he wanted and went out and got it. Walked into a jungle, and comes out, the age of twenty-one, and he’s rich! The world is an oyster, but you don’t crack it open on a mattress!” (Miller 32) While this quotation seems to emphasize the importance of hard work, by suggesting that you don’t get ahead by sleeping in, the fact is that Ben benefited from timing more than from hard work. Even though Willy has raised a family, nourished a long-lasting marriage, and is now reaching the end of his career, he never made his own wealth. As a result, he feels insufficient – he doesn’t even realize that his mortgage was a month away from being paid, at which time he would not have needed nearly as much money each month to pay his bills.
Finally, the American Dream is more about short-term gratification than long-term commitment. Jay Gatsby doesn’t spend any time thinking about growing old with Daisy; instead, he focuses on the injury that happened when she would not marry a poor soldier, years ago. In Death of a Salesman, Willy has not taught his sons to view long-term morals as more important than short-term success, as his emphasis on his son’s football career as being more important than his grades in school indicates. This lesson about short-term success is passed to his son Happy, who has let a desire for pleasure trump his integrity: “Manufacturers offer me a hundred-dollar bill now and then to throw an order their way. You know how honest I am, but it’s like this girl, see. I hate myself for it. Because I don’t want the girl, and, still, I take it – and I love it!” (Miller 44) The chance to ravish a young girl without the burden of commitment is something that Happy enjoys – just like the chance to take a bribe. Happy cuts corners with ethics – just as his father did.
There are those who say that the American Dream works for ethical people as well as unethical ones, and that material success is compatible with integrity. I would agree with this – but I would also say that these cases are in the minority. Far too many people who came to the United States to seek their fortune found themselves swindled by Americans – and even by immigrants who are already wise to the ways of America. Far too many people choose materialism over morals. Capitalism is too corrupt to serve as a defining paradigm for a nation.
The American Dream corrupts those who believe in it, and presents ideals that are far too difficult – and too unnecessary – to attain. It forces people to seek the approval of others to feel good about themselves. It creates the idea that you have to build up your own riches to be a success. It also rewards short-term gratification instead of commitment over the long haul. While the capitalist system does allow for the creation of a high standard of living, it penalizes those who refuse to believe in that standard, and it makes simplicity of life virtually impossible.
Fitzgerald, F. Scott. The Great Gatsby. Web. Retrieved 3 December 2011 from
Miller, Arthur. Death of a Salesman. New York: Penguin, c1998. | <urn:uuid:dac8468f-06eb-4227-801d-cd9db2d4207d> | CC-MAIN-2020-05 | https://www.wowessays.com/free-samples/the-american-nightmare-the-pitfalls-of-materialism-literature-review-sample/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589560.16/warc/CC-MAIN-20200117123339-20200117151339-00179.warc.gz | en | 0.982387 | 1,908 | 3.296875 | 3 | [
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-0.12028125673532... | 2 | The American Dream lured wave after wave of immigration, primarily from Europe, in the nineteenth century and the first half of the twentieth century. This dream taught that if you came to America and worked hard enough, you would succeed. There was enough room, enough of a market, enough hope, and enough freedom for everyone who came to the United States to do well. This dream enticed so many people to come to the country from overseas that the government decided to put quotas in place to limit the number of immigrants from each country in the years before World War I and World War II. However, too many people came to America and ended up being swindled; too many people bought into the dream of success and found that it focused only on material gain; too many people followed the individualistic ethics that competitive gain creates and lost their sense of morals and ethics. Arthur Miller’s play Death of a Salesman and F. Scott Fitzgerald’s novel The Great Gatsby both illustrate ways in which men lose their moral compass while chasing this American dream – and end up facing a tragic end. While the American Dream may have worked for many people who found prosperity in the United States, for too many other people it caused them to feel stress and self-doubt if they did not succeed – and it caused them to violate the laws of ethics and morality to feel successful.
In Death of a Salesman, the main character is an aging salesman named Willy Loman. He has reached the point in sales where he no longer knows the important people to make deals, as his contemporaries have all retired. However, he has no savings and cannot meet his obligations on a monthly basis without help from his neighbor. His neighbor has offered him a job, but he won’t take it – he doesn’t want to work for anyone. He prefers to be his own man, in sales, without a boss. However, when he finds out that he is being phased out by his company, he spirals into depression – ending in his suicide, because his life insurance policy is the only way that he feels he can provide financial security for his wife. In The Great Gatsby, James Gatz has used profits from selling liquor out the back doors of “pharmacies” during the Prohibition era in the United States to build the wealth that he needed to win the love of Daisy Buchanan. However, he tragically does not realize that she will never leave her old-money husband for his new money, and he ends up being shot in a case of mistaken identity, while Daisy Buchanan, who actually committed the crime for which Gatz (who takes on the name Jay Gatsby) is shot, disappears with her husband behind their money.
Using the events in these two novels, this paper will display the superficiality and ultimate failure of the American Dream using three main points. First, the American Dream causes people to think that their actual worth depends on the opinions of others. Second, the American Dream fosters the idea that you have to create your own wealth to be a success. Finally, the American Dream is more about short-term gratification than long-term commitment. While the American Dream may work for some, the majority of the major successes in the history of the American economy have been connected with corruption.
One of the primary flaws in the American Dream is that it connects an individual’s value with the opinions that others have about him or her. It is not enough for someone to build a successful career as a teacher, writer, doctor or lawyer; in addition, to be considered successful, one must secure the approval of others in order to feel confident. In The Great Gatsby, the narrator, Nick Carraway, is invited to his cousin’s house for dinner. Daisy, his cousin, married the wealthy Tom Buchanan, and they have a beautiful estate not too far from where Nick lives. When he walks up, he seems Tom on the front porch of his house, waiting in riding clothes. It is interesting that such a masculine, powerful figure as Tom is dressed in androgynous clothing in this scene, as riding clothes are quite similar for men and women. This may suggest that Tom has not yet completely accepted himself as a man, as a provider, since his money has been inherited instead of the result of his own hard work. This possible lack of confidence appears again in his initial remark to Nick: he says, “I”ve got a nice place around here,’ his eyes flashing about restlessly” (Fitzgerald). Rather than wait for the compliment, he issues it himself. This statement is unnecessary; based on the description that the narrator gives of the house, it is picturesque and grand on its own merits, without this compliment. The fact that Tom compliments his own house shows his own doubts about his self-worth – despite the considerable wealth that he and his wife possess.
The American Dream also fosters the idea that you have to create your own wealth to be a success. It is not enough to work for a company your entire life and build a successful career before retirement; for too many career workers, giving one’s life to a corporation is seen as a surrender, or a manner of settling for less. To truly have succeeded in life, according to the terms of the American Dream, one must achieve success on one’s own – with as little assistance as possible. In Death of a Salesman, the main character, Willy Loman, lives his life in the shadow of his older brother Ben, who became wealthy in his twenties in the tropical diamond mines. Willy wants to do the same, but he’s spent his whole life selling stockings and other sundries instead of living a life of glory and adventure. He wants his sons to go out and live that sort of life, and he often regales them with tales of their uncle Ben: “The man knew what he wanted and went out and got it. Walked into a jungle, and comes out, the age of twenty-one, and he’s rich! The world is an oyster, but you don’t crack it open on a mattress!” (Miller 32) While this quotation seems to emphasize the importance of hard work, by suggesting that you don’t get ahead by sleeping in, the fact is that Ben benefited from timing more than from hard work. Even though Willy has raised a family, nourished a long-lasting marriage, and is now reaching the end of his career, he never made his own wealth. As a result, he feels insufficient – he doesn’t even realize that his mortgage was a month away from being paid, at which time he would not have needed nearly as much money each month to pay his bills.
Finally, the American Dream is more about short-term gratification than long-term commitment. Jay Gatsby doesn’t spend any time thinking about growing old with Daisy; instead, he focuses on the injury that happened when she would not marry a poor soldier, years ago. In Death of a Salesman, Willy has not taught his sons to view long-term morals as more important than short-term success, as his emphasis on his son’s football career as being more important than his grades in school indicates. This lesson about short-term success is passed to his son Happy, who has let a desire for pleasure trump his integrity: “Manufacturers offer me a hundred-dollar bill now and then to throw an order their way. You know how honest I am, but it’s like this girl, see. I hate myself for it. Because I don’t want the girl, and, still, I take it – and I love it!” (Miller 44) The chance to ravish a young girl without the burden of commitment is something that Happy enjoys – just like the chance to take a bribe. Happy cuts corners with ethics – just as his father did.
There are those who say that the American Dream works for ethical people as well as unethical ones, and that material success is compatible with integrity. I would agree with this – but I would also say that these cases are in the minority. Far too many people who came to the United States to seek their fortune found themselves swindled by Americans – and even by immigrants who are already wise to the ways of America. Far too many people choose materialism over morals. Capitalism is too corrupt to serve as a defining paradigm for a nation.
The American Dream corrupts those who believe in it, and presents ideals that are far too difficult – and too unnecessary – to attain. It forces people to seek the approval of others to feel good about themselves. It creates the idea that you have to build up your own riches to be a success. It also rewards short-term gratification instead of commitment over the long haul. While the capitalist system does allow for the creation of a high standard of living, it penalizes those who refuse to believe in that standard, and it makes simplicity of life virtually impossible.
Fitzgerald, F. Scott. The Great Gatsby. Web. Retrieved 3 December 2011 from
Miller, Arthur. Death of a Salesman. New York: Penguin, c1998. | 1,854 | ENGLISH | 1 |
This Day in Georgia Civil War History
January 11, 1865
Stanton Investigated Complaint Against Sherman
United States Secretary of War Edwin Stanton arrived in Savannah to meet with Union General William T. Sherman - not over military strategy but rather in response to concerns over Sherman’s treatment of freed blacks. Word had reached the North that during the March to the Sea, a Union general had caused the death of hundreds of freed slaves at Ebenezer Creek, when he ordered the pontoon bridge removed before the former slaves following his army could cross the creek. Few could swim, but rather than be left behind, many jumped in the water and drowned while trying to make to the other side. Also, it was rumored that many of those left behind had been killed by Confederate cavalry. Plus there were other charges. A friend of Sherman’s had written him to warn:
“They say you have manifested an almost ‘criminal’ dislike of the Negro, and that you are not willing to carry out the wishes of the Government in regard to him, but repulse him with contempt. They say you might have brought with you to Savannah more than 50,000, thus stripping Georgia of that number of laborers, and opening a road by which as many more could have escaped from their masters; but that, instead of this, you drove them from your ranks.”
Stanton, a staunch abolitionist, had decided to come personally to investigate. He first held a meeting with Sherman and a group of twenty black ministers. Stanton asked about enforcement of the Emancipation Proclamation. Then, he asked Sherman to step out of the room. Stanton asked the ministers about Sherman’s actions toward blacks. They cleared Sherman, describing him as “a friend and a gentleman” in his treatment of blacks. Stanton recalled Sherman to ask about the Ebenezer Creek tragedy. Sherman excused the incident as blown out of proportion. No blacks had been turned back, and the general in command had removed the bridge simply because he needed to carry it with him. Also, as far as Sherman knew, no freed slaves had been killed by the Confederates. Whether Stanton was convinced is not known, but this ended his investigation. | <urn:uuid:de3b7bfb-8c4d-4c97-ae22-46ac8a13fc6b> | CC-MAIN-2020-05 | https://georgiainfo.galileo.usg.edu/thisday/cwhistory/01/11/stanton-investigated-complaint-against-sherman | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00026.warc.gz | en | 0.988459 | 455 | 3.265625 | 3 | [
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0.798487842082... | 1 | This Day in Georgia Civil War History
January 11, 1865
Stanton Investigated Complaint Against Sherman
United States Secretary of War Edwin Stanton arrived in Savannah to meet with Union General William T. Sherman - not over military strategy but rather in response to concerns over Sherman’s treatment of freed blacks. Word had reached the North that during the March to the Sea, a Union general had caused the death of hundreds of freed slaves at Ebenezer Creek, when he ordered the pontoon bridge removed before the former slaves following his army could cross the creek. Few could swim, but rather than be left behind, many jumped in the water and drowned while trying to make to the other side. Also, it was rumored that many of those left behind had been killed by Confederate cavalry. Plus there were other charges. A friend of Sherman’s had written him to warn:
“They say you have manifested an almost ‘criminal’ dislike of the Negro, and that you are not willing to carry out the wishes of the Government in regard to him, but repulse him with contempt. They say you might have brought with you to Savannah more than 50,000, thus stripping Georgia of that number of laborers, and opening a road by which as many more could have escaped from their masters; but that, instead of this, you drove them from your ranks.”
Stanton, a staunch abolitionist, had decided to come personally to investigate. He first held a meeting with Sherman and a group of twenty black ministers. Stanton asked about enforcement of the Emancipation Proclamation. Then, he asked Sherman to step out of the room. Stanton asked the ministers about Sherman’s actions toward blacks. They cleared Sherman, describing him as “a friend and a gentleman” in his treatment of blacks. Stanton recalled Sherman to ask about the Ebenezer Creek tragedy. Sherman excused the incident as blown out of proportion. No blacks had been turned back, and the general in command had removed the bridge simply because he needed to carry it with him. Also, as far as Sherman knew, no freed slaves had been killed by the Confederates. Whether Stanton was convinced is not known, but this ended his investigation. | 448 | ENGLISH | 1 |
Dave's Choice Words: Exercise #7
Put the correct word's number in each box:
While her beloved was at sea, the lonely young woman spent her days on the of her father's estate. She hoped to be the first to spot her young man's ship approaching the bay.
In her youth she was a gracious, well-mannered woman with a kind smile and a soft voice. Fifty years later, she is a more vulgar than an intoxicated ruffian.
He was an astute mayor able to identify the tensions in his town. Thanks to his keen perception, the mayor was able to avert a crisis.
The president's harsh statements about several minority groups resulted in from every direction.
At the beginning of their marriage, Joan's husband Bob filled each day with delight. But in recent years, their union was weary and unsatisfying. "How did we ever allow our salad years to deteriorate to this level of ?" Joan asked Bob.
Dave's Choice Words - Index of Exercises | <urn:uuid:caf21cdd-950b-43aa-9ef6-5569477c0702> | CC-MAIN-2020-05 | http://generalapps.davidfisco.com/dcw/exercise?ex=7 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694908.82/warc/CC-MAIN-20200127051112-20200127081112-00094.warc.gz | en | 0.98166 | 209 | 3.328125 | 3 | [
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0.1793411... | 1 | Dave's Choice Words: Exercise #7
Put the correct word's number in each box:
While her beloved was at sea, the lonely young woman spent her days on the of her father's estate. She hoped to be the first to spot her young man's ship approaching the bay.
In her youth she was a gracious, well-mannered woman with a kind smile and a soft voice. Fifty years later, she is a more vulgar than an intoxicated ruffian.
He was an astute mayor able to identify the tensions in his town. Thanks to his keen perception, the mayor was able to avert a crisis.
The president's harsh statements about several minority groups resulted in from every direction.
At the beginning of their marriage, Joan's husband Bob filled each day with delight. But in recent years, their union was weary and unsatisfying. "How did we ever allow our salad years to deteriorate to this level of ?" Joan asked Bob.
Dave's Choice Words - Index of Exercises | 203 | ENGLISH | 1 |
Dionysius enjoyed culture as well as cruelty. He wrote poems, which were recited at the Olympic Games and one of many tragedies which he entered in the Athenian competitions took first prize. He invited famous authors and philosophers to his court, among them Plato (429-347), the writer from whose Dialogues much of our knowledge of Socrates comes. Plato had been away from Athens since the death of his beloved master and had come to Sicily in the course of travels which had included a visit to Egypt. He soon quarrelled with the tyrant Dionysius and left his court, but he paid two further visits to Syracuse after Dionysius the Younger had succeeded his father (367). By this time Plato had settled in Athens again and his Academy had become famous. (The word ‘Academy’ in English means a school, but its Greek original was more nearly the equivalent of a university.) He had written his greatest work, the Republic, which consists of a long discussion on what is the best way to educate a people and govern them. His solution was anything but democratic. He favoured rule by a group of immensely well-educated despots — ‘philosopher kings’ — and it was hoped that Dionysius the Younger might become a practical example. The son, however, proved not to be a better pupil than the father. Plato went back to the Academy and Syracuse, though now the most glorious city of the Greek world, never became the model of good government of which the philosophers had dreamed.
The problem of how best to educate people and govern them remains with us still. The importance of Plato is that he was the first writer to discuss it thoroughly. The fact that it is easy to pick out from the Republic ideas which now sound laughable does not matter; nor does the fact that Plato did not make a success of putting his ideals into practice. The Republic is not a book which is only for philosophers, or only for kings. Sooner or later every educated man or woman must read it. | <urn:uuid:203b0002-0ec5-4393-9f48-205244b247e3> | CC-MAIN-2020-05 | http://worldhistoryvolume.com/hellenes-ancient-greece/plato/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592565.2/warc/CC-MAIN-20200118110141-20200118134141-00274.warc.gz | en | 0.993634 | 414 | 3.40625 | 3 | [
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0.5970404148101807,... | 2 | Dionysius enjoyed culture as well as cruelty. He wrote poems, which were recited at the Olympic Games and one of many tragedies which he entered in the Athenian competitions took first prize. He invited famous authors and philosophers to his court, among them Plato (429-347), the writer from whose Dialogues much of our knowledge of Socrates comes. Plato had been away from Athens since the death of his beloved master and had come to Sicily in the course of travels which had included a visit to Egypt. He soon quarrelled with the tyrant Dionysius and left his court, but he paid two further visits to Syracuse after Dionysius the Younger had succeeded his father (367). By this time Plato had settled in Athens again and his Academy had become famous. (The word ‘Academy’ in English means a school, but its Greek original was more nearly the equivalent of a university.) He had written his greatest work, the Republic, which consists of a long discussion on what is the best way to educate a people and govern them. His solution was anything but democratic. He favoured rule by a group of immensely well-educated despots — ‘philosopher kings’ — and it was hoped that Dionysius the Younger might become a practical example. The son, however, proved not to be a better pupil than the father. Plato went back to the Academy and Syracuse, though now the most glorious city of the Greek world, never became the model of good government of which the philosophers had dreamed.
The problem of how best to educate people and govern them remains with us still. The importance of Plato is that he was the first writer to discuss it thoroughly. The fact that it is easy to pick out from the Republic ideas which now sound laughable does not matter; nor does the fact that Plato did not make a success of putting his ideals into practice. The Republic is not a book which is only for philosophers, or only for kings. Sooner or later every educated man or woman must read it. | 418 | ENGLISH | 1 |
To what extent were the failures of the Treaty of Versailles responsible for the outbreak of WWII?On the 3rd of September 1939, the Allies declared war on the Axis powers. What ensued was the largest and deadliest conflict in human history. The cause of this has been debated for generations; with factors such as the Treaty of Versailles, Hitler’s foreign policy and the Wall Street Crash. Based on the evidence, the failures of the Treaty of Versailles were mainly responsible for the outbreak of WWII. However, it could be argued that the other factors contributed to the outbreak of WWII.The most important cause for the outbreak of WWII is the Treaty of Versailles; this was signed on the 28th of June 1919. This treaty ended the war between Germany and the Allies. One main factor of the treaty required Germany to become responsible for the whole war, and all the death and damage in it. One reason this contributed to the war was that the punishments were too harsh on Germany. One such punishment was that Germany had to pay about £6.6bn to the Allies. This is equivalent to about £284bn nowadays. This amount of money was hard for the Germans to pay, and a German head of government even resigned rather than to actually sign the treaty. This lead to war because some German parties gained momentum and tried to overthrow the government, and one of these parties was the Nazi party, led by Adolf Hitler. After the attempt, the Nazi party gained more and more voters and was eventually voted into power in 1933. Another punishment was the loss of German territory. In total, Germany lost around 25000 square miles of land to either the League of Nations or to other countries. An example of this was Czechoslovakia, and also the demilitarization of the Rhineland. Also, Germany was banned from joining Austria. This led to war because one of the first actions that Hitler did was march his troops into areas of land that had been taken, and also he joined together with Austria after Austria voted whether they wanted to join Germany. The final reason why the Treaty of Versailles was mainly responsible for the outbreak of WWII was that Germany’s armed forces were severely limited. For example, Germany’s army was limited to 100,000 soldiers, and these were to only be made up of volunteers, their police force was severely limited to levels from before WWI and also Germany was banned from having an air force. This led to war because the German military couldn’t do anything. For example, German troops were sent into the Rhineland to stop rioting because the police force was too small to stop the rioting. And then, because the Rhineland was meant to be a demilitarized zone, French troops occupied some German towns such as Frankfurt and Darmstadt. The Treaty of Versailles was mainly responsible for the outbreak of war because this led to other causes, such as Hitler’s foreign policy and appeasement. For example, one of Hitler’s aims was to rip up the Treaty of Versailles. Also, one of the reasons appeasement happened was because, in hindsight, some countries’ leaders thought that the punishments on Germany had been too harsh.The second most important cause of the outbreak of WWII was Hitler’s foreign policy and how the Allies responded to what he did to fulfil his aims. Hitler’s foreign policy had three main aims: to expand German territory, to destroy Judaism and Communism and to rip up the Treaty of Versailles. One reason this contributed towards war was that Germany rearmed. This was fulfilling one of Hitler’s aims: to rip up the Treaty of Versailles. Firstly, Germany was banned from having an air force, but in 1933 Hitler made the Luftwaffe, the new German air force. Also, he started making more battleships and U-boats and raised the number of soldiers in the army to 550,000. This led to war because Hitler now had a lot more power than he had before, and would now be able to invade countries that he definitely wouldn’t have been able to before. Also, this rearmament scared some countries such as France, who reinforced the Maginot Line to defend themselves from Germany. Another thing was the when Hitler rearmed, Britain saw them doing this and took pity on them because they thought that the punishments on Germany had been too harsh, and allowed Germany to have a navy 35% as strong as the British navy. Another reason the Hitler’s foreign policy led to WWII was that he wanted to expand German territory. An example of this was the “Anschluss” with Austria. Hitler wanted to become an ally with Austria, but this was banned by the Treaty of Versailles, but he did it anyway and Austria voted to join with Nazi Germany with 99.75% of the vote. Also, Hitler remilitarized the Rhineland and took control over the Sudetenland and then eventually the whole of Czechoslovakia. This led to war because by the end it stopped Britain’s appeasement of German advances, and the only way to stop Germany from taking over the whole of Europe was to have a war. This did contribute greatly to the start of WWII, but the Treaty of Versailles was simply more important because without it Hitler wouldn’t be able to rip up the treaty, and maybe if the Allies weren’t so harsh on Germany, Hitler might never have wanted to go to war.The final factor for the outbreak of WWII was the Wall Street Crash. In October 1929, the New York Stock Exchange crashed severely, causing a worldwide depression. It happened because after people had bought lots of stocks, they had debts to pay as most of them had taken loans from the bank. This meant that they wouldn’t buy anything they didn’t absolutely need, and so most shops lost a lot of business. Then, some of these shops closed down and then even fewer people had money to buy things with. This then repeats on and on until the whole US economy crashed. Then, countries that relied on goods from the US wouldn’t get those goods and then slowly that country’s economy crashes as well, and suddenly the whole world is in a big recession. One reason this led to war was that it led to the rise of Fascist movements in Italy and also in Germany, namely Mussolini and Hitler. Mussolini was already in power, but saw war as an appropriate solution to the economic problems, and started this with the invasion of Abyssinia in October 1935. Hitler, however, had not risen to power yet, and the depression gave him momentum. The Germans had been hit very hard by the depression, mostly because they imported lots of goods from the US, and their economy and industry had collapsed. Because of this, there was a large lack of money in Germany, and there were high rates of unemployment. When something big like a depression happens, people usually look for extremes, and Hitler was the perfect choice. One reason he was elected was that he promised to bring Germany back prosperity, to bring back jobs and to bring back order to Germany. This appealed to the German people, and he was voted into power in 1933. Another reason why the Wall Street Crash led to the outbreak of war was that it lowed cooperation between countries that were in the following depression. After the Wall Street Crash, countries’ economies crashed, and so these countries were more worried about trying to sort out their own personal problems and not even thinking about any other countries.
All Research Proposal
- WRITTEN Piaget believes in certain principles of development. His
- I assistant trainee manager in which the skills that
- Abstract—In parameter. In addition, weevaluated the performance of the
- To contraception (Oudshoorn, 2004). Over the past 50 years,
- Background policies focus on extension of the centralised grid.
- ICICI EPS increased to 32.19 and after that company
- Dagens i 1600-1700 tallet, var det veldig mye overtroiske
- Mental is concerned in the cognizance of their abilities,
- Årsakene Kroatia, Slovenia og Bosnia-Herzegovina, som var katolsk dominert. | <urn:uuid:32b43c71-422a-4762-bb2c-8a846f6b31c8> | CC-MAIN-2020-05 | https://nanoandes.org/to-his-troops-into-areas-of-land-that-had/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690379.95/warc/CC-MAIN-20200126195918-20200126225918-00289.warc.gz | en | 0.987816 | 1,724 | 4.125 | 4 | [
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0.814324617385864... | 1 | To what extent were the failures of the Treaty of Versailles responsible for the outbreak of WWII?On the 3rd of September 1939, the Allies declared war on the Axis powers. What ensued was the largest and deadliest conflict in human history. The cause of this has been debated for generations; with factors such as the Treaty of Versailles, Hitler’s foreign policy and the Wall Street Crash. Based on the evidence, the failures of the Treaty of Versailles were mainly responsible for the outbreak of WWII. However, it could be argued that the other factors contributed to the outbreak of WWII.The most important cause for the outbreak of WWII is the Treaty of Versailles; this was signed on the 28th of June 1919. This treaty ended the war between Germany and the Allies. One main factor of the treaty required Germany to become responsible for the whole war, and all the death and damage in it. One reason this contributed to the war was that the punishments were too harsh on Germany. One such punishment was that Germany had to pay about £6.6bn to the Allies. This is equivalent to about £284bn nowadays. This amount of money was hard for the Germans to pay, and a German head of government even resigned rather than to actually sign the treaty. This lead to war because some German parties gained momentum and tried to overthrow the government, and one of these parties was the Nazi party, led by Adolf Hitler. After the attempt, the Nazi party gained more and more voters and was eventually voted into power in 1933. Another punishment was the loss of German territory. In total, Germany lost around 25000 square miles of land to either the League of Nations or to other countries. An example of this was Czechoslovakia, and also the demilitarization of the Rhineland. Also, Germany was banned from joining Austria. This led to war because one of the first actions that Hitler did was march his troops into areas of land that had been taken, and also he joined together with Austria after Austria voted whether they wanted to join Germany. The final reason why the Treaty of Versailles was mainly responsible for the outbreak of WWII was that Germany’s armed forces were severely limited. For example, Germany’s army was limited to 100,000 soldiers, and these were to only be made up of volunteers, their police force was severely limited to levels from before WWI and also Germany was banned from having an air force. This led to war because the German military couldn’t do anything. For example, German troops were sent into the Rhineland to stop rioting because the police force was too small to stop the rioting. And then, because the Rhineland was meant to be a demilitarized zone, French troops occupied some German towns such as Frankfurt and Darmstadt. The Treaty of Versailles was mainly responsible for the outbreak of war because this led to other causes, such as Hitler’s foreign policy and appeasement. For example, one of Hitler’s aims was to rip up the Treaty of Versailles. Also, one of the reasons appeasement happened was because, in hindsight, some countries’ leaders thought that the punishments on Germany had been too harsh.The second most important cause of the outbreak of WWII was Hitler’s foreign policy and how the Allies responded to what he did to fulfil his aims. Hitler’s foreign policy had three main aims: to expand German territory, to destroy Judaism and Communism and to rip up the Treaty of Versailles. One reason this contributed towards war was that Germany rearmed. This was fulfilling one of Hitler’s aims: to rip up the Treaty of Versailles. Firstly, Germany was banned from having an air force, but in 1933 Hitler made the Luftwaffe, the new German air force. Also, he started making more battleships and U-boats and raised the number of soldiers in the army to 550,000. This led to war because Hitler now had a lot more power than he had before, and would now be able to invade countries that he definitely wouldn’t have been able to before. Also, this rearmament scared some countries such as France, who reinforced the Maginot Line to defend themselves from Germany. Another thing was the when Hitler rearmed, Britain saw them doing this and took pity on them because they thought that the punishments on Germany had been too harsh, and allowed Germany to have a navy 35% as strong as the British navy. Another reason the Hitler’s foreign policy led to WWII was that he wanted to expand German territory. An example of this was the “Anschluss” with Austria. Hitler wanted to become an ally with Austria, but this was banned by the Treaty of Versailles, but he did it anyway and Austria voted to join with Nazi Germany with 99.75% of the vote. Also, Hitler remilitarized the Rhineland and took control over the Sudetenland and then eventually the whole of Czechoslovakia. This led to war because by the end it stopped Britain’s appeasement of German advances, and the only way to stop Germany from taking over the whole of Europe was to have a war. This did contribute greatly to the start of WWII, but the Treaty of Versailles was simply more important because without it Hitler wouldn’t be able to rip up the treaty, and maybe if the Allies weren’t so harsh on Germany, Hitler might never have wanted to go to war.The final factor for the outbreak of WWII was the Wall Street Crash. In October 1929, the New York Stock Exchange crashed severely, causing a worldwide depression. It happened because after people had bought lots of stocks, they had debts to pay as most of them had taken loans from the bank. This meant that they wouldn’t buy anything they didn’t absolutely need, and so most shops lost a lot of business. Then, some of these shops closed down and then even fewer people had money to buy things with. This then repeats on and on until the whole US economy crashed. Then, countries that relied on goods from the US wouldn’t get those goods and then slowly that country’s economy crashes as well, and suddenly the whole world is in a big recession. One reason this led to war was that it led to the rise of Fascist movements in Italy and also in Germany, namely Mussolini and Hitler. Mussolini was already in power, but saw war as an appropriate solution to the economic problems, and started this with the invasion of Abyssinia in October 1935. Hitler, however, had not risen to power yet, and the depression gave him momentum. The Germans had been hit very hard by the depression, mostly because they imported lots of goods from the US, and their economy and industry had collapsed. Because of this, there was a large lack of money in Germany, and there were high rates of unemployment. When something big like a depression happens, people usually look for extremes, and Hitler was the perfect choice. One reason he was elected was that he promised to bring Germany back prosperity, to bring back jobs and to bring back order to Germany. This appealed to the German people, and he was voted into power in 1933. Another reason why the Wall Street Crash led to the outbreak of war was that it lowed cooperation between countries that were in the following depression. After the Wall Street Crash, countries’ economies crashed, and so these countries were more worried about trying to sort out their own personal problems and not even thinking about any other countries.
All Research Proposal
- WRITTEN Piaget believes in certain principles of development. His
- I assistant trainee manager in which the skills that
- Abstract—In parameter. In addition, weevaluated the performance of the
- To contraception (Oudshoorn, 2004). Over the past 50 years,
- Background policies focus on extension of the centralised grid.
- ICICI EPS increased to 32.19 and after that company
- Dagens i 1600-1700 tallet, var det veldig mye overtroiske
- Mental is concerned in the cognizance of their abilities,
- Årsakene Kroatia, Slovenia og Bosnia-Herzegovina, som var katolsk dominert. | 1,725 | ENGLISH | 1 |
Write a short note on carrier of genghis khan
Genghis Khan was born in 1162 in present day Mongolia. His father was a tribal chief who died during his childhood. He had a difficult childhood following his father's death when he was 12. His family was abandoned by his tribe and they had to live in the wilds amidst great poverty. But Genghis Khan managed to reclaim power. He then united many of the nomadic tribes of Mongolia and proclaimed himself Khan, or the ruler of the Mongols, in 1206. He then initiated a series of campaigns that ended up conquering most of Eurasia. During his lifetime, he defeated the Western Xia and Jin dynasties and the Khwarezmia kingdom that ruled over present day Iran. Many of his conquests were marked by large scale massacre of civilians. Genghis Khan died in 1227. By the time of his death, the Mongols ruled over large parts of Central Asia and China.
Mongol leader Genghis Khan (1162-1227) rose from humble beginnings to establish the largest land empire in history. After uniting the nomadic tribes of the Mongolian plateau, he conquered huge chunks of central Asia and China. His descendents expanded the empire even further, advancing to such far-off places as Poland, Vietnam, Syria and Korea. At their peak, the Mongols controlled between 11 and 12 million contiguous square miles, an area about the size of Africa. Many people were slaughtered in the course of Genghis Khan’s invasions, but he also granted religious freedom to his subjects, abolished torture, encouraged trade and created the first international postal system. Genghis Khan died in 1227 during a military campaign against the Chinese kingdom of Xi Xia. His final resting place remains unknown.
hope this works
hope this works | <urn:uuid:fe0c9916-a320-404b-931c-f8303f091041> | CC-MAIN-2020-05 | https://www.meritnation.com/ask-answer/question/write-a-short-note-on-carrier-of-genghis-khan/theme-5-nomadic-empires/10596565 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589861.0/warc/CC-MAIN-20200117152059-20200117180059-00372.warc.gz | en | 0.984418 | 379 | 3.828125 | 4 | [
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0.1480951905250... | 2 | Write a short note on carrier of genghis khan
Genghis Khan was born in 1162 in present day Mongolia. His father was a tribal chief who died during his childhood. He had a difficult childhood following his father's death when he was 12. His family was abandoned by his tribe and they had to live in the wilds amidst great poverty. But Genghis Khan managed to reclaim power. He then united many of the nomadic tribes of Mongolia and proclaimed himself Khan, or the ruler of the Mongols, in 1206. He then initiated a series of campaigns that ended up conquering most of Eurasia. During his lifetime, he defeated the Western Xia and Jin dynasties and the Khwarezmia kingdom that ruled over present day Iran. Many of his conquests were marked by large scale massacre of civilians. Genghis Khan died in 1227. By the time of his death, the Mongols ruled over large parts of Central Asia and China.
Mongol leader Genghis Khan (1162-1227) rose from humble beginnings to establish the largest land empire in history. After uniting the nomadic tribes of the Mongolian plateau, he conquered huge chunks of central Asia and China. His descendents expanded the empire even further, advancing to such far-off places as Poland, Vietnam, Syria and Korea. At their peak, the Mongols controlled between 11 and 12 million contiguous square miles, an area about the size of Africa. Many people were slaughtered in the course of Genghis Khan’s invasions, but he also granted religious freedom to his subjects, abolished torture, encouraged trade and created the first international postal system. Genghis Khan died in 1227 during a military campaign against the Chinese kingdom of Xi Xia. His final resting place remains unknown.
hope this works
hope this works | 395 | ENGLISH | 1 |
Undoubtedly, popular culture does not do him the justice he deserves and his name goes more unnoticed than it should be. Gilgamesh is the father of all the mythological heroes that have been known in the history of mankind.
He was the first.
Like many things in our culture, he too originated in ancient Sumer, the land considered the cradle of civilization, hidden deep in the lands of ancient Mesopotamia.
Probably the first superhero in history, Gilgamesh achieved fame above all as the protagonist of the “Poem of Gilgamesh”, also called the”Epic of Gilgamesh“.
Historical evidence suggests that Gilgamesh built the city walls of Uruk to defend his people. Gilgamesh fought against the demon Humbaba (or Huwawa), along with his former enemy Enkidu.
After killing the daemon, they brought his head back to Uruk on a raft, built from massive trees. Gilgamesh and Enkidu also defeated the Bull of Heaven sent by the furious goddess Ishtar after Gilgamesh refused to become her lover.
The Epic of Gilgamesh, (believed to have been written circa 2150—1400BCE) the great Sumerian poetic work, is considered the oldest piece of epic world literature.
It predates Homer’s writings by at least 1,500 years.
The first epic poem that is preserved in the annals of history, it recounts his adventures and the search for immortality after the death of his friend Enkidu.
It is believed that the epic was written approximately in the year 2500 B.C., made sure to survive history embodied in clay tablets.
History places him as the main hero, a cruel and lustful king, who slept with newly married women before they consummated the marriage with their husbands.
The ancient Sumerian King List tells us a great deal about Gilgamesh.
According to the historical list, Gilgamesh was the son of the goddess Ninsun and a priest named Lillah and was the ruler of the district of Kulab and fifth king of the city Uruk around 2750 BC. Gilgamesh was two-thirds God from his mother, the goddess Ninsun, and one-third human from his father.
According to “Pabilsag‘s Journey to Nibru,” Ninsun was originally named Nininsina. According to the ancient Babylonian text, Nininsina wedded Pabilsag near a riverbank and gave birth to Damu as a result of the union.
He succeeded King Lugalbanda and reigned for 126 years and then left the throne to his son Ur-Nungal, who ruled for 30 years. | <urn:uuid:e0d53ac2-0333-493b-ad74-6cc3dbc108c8> | CC-MAIN-2020-05 | https://www.ancient-code.com/was-gilgamesh-the-demigod-of-ancient-sumeria-a-decedent-of-ancient-astronauts/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594101.10/warc/CC-MAIN-20200119010920-20200119034920-00558.warc.gz | en | 0.981801 | 579 | 3.59375 | 4 | [
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0.21429529786109924,... | 5 | Undoubtedly, popular culture does not do him the justice he deserves and his name goes more unnoticed than it should be. Gilgamesh is the father of all the mythological heroes that have been known in the history of mankind.
He was the first.
Like many things in our culture, he too originated in ancient Sumer, the land considered the cradle of civilization, hidden deep in the lands of ancient Mesopotamia.
Probably the first superhero in history, Gilgamesh achieved fame above all as the protagonist of the “Poem of Gilgamesh”, also called the”Epic of Gilgamesh“.
Historical evidence suggests that Gilgamesh built the city walls of Uruk to defend his people. Gilgamesh fought against the demon Humbaba (or Huwawa), along with his former enemy Enkidu.
After killing the daemon, they brought his head back to Uruk on a raft, built from massive trees. Gilgamesh and Enkidu also defeated the Bull of Heaven sent by the furious goddess Ishtar after Gilgamesh refused to become her lover.
The Epic of Gilgamesh, (believed to have been written circa 2150—1400BCE) the great Sumerian poetic work, is considered the oldest piece of epic world literature.
It predates Homer’s writings by at least 1,500 years.
The first epic poem that is preserved in the annals of history, it recounts his adventures and the search for immortality after the death of his friend Enkidu.
It is believed that the epic was written approximately in the year 2500 B.C., made sure to survive history embodied in clay tablets.
History places him as the main hero, a cruel and lustful king, who slept with newly married women before they consummated the marriage with their husbands.
The ancient Sumerian King List tells us a great deal about Gilgamesh.
According to the historical list, Gilgamesh was the son of the goddess Ninsun and a priest named Lillah and was the ruler of the district of Kulab and fifth king of the city Uruk around 2750 BC. Gilgamesh was two-thirds God from his mother, the goddess Ninsun, and one-third human from his father.
According to “Pabilsag‘s Journey to Nibru,” Ninsun was originally named Nininsina. According to the ancient Babylonian text, Nininsina wedded Pabilsag near a riverbank and gave birth to Damu as a result of the union.
He succeeded King Lugalbanda and reigned for 126 years and then left the throne to his son Ur-Nungal, who ruled for 30 years. | 568 | ENGLISH | 1 |
The English history of impeachment
Impeachment is perhaps the most tenuous and insubstantial concept in the legal tradition of the Anglosphere. There are no experts on impeachment, for the uncomplicated reason that impeachment has not succeeded in the terms envisioned by law professors in more than 400 years. As in the United States, where it has failed three times to remove a president from office, so too in Britain has the impeachment of ministers been a largely inconclusive affair. To speak (as the witnesses called to testify on the subject before the House Judiciary Committee did last week) of impeachment as if it were a routine matter, with well-defined parameters and satisfactory legal outcomes, is simply farcical.
Here the centuries-long record of impeachment in Britain, to which the president's opponents have attempted to draw attention recently, is instructive. Its history is one of uncertainty, factionalism, and mob rule.
Impeachment emerged out of the jungles of English common law in the Middle Ages, when it was restricted to peers. By the end of the 15th century it had fallen into disuse, only to be revived under the Stuarts by a series of jealous Parliaments. Twice the House attempted to impeach the Duke of Buckingham, the great favorite of James I, and twice the monarch dissolved the assembly. Here matters would not be allowed to rest, even after James' death. It was asserted by many that the duke's wrongdoing could be laid at the feet of the John Lambe, his private physician. This avowed sorcerer, who for a fee of £50 insisted that he could discover the location of stolen objects in his crystal, was stoned to death by a mob. But still Buckingham's enemies cried:
Let Charles and George do what they can,
The Duke shall die like Doctor Lambe.
On August 23, 1628, he was murdered in a Portsmouth tavern.
In the following decade, the Earl of Strafford would make many enemies while serving as lord deputy of Ireland. Upon his being recalled to England, he found himself the subject of impeachment proceedings. These were dropped when, after an exhaustive examination of his conduct, no impeachable offenses could be found. Instead a bill of attainder — the preferred method of procuring judicial assassinations in the previous century under the Tudors — was passed in the Commons. Strafford was imprisoned, but King Charles swore that no harm would befall him, and the Lords seemed reluctant to take up the attainder. Alas, a ludicrous plot by His Majesty's servants to storm the Tower of London and thus extra-judicially restore Strafford to liberty was exposed. The bill passed. The king consulted his bishops, who assured him that he could in good conscience renege on his promise to Strafford, who himself begged Charles to permit his execution for the sake of the kingdom. Among Charles' last words in 1649 were his avowal that his own beheading was divine retribution for "that unjust sentence which I suffered to take effect." One of the first acts taken by Parliament upon the restoration of the monarchy in 1660 was the official expungement of the attainder on the grounds that it had been "treasonable and scandalous."
The unfortunate earl is, so far as I am aware, the last person to have been killed as a direct result of an impeachment inquiry. After his death the process would destroy only fortunes and reputations.
Warren Hastings, the first governor-general of British India, knew Bengali, Urdu, and Persian, among other languages. He wrote the introduction to the first English translation of the Bhagavad Gita and devoted a considerable amount of his time and resources to the study of Sanskrit. After serving for 10 years as governor-general, Hastings returned to England in 1785, where he showered his friends with presents, among them "a certain richly carved ivory bed which the Queen had done him the honour to accept from him." Even before his arrival it had become clear that he would find himself on the receiving end of a great deal of abuse from the Whig minority in Parliament, who accused of him of various misdeeds, including the use of excessive force in a variety of conflicts with minor native rulers.
The question of Hastings's responsibility is one that has never been adequately settled. It is certainly odd to think of a man who once claimed that he "loved India a little more than I do my own country" of being a genocidal maniac. Lytton Strachey, no friend of imperialism, once called Hastings "the best-abused personage in history." Nearly all historians now agree that Hastings was, by the standards of his contemporaries in India, a man of humane and enlightened views, and that his alleged misdeeds were of mostly instrumental importance to the opposition party at home, which sought to embarrass the Tory administration. It took Edmund Burke days to read the articles brought against Hastings in 1787, and the process would drag on until 1795, when he was finally acquitted in the Lords. By then his legal defense had cost him more than £70,000.
A few years later, impeachment was again taken up by the Whigs. Despite the ample evidence of his financial mismanagement — which was ubiquitous in British politics at the time among members of both parties — and his impeachment by the Commons in 1806, the Tory Viscount Melville was also acquitted in the Lords. This was the least ambiguous case in two centuries, but it did not succeed, in part because there was no clear statutory offense that corresponded to his behavior, in part because Melville's own party controlled the balance of power in the upper chamber.
A far less deserving target of similar proceedings was Caroline of Brunswick, the unfortunate wife of King George IV. The two had been married in 1795 at a ceremony during which George, who was then the prince regent, was drunk. He hated his wife and sought to prevent her from becoming queen by any means necessary. Rumors were circulated that she had engaged in adultery and even given birth to an illegitimate child; these were investigated and found baseless. (A similar inquiry would not have reached the same conclusion about the conduct of the regent himself, who, among other things, had secretly married the Catholic Maria Fitzherbert in 1795.) When impeachment faltered, legislation was introduced in 1820 to "deprive" Caroline of her title and dissolve her marriage on the grounds that she had "carried on a licentious, disgraceful, and adulterous intercourse" with an Italian commoner named Bartolomeo. The ensuing debate on the floor of the Commons was effectively a trial in which she had no rights. The British people were appalled, and when the so-called Pains and Privations Bill failed in the Lords the windows of newspapers that had supported it were smashed to pieces. When George was finally crowned king the following year, she was not permitted to attend the ceremony. A weeks later she died. His Majesty did not attend the funeral.
Decades later, Lord Palmerston would be the object of the last serious attempt at impeachment in English history. In 1848, his rivals charged that he had entered his country into a secret treaty with the Russian imperial government. The vote failed. In 2004, a Welsh MP announced his intention of impeaching Tony Blair, only to be told by Peter Hain, then the leader of the Commons, that impeachment had "died," perhaps as long ago as 1867, when suffrage was expanded by the Second Great Reform Bill. (Among the handful of supporters of this failed motion was one Boris Johnson.)
Male witches, Irish officials, Urdu scholars, ornate furniture, shadowy diplomatic back channels, manipulation and vilification of the press, men behaving swinishly towards women: This exhausts the modern history of this supposedly well-established trans-Atlantic constitutional process.
What does it tell us about President Trump's increasingly likely impeachment and acquittal? Perhaps it depends upon the view one takes of the relationship between the British and the American understandings of impeachment. If one adopts the (to my mind sensible) position that there is no meaningful connection between an ancient procedure for trying ministers of the crown without obtaining the sovereign's permission and an eponymous but otherwise unrelated provision of the U.S. Constitution of 1788 as it is understood 231 years later, then it is difficult to glean anything of importance from the history of British impeachment proceedings. This is not only because the president's position lies somewhere between that of a British minister and the crown itself — not only the head of the federal government but also the head of state from whom federal legal authority proceeds — but because Britain in the 17th, 18th, and 19th centuries (to say nothing of the 14th) is not the United States in the 21st.
If on the other hand one believes, as the expert witnesses called by the Democrats appear to do, that there are certain immutable principles in the common law that transcend time and space, uniting the cases of Buckingham, Strafford, Hastings, Melville, and Palmerston with those of Andrew Johnson, Richard Nixon, and Trump, then the precedent in both the United States and Britain is clear: Trump ought to be impeached in the House, which numbers the harassment of political foes among its prerogatives, and acquitted in the Senate, which is controlled by Trump's allies. Impeachment, on this understanding, is simply an emotional failsafe mechanism, a release-valve for partisan rage that would otherwise be pent up.
Once more we hear the great machine start. Gears turn, bolts tighten while lubricant is applied; we hear a hiss and smoke rises above the din — then it stops. When one stoops to inspect the heap of scrap metal one finds that it was last inspected in 1998. Perhaps it will run better next time. | <urn:uuid:8326c601-5eda-4e28-8761-4aa28d4999c7> | CC-MAIN-2020-05 | https://theweek.com/articles/882275/english-history-impeachment | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607314.32/warc/CC-MAIN-20200122161553-20200122190553-00479.warc.gz | en | 0.982145 | 2,033 | 3.828125 | 4 | [
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0.52529162... | 2 | The English history of impeachment
Impeachment is perhaps the most tenuous and insubstantial concept in the legal tradition of the Anglosphere. There are no experts on impeachment, for the uncomplicated reason that impeachment has not succeeded in the terms envisioned by law professors in more than 400 years. As in the United States, where it has failed three times to remove a president from office, so too in Britain has the impeachment of ministers been a largely inconclusive affair. To speak (as the witnesses called to testify on the subject before the House Judiciary Committee did last week) of impeachment as if it were a routine matter, with well-defined parameters and satisfactory legal outcomes, is simply farcical.
Here the centuries-long record of impeachment in Britain, to which the president's opponents have attempted to draw attention recently, is instructive. Its history is one of uncertainty, factionalism, and mob rule.
Impeachment emerged out of the jungles of English common law in the Middle Ages, when it was restricted to peers. By the end of the 15th century it had fallen into disuse, only to be revived under the Stuarts by a series of jealous Parliaments. Twice the House attempted to impeach the Duke of Buckingham, the great favorite of James I, and twice the monarch dissolved the assembly. Here matters would not be allowed to rest, even after James' death. It was asserted by many that the duke's wrongdoing could be laid at the feet of the John Lambe, his private physician. This avowed sorcerer, who for a fee of £50 insisted that he could discover the location of stolen objects in his crystal, was stoned to death by a mob. But still Buckingham's enemies cried:
Let Charles and George do what they can,
The Duke shall die like Doctor Lambe.
On August 23, 1628, he was murdered in a Portsmouth tavern.
In the following decade, the Earl of Strafford would make many enemies while serving as lord deputy of Ireland. Upon his being recalled to England, he found himself the subject of impeachment proceedings. These were dropped when, after an exhaustive examination of his conduct, no impeachable offenses could be found. Instead a bill of attainder — the preferred method of procuring judicial assassinations in the previous century under the Tudors — was passed in the Commons. Strafford was imprisoned, but King Charles swore that no harm would befall him, and the Lords seemed reluctant to take up the attainder. Alas, a ludicrous plot by His Majesty's servants to storm the Tower of London and thus extra-judicially restore Strafford to liberty was exposed. The bill passed. The king consulted his bishops, who assured him that he could in good conscience renege on his promise to Strafford, who himself begged Charles to permit his execution for the sake of the kingdom. Among Charles' last words in 1649 were his avowal that his own beheading was divine retribution for "that unjust sentence which I suffered to take effect." One of the first acts taken by Parliament upon the restoration of the monarchy in 1660 was the official expungement of the attainder on the grounds that it had been "treasonable and scandalous."
The unfortunate earl is, so far as I am aware, the last person to have been killed as a direct result of an impeachment inquiry. After his death the process would destroy only fortunes and reputations.
Warren Hastings, the first governor-general of British India, knew Bengali, Urdu, and Persian, among other languages. He wrote the introduction to the first English translation of the Bhagavad Gita and devoted a considerable amount of his time and resources to the study of Sanskrit. After serving for 10 years as governor-general, Hastings returned to England in 1785, where he showered his friends with presents, among them "a certain richly carved ivory bed which the Queen had done him the honour to accept from him." Even before his arrival it had become clear that he would find himself on the receiving end of a great deal of abuse from the Whig minority in Parliament, who accused of him of various misdeeds, including the use of excessive force in a variety of conflicts with minor native rulers.
The question of Hastings's responsibility is one that has never been adequately settled. It is certainly odd to think of a man who once claimed that he "loved India a little more than I do my own country" of being a genocidal maniac. Lytton Strachey, no friend of imperialism, once called Hastings "the best-abused personage in history." Nearly all historians now agree that Hastings was, by the standards of his contemporaries in India, a man of humane and enlightened views, and that his alleged misdeeds were of mostly instrumental importance to the opposition party at home, which sought to embarrass the Tory administration. It took Edmund Burke days to read the articles brought against Hastings in 1787, and the process would drag on until 1795, when he was finally acquitted in the Lords. By then his legal defense had cost him more than £70,000.
A few years later, impeachment was again taken up by the Whigs. Despite the ample evidence of his financial mismanagement — which was ubiquitous in British politics at the time among members of both parties — and his impeachment by the Commons in 1806, the Tory Viscount Melville was also acquitted in the Lords. This was the least ambiguous case in two centuries, but it did not succeed, in part because there was no clear statutory offense that corresponded to his behavior, in part because Melville's own party controlled the balance of power in the upper chamber.
A far less deserving target of similar proceedings was Caroline of Brunswick, the unfortunate wife of King George IV. The two had been married in 1795 at a ceremony during which George, who was then the prince regent, was drunk. He hated his wife and sought to prevent her from becoming queen by any means necessary. Rumors were circulated that she had engaged in adultery and even given birth to an illegitimate child; these were investigated and found baseless. (A similar inquiry would not have reached the same conclusion about the conduct of the regent himself, who, among other things, had secretly married the Catholic Maria Fitzherbert in 1795.) When impeachment faltered, legislation was introduced in 1820 to "deprive" Caroline of her title and dissolve her marriage on the grounds that she had "carried on a licentious, disgraceful, and adulterous intercourse" with an Italian commoner named Bartolomeo. The ensuing debate on the floor of the Commons was effectively a trial in which she had no rights. The British people were appalled, and when the so-called Pains and Privations Bill failed in the Lords the windows of newspapers that had supported it were smashed to pieces. When George was finally crowned king the following year, she was not permitted to attend the ceremony. A weeks later she died. His Majesty did not attend the funeral.
Decades later, Lord Palmerston would be the object of the last serious attempt at impeachment in English history. In 1848, his rivals charged that he had entered his country into a secret treaty with the Russian imperial government. The vote failed. In 2004, a Welsh MP announced his intention of impeaching Tony Blair, only to be told by Peter Hain, then the leader of the Commons, that impeachment had "died," perhaps as long ago as 1867, when suffrage was expanded by the Second Great Reform Bill. (Among the handful of supporters of this failed motion was one Boris Johnson.)
Male witches, Irish officials, Urdu scholars, ornate furniture, shadowy diplomatic back channels, manipulation and vilification of the press, men behaving swinishly towards women: This exhausts the modern history of this supposedly well-established trans-Atlantic constitutional process.
What does it tell us about President Trump's increasingly likely impeachment and acquittal? Perhaps it depends upon the view one takes of the relationship between the British and the American understandings of impeachment. If one adopts the (to my mind sensible) position that there is no meaningful connection between an ancient procedure for trying ministers of the crown without obtaining the sovereign's permission and an eponymous but otherwise unrelated provision of the U.S. Constitution of 1788 as it is understood 231 years later, then it is difficult to glean anything of importance from the history of British impeachment proceedings. This is not only because the president's position lies somewhere between that of a British minister and the crown itself — not only the head of the federal government but also the head of state from whom federal legal authority proceeds — but because Britain in the 17th, 18th, and 19th centuries (to say nothing of the 14th) is not the United States in the 21st.
If on the other hand one believes, as the expert witnesses called by the Democrats appear to do, that there are certain immutable principles in the common law that transcend time and space, uniting the cases of Buckingham, Strafford, Hastings, Melville, and Palmerston with those of Andrew Johnson, Richard Nixon, and Trump, then the precedent in both the United States and Britain is clear: Trump ought to be impeached in the House, which numbers the harassment of political foes among its prerogatives, and acquitted in the Senate, which is controlled by Trump's allies. Impeachment, on this understanding, is simply an emotional failsafe mechanism, a release-valve for partisan rage that would otherwise be pent up.
Once more we hear the great machine start. Gears turn, bolts tighten while lubricant is applied; we hear a hiss and smoke rises above the din — then it stops. When one stoops to inspect the heap of scrap metal one finds that it was last inspected in 1998. Perhaps it will run better next time. | 2,089 | ENGLISH | 1 |
Beowulf was written in the eighth century by and unknown author. The story is centered on Beowulf, the main character, who goes to Denmark to offer his assistance in fighting off, Grendel, the monster who has been haunting them. Beowulf most definitely proves to be a hero. His heroism is exemplified first when he kills Grendel, then when he kills Grendel’s mother, and finally when he kills the dragon, called Worm. This makes him a hero because he risks his own life to save the people of Denmark.
The reader first experiences Beowulf’s heroism when he encounters and then kills Grendel. Grendel was a constant threat to the survival of the Danish people because he was using them as food. One night Beowulf awakes to find Grendel over his bed. Rather than trying to escape, Beowulf not only faces Grendel but also pursues him when he tries to escape. Like any other hero Beowulf purses the danger until it is conquered.
The reader experiences Beowulf heroism a second time when he kills Grendel’s mother. Grendel’s mother wanted to avenge her son’s death and went back to the mead hall where a lot of warriors slept and attacked. Beowulf came and was ready to fight but Grendel’s mother fled. Disregarding his own safety Beowulf persistently tracks Grendel’s mother to her cave, where the head of the chieftain was found. Despite how colossal Grendel’s mother was Beowulf stuck it out till the end and eventually stabbed Grendel’s mother leading to her death.
The third time the reader experiences Beowulf heroism is when he fights and kills the dragon, the worm. Once again Beowulf completely disregards his safety and decided to fight this monster. This time Beowulf ended up need some assistance from Wiglaf. Fortunately the worm was killed. However, Beowulf too was injured and was dying. He made a few requests that he wanted to be done after he died for Wiglaf to carry out. This showed heroism because he wasn’t scared of dying and was glad the worm was dead.
In conclusion by definition a hero is willing to do many things. For example he is willing to risk his own life for the good of others, faces danger and does not run away from it, and lastly pursues the danger until it is conquered. Every fight that Beowulf fought showed him doing all three of the characteristics a hero consists of. | <urn:uuid:ed7c1402-a349-4ab6-a8a5-32bb89b06759> | CC-MAIN-2020-05 | https://shinybookreview.com/review-of-the-heroic-acts-of-beowulf-as-depicted-in-the-classic-poem-beowulf/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593994.14/warc/CC-MAIN-20200118221909-20200119005909-00445.warc.gz | en | 0.981307 | 549 | 3.75 | 4 | [
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0.12968589365... | 2 | Beowulf was written in the eighth century by and unknown author. The story is centered on Beowulf, the main character, who goes to Denmark to offer his assistance in fighting off, Grendel, the monster who has been haunting them. Beowulf most definitely proves to be a hero. His heroism is exemplified first when he kills Grendel, then when he kills Grendel’s mother, and finally when he kills the dragon, called Worm. This makes him a hero because he risks his own life to save the people of Denmark.
The reader first experiences Beowulf’s heroism when he encounters and then kills Grendel. Grendel was a constant threat to the survival of the Danish people because he was using them as food. One night Beowulf awakes to find Grendel over his bed. Rather than trying to escape, Beowulf not only faces Grendel but also pursues him when he tries to escape. Like any other hero Beowulf purses the danger until it is conquered.
The reader experiences Beowulf heroism a second time when he kills Grendel’s mother. Grendel’s mother wanted to avenge her son’s death and went back to the mead hall where a lot of warriors slept and attacked. Beowulf came and was ready to fight but Grendel’s mother fled. Disregarding his own safety Beowulf persistently tracks Grendel’s mother to her cave, where the head of the chieftain was found. Despite how colossal Grendel’s mother was Beowulf stuck it out till the end and eventually stabbed Grendel’s mother leading to her death.
The third time the reader experiences Beowulf heroism is when he fights and kills the dragon, the worm. Once again Beowulf completely disregards his safety and decided to fight this monster. This time Beowulf ended up need some assistance from Wiglaf. Fortunately the worm was killed. However, Beowulf too was injured and was dying. He made a few requests that he wanted to be done after he died for Wiglaf to carry out. This showed heroism because he wasn’t scared of dying and was glad the worm was dead.
In conclusion by definition a hero is willing to do many things. For example he is willing to risk his own life for the good of others, faces danger and does not run away from it, and lastly pursues the danger until it is conquered. Every fight that Beowulf fought showed him doing all three of the characteristics a hero consists of. | 531 | ENGLISH | 1 |
Caspar David Friedrich
Caspar David Friedrich (5 September 1774 – 7 May 1840) was a 19th-century German Romantic landscape painter, generally considered the most important German artist of his generation. He is best known for his mid-period allegorical landscapes which typically feature contemplative figures silhouetted against night skies, morning mists, barren trees or Gothic ruins. His primary interest was the contemplation of nature, and his often symbolic and anti-classical work seeks to convey a subjective, emotional response to the natural world. Friedrich’s paintings characteristically set a human presence in diminished perspective amid expansive landscapes, reducing the figures to a scale that, according to the art historian Christopher John Murray, directs “the viewer’s gaze towards their metaphysical dimension”.Friedrich was born in the town of Greifswald on the Baltic Sea in what was at the time Swedish Pomerania. He studied in Copenhagen until 1798, before settling in Dresden. He came of age during a period when, across Europe, a growing disillusionment with materialistic society was giving rise to a new appreciation of spirituality. This shift in ideals was often expressed through a reevaluation of the natural world, as artists such as Friedrich, J. M. W. Turner and John Constable sought to depict nature as a “divine creation, to be set against the artifice of human civilization”.Friedrich’s work brought him renown early in his career, and contemporaries such as the French sculptor David d’Angers spoke of him as a man who had discovered “the tragedy of landscape”. Nevertheless, his work fell from favour during his later years, and he died in obscurity. As Germany moved towards modernisation in the late 19th century, a new sense of urgency characterised its art, and Friedrich’s contemplative depictions of stillness came to be seen as the products of a bygone age. The early 20th century brought a renewed appreciation of his work, beginning in 1906 with an exhibition of thirty-two of his paintings in Berlin. By the 1920s his paintings had been discovered by the Expressionists, and in the 1930s and early 1940s Surrealists and Existentialists frequently drew ideas from his work. The rise of Nazism in the early 1930s again saw a resurgence in Friedrich’s popularity, but this was followed by a sharp decline as his paintings were, by association with the Nazi movement, interpreted as having a nationalistic aspect. It was not until the late 1970s that Friedrich regained his reputation as an icon of the German Romantic movement and a painter of international importance. | <urn:uuid:7689e650-ec31-4f78-bbb3-e4e7b1996d40> | CC-MAIN-2020-05 | https://goodquotes.me/authors/caspar-david-friedrich/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251684146.65/warc/CC-MAIN-20200126013015-20200126043015-00221.warc.gz | en | 0.985526 | 544 | 3.578125 | 4 | [
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0.691082537174224... | 2 | Caspar David Friedrich
Caspar David Friedrich (5 September 1774 – 7 May 1840) was a 19th-century German Romantic landscape painter, generally considered the most important German artist of his generation. He is best known for his mid-period allegorical landscapes which typically feature contemplative figures silhouetted against night skies, morning mists, barren trees or Gothic ruins. His primary interest was the contemplation of nature, and his often symbolic and anti-classical work seeks to convey a subjective, emotional response to the natural world. Friedrich’s paintings characteristically set a human presence in diminished perspective amid expansive landscapes, reducing the figures to a scale that, according to the art historian Christopher John Murray, directs “the viewer’s gaze towards their metaphysical dimension”.Friedrich was born in the town of Greifswald on the Baltic Sea in what was at the time Swedish Pomerania. He studied in Copenhagen until 1798, before settling in Dresden. He came of age during a period when, across Europe, a growing disillusionment with materialistic society was giving rise to a new appreciation of spirituality. This shift in ideals was often expressed through a reevaluation of the natural world, as artists such as Friedrich, J. M. W. Turner and John Constable sought to depict nature as a “divine creation, to be set against the artifice of human civilization”.Friedrich’s work brought him renown early in his career, and contemporaries such as the French sculptor David d’Angers spoke of him as a man who had discovered “the tragedy of landscape”. Nevertheless, his work fell from favour during his later years, and he died in obscurity. As Germany moved towards modernisation in the late 19th century, a new sense of urgency characterised its art, and Friedrich’s contemplative depictions of stillness came to be seen as the products of a bygone age. The early 20th century brought a renewed appreciation of his work, beginning in 1906 with an exhibition of thirty-two of his paintings in Berlin. By the 1920s his paintings had been discovered by the Expressionists, and in the 1930s and early 1940s Surrealists and Existentialists frequently drew ideas from his work. The rise of Nazism in the early 1930s again saw a resurgence in Friedrich’s popularity, but this was followed by a sharp decline as his paintings were, by association with the Nazi movement, interpreted as having a nationalistic aspect. It was not until the late 1970s that Friedrich regained his reputation as an icon of the German Romantic movement and a painter of international importance. | 566 | ENGLISH | 1 |
April 12, 1937: First ground tests of a jet engine
Jet engines are responsible for carrying roughly one billion people from Point A to Point B every year. They power everything from the 737s that shuttle passengers around the world to B-52s and modern military planes. However, these remarkable inventions have a somewhat muddled history when it comes to who created them.
Who came first?
Based on patent information and contemporary accounts, it’s unclear who is the true inventor of the jet engine. Many sources say that the person responsible for the modern jet engine was Frank Whittle while others claim that Hans von Ohain was the true inventor, having created the first operational model. The two worked on their patents and designs around the same time, leading to some confusion over who deserved credit for the invention. Whittle filed his patent before von Ohain, and though von Ohain supposedly never read it, critics including Whittle’s son believe that he did.
When it comes to working models of jet engines, Whittle was the first to produce a prototype, though it had its flaws. Namely, the first prototype would not turn off at the flip of a switch. To the test crew’s horror, the engine accelerated once the fuel line was shut off. Later, it was determined that there had been a leak that produced pools of gas which continued to burn even after the link to the source had been severed. These ground tests were performed on April 12, 1937, but Whittle wouldn’t be able to produce a flight-capable model for another four years.
Taking to the skies
Credit for the world’s first jet-powered aircraft flight undisputedly goes to von Ohain when his He 178 became airborne in late August of 1939. That same year, Whittle’s W.1X engine was flight tested by the British Air Ministry, and while it did become airborne, it was only capable of performing short, straight hops during taxiing tests. Two years later, on May 15, 1941, Whittle’s jet engine made its first official flight, earning him a contract with General Electric and the glory of powering the Bell XP-59A Airacomet beginning in October of 1942. | <urn:uuid:176bab5e-b681-41af-a9c4-5c531d0c8c07> | CC-MAIN-2020-05 | https://www.history101.com/april-12-1937-first-ground-tests-jet-engine/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251796127.92/warc/CC-MAIN-20200129102701-20200129132701-00039.warc.gz | en | 0.980932 | 459 | 3.765625 | 4 | [
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0.60067683458... | 4 | April 12, 1937: First ground tests of a jet engine
Jet engines are responsible for carrying roughly one billion people from Point A to Point B every year. They power everything from the 737s that shuttle passengers around the world to B-52s and modern military planes. However, these remarkable inventions have a somewhat muddled history when it comes to who created them.
Who came first?
Based on patent information and contemporary accounts, it’s unclear who is the true inventor of the jet engine. Many sources say that the person responsible for the modern jet engine was Frank Whittle while others claim that Hans von Ohain was the true inventor, having created the first operational model. The two worked on their patents and designs around the same time, leading to some confusion over who deserved credit for the invention. Whittle filed his patent before von Ohain, and though von Ohain supposedly never read it, critics including Whittle’s son believe that he did.
When it comes to working models of jet engines, Whittle was the first to produce a prototype, though it had its flaws. Namely, the first prototype would not turn off at the flip of a switch. To the test crew’s horror, the engine accelerated once the fuel line was shut off. Later, it was determined that there had been a leak that produced pools of gas which continued to burn even after the link to the source had been severed. These ground tests were performed on April 12, 1937, but Whittle wouldn’t be able to produce a flight-capable model for another four years.
Taking to the skies
Credit for the world’s first jet-powered aircraft flight undisputedly goes to von Ohain when his He 178 became airborne in late August of 1939. That same year, Whittle’s W.1X engine was flight tested by the British Air Ministry, and while it did become airborne, it was only capable of performing short, straight hops during taxiing tests. Two years later, on May 15, 1941, Whittle’s jet engine made its first official flight, earning him a contract with General Electric and the glory of powering the Bell XP-59A Airacomet beginning in October of 1942. | 473 | ENGLISH | 1 |
Math Fact Fluency…..Kelsey Graham
What are the best strategies to improve math fact fluency?
The idea for this project came to me when realizing that I had 20 students struggling with their math facts and two 30 minute flex periods a week. My goal was to effectively use this flex time to build math fact fluency skills in as many ways as possible. While my project was focused on grade 2 addition and subtraction you can easily adapt for multiplication and division. Math fact fluency is key when progressing in math.
I used a ton of strategies throughout this project but found some to be more successful than others. I created a "Mad Math Minute" program in which students completed timed math sheets. They were rewarded for their progress through a 'monster world' in which they could move up levels as they completed sheets. They could see their progress and were motivated to move up!
I also did a lot of whole class oral activities, center work, and individual tasks. A lot of my activities were movement based which was great for my kinesthetic learners. I also used a lot of games. For a detailed list of my strategies please refer to my website.
My students’ fact fluency has definitely increased since implementing these strategies. They are able to complete their "Mad Math Minute" sheets in quicker times as well as with fewer corrections, if any at all! When learning other math concepts such as two digit addition they are more confident with their math skills which makes a big difference in their participation levels. They also thoroughly enjoy our quick math periods and show excitement and engagement.
In the future I would love to implement these strategies daily. Most are really quick and easy to place in filler spots. I think the improvement would have been even greater had I had the opportunity to do Mad Math or other strategies daily.
This project really made me aware of the importance of basic facts and the need to solidify them at a young age. Knowledge of basic facts is necessary for success in future math lessons.
Kelsey was born and raised in BC. She loves the outdoors and staying active! She is passionate about learning in every subject which is why she loves teaching elementary school. She is a P.E major but her heart lies in Language Arts and Social Studies. | <urn:uuid:aba916d2-1c82-4eeb-b036-ea8b008f19be> | CC-MAIN-2020-05 | https://www.uleth.ca/education/Celebrating_inquiry/Spring2016no9 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589861.0/warc/CC-MAIN-20200117152059-20200117180059-00128.warc.gz | en | 0.985 | 462 | 3.359375 | 3 | [
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0.2269099354... | 2 | Math Fact Fluency…..Kelsey Graham
What are the best strategies to improve math fact fluency?
The idea for this project came to me when realizing that I had 20 students struggling with their math facts and two 30 minute flex periods a week. My goal was to effectively use this flex time to build math fact fluency skills in as many ways as possible. While my project was focused on grade 2 addition and subtraction you can easily adapt for multiplication and division. Math fact fluency is key when progressing in math.
I used a ton of strategies throughout this project but found some to be more successful than others. I created a "Mad Math Minute" program in which students completed timed math sheets. They were rewarded for their progress through a 'monster world' in which they could move up levels as they completed sheets. They could see their progress and were motivated to move up!
I also did a lot of whole class oral activities, center work, and individual tasks. A lot of my activities were movement based which was great for my kinesthetic learners. I also used a lot of games. For a detailed list of my strategies please refer to my website.
My students’ fact fluency has definitely increased since implementing these strategies. They are able to complete their "Mad Math Minute" sheets in quicker times as well as with fewer corrections, if any at all! When learning other math concepts such as two digit addition they are more confident with their math skills which makes a big difference in their participation levels. They also thoroughly enjoy our quick math periods and show excitement and engagement.
In the future I would love to implement these strategies daily. Most are really quick and easy to place in filler spots. I think the improvement would have been even greater had I had the opportunity to do Mad Math or other strategies daily.
This project really made me aware of the importance of basic facts and the need to solidify them at a young age. Knowledge of basic facts is necessary for success in future math lessons.
Kelsey was born and raised in BC. She loves the outdoors and staying active! She is passionate about learning in every subject which is why she loves teaching elementary school. She is a P.E major but her heart lies in Language Arts and Social Studies. | 455 | ENGLISH | 1 |
The youngest students have the most to learn, and educators are aware of the daunting task they face. While there are always a few students far ahead of their peers, many students entering the earliest years of education have limited knowledge of the world outside their homes. They generally have close contact with the immediate and extended family, and most of them have been shopping or to entertainment venues with loved ones. Their experience, even for those who have vast internet and media experiences, is still limited. Dealing with many different social situations is something they must still learn, and it now falls to the school system to educate them.
Manners for Modern Students
A look at almost any television show rarely produces video scenes of children acting with proper manners, and few parents actually think about this subject. They have busy lives, and their children are rarely willing to point out that what they see on television goes against the teaching of their parents when it comes to manners. Eating a formal dinner, introducing friends or even understanding how to interact with others is not taught through today’s entertainment shows. Parents do their best, but they need the basic information and reinforcement provided by schools to help them turn their children into polite adults of the future. Manners for modern students are more important than ever, and the crowded world needs them to learn as early as possible.
Whether or not it was originally intended as part of the curriculum, students must learn how to interact with others on a social level. Teachers must be addressed in a formal manner, and other students should be respected as a matter of course rather than as a special treat. Learning to function in society begins within the home, but it is the reinforcement provided by schools that will help children become practiced in the art of civilization. For students who do not understand how to deal with some of the more difficult situations they will face, anti-bullying KS2 Powerpoints packages from Primary School Powerpoints are a good tool to help educate students.
Teaching Proper Behavior
There are many subjects students must master before they can graduate, and proper behavior within society is one of the more important aspects of their education. While many schools do not list it as a separate subject, their interactions with fellow students and educators is tracked by the system. Those who progress in terms of learning proper social behavior are usually taught by example, and they are rewarded throughout life by having good friends because they respect others.
Any good education has the goal of teaching students how to learn on their own after they absorb the basics, and proper behavior within any society is one area where they must learn well to be able to interact with others. The majority of students will learn good behavior has rewards, and a few students will have a short-lived belief that acting out will help them accomplish the goals they have set. It might get them through a day or two at school, but educators have now taken on the task of ensuring it will not help them through life. | <urn:uuid:046d3152-640a-41e1-8700-d84f56c850fc> | CC-MAIN-2020-05 | https://www.tributechevy.net/educating-children-for-life-is-key | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591431.4/warc/CC-MAIN-20200117234621-20200118022621-00379.warc.gz | en | 0.98136 | 594 | 3.84375 | 4 | [
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0.20163434743881... | 8 | The youngest students have the most to learn, and educators are aware of the daunting task they face. While there are always a few students far ahead of their peers, many students entering the earliest years of education have limited knowledge of the world outside their homes. They generally have close contact with the immediate and extended family, and most of them have been shopping or to entertainment venues with loved ones. Their experience, even for those who have vast internet and media experiences, is still limited. Dealing with many different social situations is something they must still learn, and it now falls to the school system to educate them.
Manners for Modern Students
A look at almost any television show rarely produces video scenes of children acting with proper manners, and few parents actually think about this subject. They have busy lives, and their children are rarely willing to point out that what they see on television goes against the teaching of their parents when it comes to manners. Eating a formal dinner, introducing friends or even understanding how to interact with others is not taught through today’s entertainment shows. Parents do their best, but they need the basic information and reinforcement provided by schools to help them turn their children into polite adults of the future. Manners for modern students are more important than ever, and the crowded world needs them to learn as early as possible.
Whether or not it was originally intended as part of the curriculum, students must learn how to interact with others on a social level. Teachers must be addressed in a formal manner, and other students should be respected as a matter of course rather than as a special treat. Learning to function in society begins within the home, but it is the reinforcement provided by schools that will help children become practiced in the art of civilization. For students who do not understand how to deal with some of the more difficult situations they will face, anti-bullying KS2 Powerpoints packages from Primary School Powerpoints are a good tool to help educate students.
Teaching Proper Behavior
There are many subjects students must master before they can graduate, and proper behavior within society is one of the more important aspects of their education. While many schools do not list it as a separate subject, their interactions with fellow students and educators is tracked by the system. Those who progress in terms of learning proper social behavior are usually taught by example, and they are rewarded throughout life by having good friends because they respect others.
Any good education has the goal of teaching students how to learn on their own after they absorb the basics, and proper behavior within any society is one area where they must learn well to be able to interact with others. The majority of students will learn good behavior has rewards, and a few students will have a short-lived belief that acting out will help them accomplish the goals they have set. It might get them through a day or two at school, but educators have now taken on the task of ensuring it will not help them through life. | 587 | ENGLISH | 1 |
1132 GMT January 26, 2020
The bacteria were linked to increased risks for infections, doctors’ visits, and absences from class or work.
Infectious diseases can be spread in many ways, but proper handwashing with soap and clean, running water is one of the most important steps that can be taken to avoid getting sick and spreading germs to others, according to the Centers for Disease Control and Prevention (CDC), Reuters reported.
The authors of the new study note that college campuses are high-risk places for spreading infections. Students live in close proximity to one another and are in close contact.
As reported in the American Journal of Infection Control, Xu Lu of the University of Findlay in Ohio and colleagues looked at how well 224 students there were following the advice of the CDC when it came to washing their hands, and whether their habits correlated with rates of infectious diseases.
A quarter reported that they were sick with an infectious disease. More than half of those who were sick had sought medical help, while 47 percent said that they had to miss class or work for at least a day due to being sick.
The researchers swabbed the hands of the student volunteers three times — before they washed their hands, after they washed the way they normally did, and then they washed their hands using a procedure recommended by the CDC.
At the start, 58 percent of the volunteers were colonized by so many microbes that the researchers couldn’t make an accurate count. That was true for 67 percent of the students who were sick with an infectious disease.
Overall, normal hand washing significantly decreased the amount of germs on students’ hands and following the CDC procedure improved it even further.
But routine hand washing did not improve the germ count on the hands of the students who were sick. When they washed their hands according to the CDC protocol, however, there was a significant improvement.
The hope is that this study may encourage more people to wash their hands more frequently, and in a proper way, Lu said.
"It’s obvious that based on our study, many students’ hands were colonized by a large number of bacterial cells," he said. "But I certainly don’t know what the best way is to encourage people to wash their hands better".
Lu and his team recommend that schools, teachers, and parents should increase their efforts in educating students about proper handwashing, which could improve their health and reduce medical costs. | <urn:uuid:90a2037d-8322-4e8f-993a-0d0a9bc87e7b> | CC-MAIN-2020-05 | http://www.iran-daily.com/News/129741.html?catid=1023&title=College-students-lax-about-washing-hands | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694071.63/warc/CC-MAIN-20200126230255-20200127020255-00276.warc.gz | en | 0.984555 | 505 | 3.796875 | 4 | [
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-0.01346222776... | 1 | 1132 GMT January 26, 2020
The bacteria were linked to increased risks for infections, doctors’ visits, and absences from class or work.
Infectious diseases can be spread in many ways, but proper handwashing with soap and clean, running water is one of the most important steps that can be taken to avoid getting sick and spreading germs to others, according to the Centers for Disease Control and Prevention (CDC), Reuters reported.
The authors of the new study note that college campuses are high-risk places for spreading infections. Students live in close proximity to one another and are in close contact.
As reported in the American Journal of Infection Control, Xu Lu of the University of Findlay in Ohio and colleagues looked at how well 224 students there were following the advice of the CDC when it came to washing their hands, and whether their habits correlated with rates of infectious diseases.
A quarter reported that they were sick with an infectious disease. More than half of those who were sick had sought medical help, while 47 percent said that they had to miss class or work for at least a day due to being sick.
The researchers swabbed the hands of the student volunteers three times — before they washed their hands, after they washed the way they normally did, and then they washed their hands using a procedure recommended by the CDC.
At the start, 58 percent of the volunteers were colonized by so many microbes that the researchers couldn’t make an accurate count. That was true for 67 percent of the students who were sick with an infectious disease.
Overall, normal hand washing significantly decreased the amount of germs on students’ hands and following the CDC procedure improved it even further.
But routine hand washing did not improve the germ count on the hands of the students who were sick. When they washed their hands according to the CDC protocol, however, there was a significant improvement.
The hope is that this study may encourage more people to wash their hands more frequently, and in a proper way, Lu said.
"It’s obvious that based on our study, many students’ hands were colonized by a large number of bacterial cells," he said. "But I certainly don’t know what the best way is to encourage people to wash their hands better".
Lu and his team recommend that schools, teachers, and parents should increase their efforts in educating students about proper handwashing, which could improve their health and reduce medical costs. | 500 | ENGLISH | 1 |
Could this be?
Not. Sooner or later the system would crash. The law of the Roman Republic provided for a number of deterrent mechanisms that were supposed to prevent a return to tyranny. Having expelled the last king in the 6th century BC, the Romans made sure that no one ever received more sole authority. The system lasted for more than four centuries, but at the turn of the II-I centuries. BC she began to fall apart. The process dragged on for almost 80 years. The Republic slowly and reluctantly reborn in the Empire. This transformation took very painful forms for the state and its citizens, developed into a chain of civil wars and claimed thousands of lives in the end.
For the sake of justice, it should be noted that such changes are never without victims, for they always cause, as side effects, hard times when every ambitious person with influence tries to use the situation to increase his influence. The first such man in Rome was Lucius Cornelius Sulla. Not being an emperor in the modern sense of the word, he, however, had sole and unlimited power in the republic. His dictatorship dates from 83−80 years BC, but the period of his sole reign began, in fact in the 88th, when Sulla was elected consul. This post he held for eight years, contrary to all laws, including the constitution. Formally, democratic institutions with him existed. There was even a second consul. Here are just this consul was technical, fulfilling the will of Sulla. There was a senate that was also controlled by a dictator. And the death of Sulla did not lead to serious changes.
Map of the Roman Empire under Emperor Trajan, when the Roman state reached its greatest size in its history
The republic was cracking at the seams, and military people were becoming more and more influential in it. The transition to sole rule was a matter of time. The weight of each particular commander increased many times. And if before the Senate categorically demanded the addition of powers from the consuls, now he has become more cautious. Supporters of preserving the republic, and there were still very many of them, in the end, they saw in commanders a means of protection against dictatorship. The senators themselves, possessing only legislative, but not military power, began to turn to the generals for the protection of republican values.
The first triumvirate (Crassus, Pompey, Caesar) was a sort of transitional form of democracy. Three commanders concluded an alliance thanks to which each of them received very great powers. Bypassing all laws, they divided consulates among themselves, and other important posts between their people. But the republic was preserved. Moreover, the presence of precisely three commanders was an insurance against the fact that one of them usurps power. For in this case, the other two would be forced to conclude an alliance against him.
This system collapsed with the death of Crassus. After this, the transformation of the republic into an empire became inevitable. The Senate turned to Pompey for protection against Caesar, later he would appeal to Octavian for protection against Antony. But the question was only in the winner. If Pompey had succeeded in defeating Caesar, he himself would have become a dictator, but he would not restore the power of the senate. The trouble with the Roman democracy was laid in the fact that for many years it had been its mainstay - in those very laws. They left the Senate - the main carrier of republican values - completely defenseless before the military. When the military learned to circumvent the laws, the republic began to burst at the seams.
If the republic survived
Becoming the sole ruler of Rome, Caesar carried out a number of reforms aimed at strengthening his personal power. He did not, however, transform the republic into an empire. Democratic institutions were thus virtually destroyed. Caesar replenished the Senate with his people, securing a majority in him. He became a dictator for 10 years, although all supporters of Pompey were already defeated and Rome was not threatened by external enemies. Finally, he took the censor's power for himself. But with the supporters of the republic still had to be considered.
Caesar did not feel the strength and ability to officially declare himself the sole ruler of Rome. He gradually added power to himself, making democracy controlled and sovereign. His work has left a deep mark on history. No wonder the name of Caesar in many languages has become synonymous with the sole authority. So, the German emperors were called Kaisers, "Caesars", if translated. Guy Julius, however, underestimated the supporters of democracy. He was killed by Republicans from his inner circle. People whom he trusted, whom he did much good. This did not put them to slaughter Caesar, sacrificing him to his political ideals.
If you think about it, the murder of Caesar is simply an attempt of the Republicans to prevent the commander from establishing personal power in Rome, contrary to the laws
Further, the republic had two chances for preservation. The Senate was ruled by Cicero, who eventually managed to win a local victory over Mark Antony. But seriously, Cicero could only rely on Cassius with Brutus, in which citizens saw not so much the supporters of the republic as the murderers of Caesar. Perhaps, if Cicero, Cassius and Brutus, forming a kind of triumvirate, would have won Antony with Octavian, the republic would have lived for some time. True, these would be times of new upheavals and conflicts. Rome would inevitably become an empire in the modern sense of the word. Only not in the 27th year BC, as it happened, and later.
Now it is very difficult to assess the level of political ambitions of Cassius and Brutus. Through the centuries, at least Brutus, is seen as a staunch supporter of democracy. But having obtained power, he could also change his views in favor of personal ambitions. However, a virtual battle between two conspirators would rather have been won by Cassius. But even if Cassius with Brutus would remain supporters of the republic and would direct efforts to preserve and restore democratic institutions, their time would still pass. And then someone quite ambitious would have entered the political arena to take all the power for himself.
Suppose a miracle happened, and the republic, having survived the crisis, was revived. Rome has forgotten about potential dictators and lives as it lived before Sulla. There would be another problem. The republican system was not very suitable for governing a state of such impressive size. The country, which stretched from Spain to Syria and from Britain to Egypt, is much easier to obey the will of one person, who not only decides everything himself, but also takes responsibility for the future of the state. It would be possible to save the republic in such open spaces in only one way - by giving the provinces autonomy and opportunities for self-government. That is, it would be necessary to create local senates to solve actual problems that arose in the provinces. No other way.
Caligula Third Emperor of the Roman Empire
Remote Britain cannot wait for the Senate to solve its problems. Because the senators in Britain have never been, they don’t know the essence of the problems, but are guided only by second-hand information. But even if the senate made the only right and extremely wise decision, the Romans themselves, located in Britain, will know about it only after a few months. And where there is broad self-government, there is the risk of collapse. Where is the guarantee that such a local senate will not decide, one day, that they can live without Rome? And these are new conflicts, new warriors and the slow spread of the country.
Preserving the republic would not have prevented the disintegration of Rome, but it might have been easier for the self-governing provinces to resist the hordes of barbarians when they came to Europe. | <urn:uuid:7cc54aeb-f042-4e9d-a208-582852140057> | CC-MAIN-2020-05 | https://en.broadwayblogspot.com/4586-what-if-there-were-no-roman-empire.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00509.warc.gz | en | 0.984124 | 1,620 | 3.609375 | 4 | [
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0.217676028609... | 1 | Could this be?
Not. Sooner or later the system would crash. The law of the Roman Republic provided for a number of deterrent mechanisms that were supposed to prevent a return to tyranny. Having expelled the last king in the 6th century BC, the Romans made sure that no one ever received more sole authority. The system lasted for more than four centuries, but at the turn of the II-I centuries. BC she began to fall apart. The process dragged on for almost 80 years. The Republic slowly and reluctantly reborn in the Empire. This transformation took very painful forms for the state and its citizens, developed into a chain of civil wars and claimed thousands of lives in the end.
For the sake of justice, it should be noted that such changes are never without victims, for they always cause, as side effects, hard times when every ambitious person with influence tries to use the situation to increase his influence. The first such man in Rome was Lucius Cornelius Sulla. Not being an emperor in the modern sense of the word, he, however, had sole and unlimited power in the republic. His dictatorship dates from 83−80 years BC, but the period of his sole reign began, in fact in the 88th, when Sulla was elected consul. This post he held for eight years, contrary to all laws, including the constitution. Formally, democratic institutions with him existed. There was even a second consul. Here are just this consul was technical, fulfilling the will of Sulla. There was a senate that was also controlled by a dictator. And the death of Sulla did not lead to serious changes.
Map of the Roman Empire under Emperor Trajan, when the Roman state reached its greatest size in its history
The republic was cracking at the seams, and military people were becoming more and more influential in it. The transition to sole rule was a matter of time. The weight of each particular commander increased many times. And if before the Senate categorically demanded the addition of powers from the consuls, now he has become more cautious. Supporters of preserving the republic, and there were still very many of them, in the end, they saw in commanders a means of protection against dictatorship. The senators themselves, possessing only legislative, but not military power, began to turn to the generals for the protection of republican values.
The first triumvirate (Crassus, Pompey, Caesar) was a sort of transitional form of democracy. Three commanders concluded an alliance thanks to which each of them received very great powers. Bypassing all laws, they divided consulates among themselves, and other important posts between their people. But the republic was preserved. Moreover, the presence of precisely three commanders was an insurance against the fact that one of them usurps power. For in this case, the other two would be forced to conclude an alliance against him.
This system collapsed with the death of Crassus. After this, the transformation of the republic into an empire became inevitable. The Senate turned to Pompey for protection against Caesar, later he would appeal to Octavian for protection against Antony. But the question was only in the winner. If Pompey had succeeded in defeating Caesar, he himself would have become a dictator, but he would not restore the power of the senate. The trouble with the Roman democracy was laid in the fact that for many years it had been its mainstay - in those very laws. They left the Senate - the main carrier of republican values - completely defenseless before the military. When the military learned to circumvent the laws, the republic began to burst at the seams.
If the republic survived
Becoming the sole ruler of Rome, Caesar carried out a number of reforms aimed at strengthening his personal power. He did not, however, transform the republic into an empire. Democratic institutions were thus virtually destroyed. Caesar replenished the Senate with his people, securing a majority in him. He became a dictator for 10 years, although all supporters of Pompey were already defeated and Rome was not threatened by external enemies. Finally, he took the censor's power for himself. But with the supporters of the republic still had to be considered.
Caesar did not feel the strength and ability to officially declare himself the sole ruler of Rome. He gradually added power to himself, making democracy controlled and sovereign. His work has left a deep mark on history. No wonder the name of Caesar in many languages has become synonymous with the sole authority. So, the German emperors were called Kaisers, "Caesars", if translated. Guy Julius, however, underestimated the supporters of democracy. He was killed by Republicans from his inner circle. People whom he trusted, whom he did much good. This did not put them to slaughter Caesar, sacrificing him to his political ideals.
If you think about it, the murder of Caesar is simply an attempt of the Republicans to prevent the commander from establishing personal power in Rome, contrary to the laws
Further, the republic had two chances for preservation. The Senate was ruled by Cicero, who eventually managed to win a local victory over Mark Antony. But seriously, Cicero could only rely on Cassius with Brutus, in which citizens saw not so much the supporters of the republic as the murderers of Caesar. Perhaps, if Cicero, Cassius and Brutus, forming a kind of triumvirate, would have won Antony with Octavian, the republic would have lived for some time. True, these would be times of new upheavals and conflicts. Rome would inevitably become an empire in the modern sense of the word. Only not in the 27th year BC, as it happened, and later.
Now it is very difficult to assess the level of political ambitions of Cassius and Brutus. Through the centuries, at least Brutus, is seen as a staunch supporter of democracy. But having obtained power, he could also change his views in favor of personal ambitions. However, a virtual battle between two conspirators would rather have been won by Cassius. But even if Cassius with Brutus would remain supporters of the republic and would direct efforts to preserve and restore democratic institutions, their time would still pass. And then someone quite ambitious would have entered the political arena to take all the power for himself.
Suppose a miracle happened, and the republic, having survived the crisis, was revived. Rome has forgotten about potential dictators and lives as it lived before Sulla. There would be another problem. The republican system was not very suitable for governing a state of such impressive size. The country, which stretched from Spain to Syria and from Britain to Egypt, is much easier to obey the will of one person, who not only decides everything himself, but also takes responsibility for the future of the state. It would be possible to save the republic in such open spaces in only one way - by giving the provinces autonomy and opportunities for self-government. That is, it would be necessary to create local senates to solve actual problems that arose in the provinces. No other way.
Caligula Third Emperor of the Roman Empire
Remote Britain cannot wait for the Senate to solve its problems. Because the senators in Britain have never been, they don’t know the essence of the problems, but are guided only by second-hand information. But even if the senate made the only right and extremely wise decision, the Romans themselves, located in Britain, will know about it only after a few months. And where there is broad self-government, there is the risk of collapse. Where is the guarantee that such a local senate will not decide, one day, that they can live without Rome? And these are new conflicts, new warriors and the slow spread of the country.
Preserving the republic would not have prevented the disintegration of Rome, but it might have been easier for the self-governing provinces to resist the hordes of barbarians when they came to Europe. | 1,611 | ENGLISH | 1 |
The Sioux were hunters and gatherers. They hunted buffalo, deer, and other animals. They gathered fruits and vegetables, some of the Sioux people also grew crops. In the Sioux culture, a boy could hunt his first buffalo at age 10. For a young boy a single buffalo stands six feet tall and weighs about as much as 10 people. Buffalo do not see well but they run really fast.
Women: The women wore dresses made from soft deerskin. They used the soft fur from rabbits to decorate their clothing.
Men: The men wore leggings and gloves. They rarely wore shirts. The Medicine Wheel
The Medicine Wheel symbolizes great spiritual significance for the Sioux. The belief is that the shape of the wheel represents the circle of life and death, which is considered never ending. The Medicine Wheel was only to be used by a Holy or Medicine Man.
The Sun Dance was the most practiced ritual by the Native American Tribes of the Great Plains including the Sioux; it was considered the most religious ceremony. The ritual included fasting, singing, dancing, drumming, the experience of visions, and self-torture.It was held once a year on June or July when the moon was full.
They believed everything had a spirit. There were underwater spirits that controlled all… | <urn:uuid:c88083b9-5bc4-4ee2-b06a-e7ee112a6910> | CC-MAIN-2020-05 | https://www.majortests.com/essay/Native-Americans-In-The-United-States-597361.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778272.69/warc/CC-MAIN-20200128122813-20200128152813-00330.warc.gz | en | 0.982072 | 267 | 3.609375 | 4 | [
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-0.0895973145... | 1 | The Sioux were hunters and gatherers. They hunted buffalo, deer, and other animals. They gathered fruits and vegetables, some of the Sioux people also grew crops. In the Sioux culture, a boy could hunt his first buffalo at age 10. For a young boy a single buffalo stands six feet tall and weighs about as much as 10 people. Buffalo do not see well but they run really fast.
Women: The women wore dresses made from soft deerskin. They used the soft fur from rabbits to decorate their clothing.
Men: The men wore leggings and gloves. They rarely wore shirts. The Medicine Wheel
The Medicine Wheel symbolizes great spiritual significance for the Sioux. The belief is that the shape of the wheel represents the circle of life and death, which is considered never ending. The Medicine Wheel was only to be used by a Holy or Medicine Man.
The Sun Dance was the most practiced ritual by the Native American Tribes of the Great Plains including the Sioux; it was considered the most religious ceremony. The ritual included fasting, singing, dancing, drumming, the experience of visions, and self-torture.It was held once a year on June or July when the moon was full.
They believed everything had a spirit. There were underwater spirits that controlled all… | 260 | ENGLISH | 1 |
Press Photo, NYT:
The SS Hood was in the Mediterranean for the Second Italo-Abyssinian War (October 1935 and ended in May 1936).
Small creases UR and LL corners. Picture a bit 'curved'.
18 x 15 cm
HMS Hood was the last battlecruiser built for the Royal Navy. Commissioned in 1920, she was named after the 18th-century Admiral Samuel Hood. As one of the largest and, ostensibly, the most powerful warships in the world, Hood was the pride of the Royal Navy and, carrying immense prestige, was known as ‘The Mighty Hood’.
She was attached to the Mediterranean Fleet following the outbreak of the Second Italo-Abyssinian War. When the Spanish Civil War broke out, Hood was officially assigned to the Mediterranean Fleet until she had to return to Britain in 1939 for an overhaul. By this time, advances in naval gunnery had reduced Hood's usefulness. She was scheduled to undergo a major rebuild in 1941 to correct these issues, but the outbreak of World War II in September 1939 forced the ship into service without the upgrades.
In May 1941, she and the battleship Prince of Wales were ordered to intercept the German battleship Bismarck and the heavy cruiser Prinz Eugen, which were en route to the Atlantic where they were to attack convoys. On 24 May 1941, early in the Battle of the Denmark Strait, Hood was struck by several German shells, exploded and sank. Due to her perceived invincibility, the loss had a profound effect on the British people. | <urn:uuid:d5287514-cb32-4e93-8b40-a246d8a8a103> | CC-MAIN-2020-05 | https://chadbourneantique.com/products/1936-photo-cruiser-ss-hood-crew-disembarking-at-portsmouth-england | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250626449.79/warc/CC-MAIN-20200124221147-20200125010147-00146.warc.gz | en | 0.985966 | 321 | 3.265625 | 3 | [
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0.033547464... | 9 | Press Photo, NYT:
The SS Hood was in the Mediterranean for the Second Italo-Abyssinian War (October 1935 and ended in May 1936).
Small creases UR and LL corners. Picture a bit 'curved'.
18 x 15 cm
HMS Hood was the last battlecruiser built for the Royal Navy. Commissioned in 1920, she was named after the 18th-century Admiral Samuel Hood. As one of the largest and, ostensibly, the most powerful warships in the world, Hood was the pride of the Royal Navy and, carrying immense prestige, was known as ‘The Mighty Hood’.
She was attached to the Mediterranean Fleet following the outbreak of the Second Italo-Abyssinian War. When the Spanish Civil War broke out, Hood was officially assigned to the Mediterranean Fleet until she had to return to Britain in 1939 for an overhaul. By this time, advances in naval gunnery had reduced Hood's usefulness. She was scheduled to undergo a major rebuild in 1941 to correct these issues, but the outbreak of World War II in September 1939 forced the ship into service without the upgrades.
In May 1941, she and the battleship Prince of Wales were ordered to intercept the German battleship Bismarck and the heavy cruiser Prinz Eugen, which were en route to the Atlantic where they were to attack convoys. On 24 May 1941, early in the Battle of the Denmark Strait, Hood was struck by several German shells, exploded and sank. Due to her perceived invincibility, the loss had a profound effect on the British people. | 357 | ENGLISH | 1 |
Yakub Beg tried to build his regime as a Muslim-nation state and carried out strict rules that caused dissatisfaction from the locals. Besides, the Ottoman Empire was struggling as well and could not provide enough support for him.
According to the book “The Life of Yakoob Beg, Athalik Ghazi, and Badaulet; Ameer of Kashgar” by Demetrius Charles Boulger, Yakub Beg was not a “good” leader that cares about local development of his state as much as Qing government. The Qing government, in order to encourage the trading there, paid attention to maintain the fairness among different ethnic groups. Whether they’re the traders from other provinces of China or Kokand or Afghanistan, they were under the same competition rules. The Amban there also tried to avoid using violence but using fair arbitration to mediate conflicts. Thanks to these kinds of not discriminated policies, the population of Xinjiang grew fast. Because of the growth of population, the government did not need many items of taxes to collect enough money for infrastructures. The three main taxes were for the trading of agriculture, animal husbandry products and housing. With this amount of money, more canals had been built for promoting the agriculture, more mines had been built for improving trading. Even the most difficult task, transportation, have been improved. There were more roads between the major cities and each city has institutions for managing roads.
However, the policies under Yakub Beg was completely different from Qing. His policy was based on Sharia, the religious law came from the Quran. It was common the governor using violence to punish people who break the law, such as flogging or mutilation or torture. He also carried out strict curfew. People who wanding during the curfew would be arrested. Yakub Beg even considers the Dungan doctrine was inconsistent with the Sharia. He brought up a group of religious leaders and secret polices execute his intolerant policies. People cannot hold bazaar during the weekdays, only the weekend was allowed. The traveling was also restricted by Yakub Beg. If people want to travel to places other than Kohand or Mecca, they would be imposed fine. One of the local Kashgaris, a warrior and a chieftain’s son, commenting: “During the Chinese rule there was everything; there is nothing now.” (Boulger 152) Because of the falling-off in trade, Yakub Beg had to carry out terrible taxes to maintain his military expands. For example, every land, except the land owned by Islamic leaders, had to pay tax. Sharecroppers pay taxes to the government and hand over 3/4 of the net harvest to landlords as rent, which means not many sharecroppers could live a rich life. The infrastructure projects were also abandoned by Yakub Beg. Overall, he was “disliked” by the local Muslim because of intolerant religious rules, heavy taxes, and endless war, not to say building a new national identity for his people.
There are some photos that a Britain shoot that shows how Yakub Beg’s state looks like in two towns: Yarkand and Kashgar. On the website, the catalog note mentions a quotation from an article “Strolling About on the Roof of the World” by Leach and Farrington. “These were the first to be taken of ‘native’ society in Chinese Turkestan, and are of considerable historical and ethnographic interest.” (Leach) In 1869, Yakub Beg wishing to establish good relations between his country and British, so he sent an envoy to the viceroy of India to request that a British officer might be deputed to visit him. After six months, the photographer, Sir Douglas Forsyth, and the British envoy came, for acquiring more information about the people of Yakub Beg’s state. The photographer was given permission to travel freely in the area. The photos captured empty streets and soldiers who hold guns, instead of busy shopping streets or farmland that supposed to be there. No women were shot there, maybe because of the strict Sharia law.
Yakub Beg carried out the strict religious policy because he wanted to gain recognition from the Ottoman Sultan. He sent envoys to Istanbul several times, and the Ottoman Sultan gave him the title of Amir of Kashgaria, which was an aristocratic or noble title of high office used in the middle east, implying they recognized his regime. Yakub Beg himself was “the only Muslim ruler to attempt to use the Caliphate to create Muslim unity within his state and secure its survival as an independent entity.” Unfortunately, Ottoman Empire was struggling between the western imperialist powers and did not give Yakub Beg enough military support as well. Besides, many states that between the Ottoman Empire and Kashgaria had been occupied by Russia already, the long distance and barrier made the supporting almost impossible. | <urn:uuid:a431b819-b1ac-457a-bffb-7cc96f918cba> | CC-MAIN-2020-05 | http://summitvita.wuxiyuan.agnesscott.org/his207/his207-final-project-yakub-begs-internal-policy-and-the-relationship-with-the-ottoman-empire/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601628.36/warc/CC-MAIN-20200121074002-20200121103002-00095.warc.gz | en | 0.982261 | 1,016 | 3.671875 | 4 | [
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0.26643216609... | 2 | Yakub Beg tried to build his regime as a Muslim-nation state and carried out strict rules that caused dissatisfaction from the locals. Besides, the Ottoman Empire was struggling as well and could not provide enough support for him.
According to the book “The Life of Yakoob Beg, Athalik Ghazi, and Badaulet; Ameer of Kashgar” by Demetrius Charles Boulger, Yakub Beg was not a “good” leader that cares about local development of his state as much as Qing government. The Qing government, in order to encourage the trading there, paid attention to maintain the fairness among different ethnic groups. Whether they’re the traders from other provinces of China or Kokand or Afghanistan, they were under the same competition rules. The Amban there also tried to avoid using violence but using fair arbitration to mediate conflicts. Thanks to these kinds of not discriminated policies, the population of Xinjiang grew fast. Because of the growth of population, the government did not need many items of taxes to collect enough money for infrastructures. The three main taxes were for the trading of agriculture, animal husbandry products and housing. With this amount of money, more canals had been built for promoting the agriculture, more mines had been built for improving trading. Even the most difficult task, transportation, have been improved. There were more roads between the major cities and each city has institutions for managing roads.
However, the policies under Yakub Beg was completely different from Qing. His policy was based on Sharia, the religious law came from the Quran. It was common the governor using violence to punish people who break the law, such as flogging or mutilation or torture. He also carried out strict curfew. People who wanding during the curfew would be arrested. Yakub Beg even considers the Dungan doctrine was inconsistent with the Sharia. He brought up a group of religious leaders and secret polices execute his intolerant policies. People cannot hold bazaar during the weekdays, only the weekend was allowed. The traveling was also restricted by Yakub Beg. If people want to travel to places other than Kohand or Mecca, they would be imposed fine. One of the local Kashgaris, a warrior and a chieftain’s son, commenting: “During the Chinese rule there was everything; there is nothing now.” (Boulger 152) Because of the falling-off in trade, Yakub Beg had to carry out terrible taxes to maintain his military expands. For example, every land, except the land owned by Islamic leaders, had to pay tax. Sharecroppers pay taxes to the government and hand over 3/4 of the net harvest to landlords as rent, which means not many sharecroppers could live a rich life. The infrastructure projects were also abandoned by Yakub Beg. Overall, he was “disliked” by the local Muslim because of intolerant religious rules, heavy taxes, and endless war, not to say building a new national identity for his people.
There are some photos that a Britain shoot that shows how Yakub Beg’s state looks like in two towns: Yarkand and Kashgar. On the website, the catalog note mentions a quotation from an article “Strolling About on the Roof of the World” by Leach and Farrington. “These were the first to be taken of ‘native’ society in Chinese Turkestan, and are of considerable historical and ethnographic interest.” (Leach) In 1869, Yakub Beg wishing to establish good relations between his country and British, so he sent an envoy to the viceroy of India to request that a British officer might be deputed to visit him. After six months, the photographer, Sir Douglas Forsyth, and the British envoy came, for acquiring more information about the people of Yakub Beg’s state. The photographer was given permission to travel freely in the area. The photos captured empty streets and soldiers who hold guns, instead of busy shopping streets or farmland that supposed to be there. No women were shot there, maybe because of the strict Sharia law.
Yakub Beg carried out the strict religious policy because he wanted to gain recognition from the Ottoman Sultan. He sent envoys to Istanbul several times, and the Ottoman Sultan gave him the title of Amir of Kashgaria, which was an aristocratic or noble title of high office used in the middle east, implying they recognized his regime. Yakub Beg himself was “the only Muslim ruler to attempt to use the Caliphate to create Muslim unity within his state and secure its survival as an independent entity.” Unfortunately, Ottoman Empire was struggling between the western imperialist powers and did not give Yakub Beg enough military support as well. Besides, many states that between the Ottoman Empire and Kashgaria had been occupied by Russia already, the long distance and barrier made the supporting almost impossible. | 996 | ENGLISH | 1 |
Miners safety lamp
The three miners safety lamps on display in our coal mining exhibit are a favourite of mine for two reasons.
The first is that they show how such a relatively simple invention could have a lasting effect on those that use it. Before the invention of the safety lamp there was no reliable method of determining the presence of dangerous gases such as methane in coal mines and as a result many miners were killed in explosions. Once the safety lamp had been introduced the mines became much safer as one of the worst risks had been eliminated.
The second reason is that they illustrate a story about George Stephenson who most people only associate with the history of the railways. He was also a prolific inventor and he began his career working in the collieries of the north east. He was working on a design for a safety lamp in 1815 at almost the exact time as Sir Humphry Davy and came up with a model that some experts believed was superior. Davy was to become famous for his lamp which was widely used and he was unhappy that Stephenson had come up with an alternative design. At the time Stephenson was an unknown, uneducated provincial figure working for local mining companies whilst Davy was a celebrated inventor. Although the miners safety lamp would in future be associated with Davy we now celebrate Stephenson for his role as the great railway pioneer and some of his belongings are displayed at the Museum
Robert - museums assistant | <urn:uuid:5b55b3b7-f37b-499e-a8c9-9c0b077a432f> | CC-MAIN-2020-05 | https://www.chesterfield.gov.uk/explore-chesterfield/museum/our-collection/highlights-of-the-collection/miners-safety-lamp.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681412.74/warc/CC-MAIN-20200125191854-20200125221854-00303.warc.gz | en | 0.993382 | 284 | 3.40625 | 3 | [
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0.2375335097... | 3 | Miners safety lamp
The three miners safety lamps on display in our coal mining exhibit are a favourite of mine for two reasons.
The first is that they show how such a relatively simple invention could have a lasting effect on those that use it. Before the invention of the safety lamp there was no reliable method of determining the presence of dangerous gases such as methane in coal mines and as a result many miners were killed in explosions. Once the safety lamp had been introduced the mines became much safer as one of the worst risks had been eliminated.
The second reason is that they illustrate a story about George Stephenson who most people only associate with the history of the railways. He was also a prolific inventor and he began his career working in the collieries of the north east. He was working on a design for a safety lamp in 1815 at almost the exact time as Sir Humphry Davy and came up with a model that some experts believed was superior. Davy was to become famous for his lamp which was widely used and he was unhappy that Stephenson had come up with an alternative design. At the time Stephenson was an unknown, uneducated provincial figure working for local mining companies whilst Davy was a celebrated inventor. Although the miners safety lamp would in future be associated with Davy we now celebrate Stephenson for his role as the great railway pioneer and some of his belongings are displayed at the Museum
Robert - museums assistant | 289 | ENGLISH | 1 |
The correct answer is C.
Publishing a newspaper editorial that criticizes the country’s leaders would be strictly prohibited in Nazi Germany because of the censorship.
Censorship ensured that Germans could only see and hear what the Nazis wanted them to read to and to see, in other words, people were brainwashed into obeying the Nazis and idolizing Hitler.
All media were under such control and scrutiny that only the ideas and values of the Nazis were heard and seen by the masses. All aspects of media, culture and the arts were censored and used for the Nazi propaganda.
The Minister of Propaganda, Joseph Goebbels, made sure that newspapers could only print stories favorable to and approved by the Nazis. Any kind of anti-Nazi critic was dealt with immediately and the author killed or put into a concentration camp. | <urn:uuid:905c8345-737c-4675-a823-f70f73d39989> | CC-MAIN-2020-05 | http://www.topgradepapers.com/1-designed-to-influence-opinion-against-the-british-colonial-leaders-used-the-boston-massacre-killings-as-___-correspondence-news-propaganda-proof-2-the-acts-passed-by-king-george-iii-and-parliame/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606975.49/warc/CC-MAIN-20200122101729-20200122130729-00146.warc.gz | en | 0.983761 | 170 | 3.4375 | 3 | [
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0.3165281414985657,... | 6 | The correct answer is C.
Publishing a newspaper editorial that criticizes the country’s leaders would be strictly prohibited in Nazi Germany because of the censorship.
Censorship ensured that Germans could only see and hear what the Nazis wanted them to read to and to see, in other words, people were brainwashed into obeying the Nazis and idolizing Hitler.
All media were under such control and scrutiny that only the ideas and values of the Nazis were heard and seen by the masses. All aspects of media, culture and the arts were censored and used for the Nazi propaganda.
The Minister of Propaganda, Joseph Goebbels, made sure that newspapers could only print stories favorable to and approved by the Nazis. Any kind of anti-Nazi critic was dealt with immediately and the author killed or put into a concentration camp. | 165 | ENGLISH | 1 |
Carol Ann Duffy's poem "An Unseen" depicts a soldier going off to war, but we don't know which war, or even which country the soldier represents, giving him a universal quality . The narrator is watching them walk away "towards the dying time…[he] walked to the edge of absence," to be seen no more. As she continues to watch the space where the soldier had been, she thinks of the child that soldier will never father, and multiplies that circumstance by so many times that she concludes "…all future / past, an unseen. Has forever been then? Yes, / forever has been." Not only will we lose a generation of men who will never be fathers, but we also lose an unseen generation whom we will never know. The toll of war is not just on the present and the past; it also touches the future which, for her (and for us) is an unseen time.
Duffy's poem is a direct response, after almost one hundred years, to Wilfred Owen's "The Send-off". In this poem, Owen's soldiers are marching off to World War One, singing, with flowers pinned on their chests by the crowd members who are cheering them on as they leave. The narrator watches the soldiers get on the train and depart. This narrator, like Duffy's, watches the train depart and thinks of the men on that train, aware of what may lie in their future:
Shall they return to beating of great bell
In wild train-loads?
A few, a few, too few for drums and yells,
May creep back, silent, to the village well,
Up half-known roads.
Should these men happen to return, they will not be met with the same fanfare that has sent them off. The narrator realizes that it will not be train-loads who return, but only a few, whose return won't be noticed by anyone. They will come home to silent villages and towns, even to be silent themselves. So while Carol Ann Duffy's men won't come home or have children, Owen's might come home - but their silence could well result in a similar end.
Wilfred Owen's legacy is greater than a record of his feelings about the war; what he has left us is a reminder that humanity's survival depends upon these men we send off into battle without much thought. He notes that the men went off "[s]o secretly, like wrongs hushed-up," as if they were to blame for the slaughter to which they were being sent, from which too few would return. Carol Ann Duffy latches on to Owen's poignant imagery as her soldiers "walked to the edge of absence", a great nothing from which there was no return. All of Owen's soldiers, the survivors and those killed in action, have now passed away, and Duffy acknowledges them by saying "forever has been." For those men, forever was indeed "an unseen" time: their lives were either a short lifetime or years of being wracked with awful memories. For us, for the future readers of Owen's and Duffy's poems, "forever" lives on as these poems are read and re-read, as long as soldiers are sent off to war, in silence or with fan-fare. | <urn:uuid:df82ca9f-6895-4c73-be53-24964c316310> | CC-MAIN-2020-05 | http://writersinspire.org/content/owens-influence-carol-ann-duffy | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604397.40/warc/CC-MAIN-20200121132900-20200121161900-00041.warc.gz | en | 0.984885 | 674 | 3.546875 | 4 | [
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0.422129571... | 24 | Carol Ann Duffy's poem "An Unseen" depicts a soldier going off to war, but we don't know which war, or even which country the soldier represents, giving him a universal quality . The narrator is watching them walk away "towards the dying time…[he] walked to the edge of absence," to be seen no more. As she continues to watch the space where the soldier had been, she thinks of the child that soldier will never father, and multiplies that circumstance by so many times that she concludes "…all future / past, an unseen. Has forever been then? Yes, / forever has been." Not only will we lose a generation of men who will never be fathers, but we also lose an unseen generation whom we will never know. The toll of war is not just on the present and the past; it also touches the future which, for her (and for us) is an unseen time.
Duffy's poem is a direct response, after almost one hundred years, to Wilfred Owen's "The Send-off". In this poem, Owen's soldiers are marching off to World War One, singing, with flowers pinned on their chests by the crowd members who are cheering them on as they leave. The narrator watches the soldiers get on the train and depart. This narrator, like Duffy's, watches the train depart and thinks of the men on that train, aware of what may lie in their future:
Shall they return to beating of great bell
In wild train-loads?
A few, a few, too few for drums and yells,
May creep back, silent, to the village well,
Up half-known roads.
Should these men happen to return, they will not be met with the same fanfare that has sent them off. The narrator realizes that it will not be train-loads who return, but only a few, whose return won't be noticed by anyone. They will come home to silent villages and towns, even to be silent themselves. So while Carol Ann Duffy's men won't come home or have children, Owen's might come home - but their silence could well result in a similar end.
Wilfred Owen's legacy is greater than a record of his feelings about the war; what he has left us is a reminder that humanity's survival depends upon these men we send off into battle without much thought. He notes that the men went off "[s]o secretly, like wrongs hushed-up," as if they were to blame for the slaughter to which they were being sent, from which too few would return. Carol Ann Duffy latches on to Owen's poignant imagery as her soldiers "walked to the edge of absence", a great nothing from which there was no return. All of Owen's soldiers, the survivors and those killed in action, have now passed away, and Duffy acknowledges them by saying "forever has been." For those men, forever was indeed "an unseen" time: their lives were either a short lifetime or years of being wracked with awful memories. For us, for the future readers of Owen's and Duffy's poems, "forever" lives on as these poems are read and re-read, as long as soldiers are sent off to war, in silence or with fan-fare. | 663 | ENGLISH | 1 |
The Light Tank (Airborne) M22 or Locust was an American-designed airmobile light tank which was produced during World War II. The Locust began development in 1941 after the British War Office requested that the American government design a purpose-built airborne light tank which could be transported by glider into battle to support British airborne forces. The War Office had originally selected the Light Tank Mark VII Tetrarch light tank for use by the airborne forces, but it had not been designed with that exact purpose in mind so the War Office believed that a purpose-built tank would be required to replace it. The United States Ordnance Department was asked to produce this replacement, which in turn selected Marmon-Herrington to design and build a prototype airborne tank in May 1941. The prototype was designated the Light Tank T9 (Airborne), and was designed so that it could be transported underneath a Douglas C-54 Skymaster transport aircraft, although its dimensions also allowed it to fit inside a General Aircraft Hamilcar glider.
After a series of modifications were made to the initial prototype, production of the T9 began in April 1943. It was significantly delayed, however, when several faults were found with the tank’s design. Marmon-Herrington only began to produce significant numbers of the T9 in late 1943 and early 1944, and by then the design was considered to be obsolete; only 830 were built by the time production ended in February 1945. As a result, the Ordnance Department gave the tank the specification number M22 but no combat units were equipped with it. However, the War Office believed that the tank would perform adequately despite its faults, so the tank was given the title of “Locust” and 260 were shipped to Great Britain under the Lend-Lease Act. Seventeen Locusts were received by the 6th Airborne Armoured Reconnaissance Regiment in late 1943, but mechanical problems led to the tanks being withdrawn in favour of the Tetrarchs previously used by the regiment.
In October 1944 however, the remaining Tetrarchs of the regiment were replaced by Locusts and eight were used duringOperation Varsity in March 1945. The tanks did not perform well in action; several were damaged during the landing process and one was knocked out by a German self-propelled gun. Only two Locusts were able to reach their planned rendezvous point and go into action, occupying a piece of high ground along with an infantry company. The tanks were forced to withdraw from the position after several hours however, because they attracted artillery fire that caused the infantry to suffer heavy casualties. The Locust never saw active service with the British Army again and was classified as obsolete in 1946. A number of Locusts were used by foreign militaries in the post-war period however; the Belgian Army used Locusts as command tanks for their M4 Sherman tank regiments, and the Egyptian Army used several company-sized units of Locusts during the 1948 Arab–Israeli War. | <urn:uuid:e0066bbf-f4ae-4b2d-bfac-163fe75e1824> | CC-MAIN-2020-05 | https://www.warhistoryonline.com/military-vehicles-2/american-military-vehicles/american-tanks/american-light-tank-m22-locust | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594391.21/warc/CC-MAIN-20200119093733-20200119121733-00028.warc.gz | en | 0.989858 | 614 | 3.578125 | 4 | [
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0.325646907091140... | 1 | The Light Tank (Airborne) M22 or Locust was an American-designed airmobile light tank which was produced during World War II. The Locust began development in 1941 after the British War Office requested that the American government design a purpose-built airborne light tank which could be transported by glider into battle to support British airborne forces. The War Office had originally selected the Light Tank Mark VII Tetrarch light tank for use by the airborne forces, but it had not been designed with that exact purpose in mind so the War Office believed that a purpose-built tank would be required to replace it. The United States Ordnance Department was asked to produce this replacement, which in turn selected Marmon-Herrington to design and build a prototype airborne tank in May 1941. The prototype was designated the Light Tank T9 (Airborne), and was designed so that it could be transported underneath a Douglas C-54 Skymaster transport aircraft, although its dimensions also allowed it to fit inside a General Aircraft Hamilcar glider.
After a series of modifications were made to the initial prototype, production of the T9 began in April 1943. It was significantly delayed, however, when several faults were found with the tank’s design. Marmon-Herrington only began to produce significant numbers of the T9 in late 1943 and early 1944, and by then the design was considered to be obsolete; only 830 were built by the time production ended in February 1945. As a result, the Ordnance Department gave the tank the specification number M22 but no combat units were equipped with it. However, the War Office believed that the tank would perform adequately despite its faults, so the tank was given the title of “Locust” and 260 were shipped to Great Britain under the Lend-Lease Act. Seventeen Locusts were received by the 6th Airborne Armoured Reconnaissance Regiment in late 1943, but mechanical problems led to the tanks being withdrawn in favour of the Tetrarchs previously used by the regiment.
In October 1944 however, the remaining Tetrarchs of the regiment were replaced by Locusts and eight were used duringOperation Varsity in March 1945. The tanks did not perform well in action; several were damaged during the landing process and one was knocked out by a German self-propelled gun. Only two Locusts were able to reach their planned rendezvous point and go into action, occupying a piece of high ground along with an infantry company. The tanks were forced to withdraw from the position after several hours however, because they attracted artillery fire that caused the infantry to suffer heavy casualties. The Locust never saw active service with the British Army again and was classified as obsolete in 1946. A number of Locusts were used by foreign militaries in the post-war period however; the Belgian Army used Locusts as command tanks for their M4 Sherman tank regiments, and the Egyptian Army used several company-sized units of Locusts during the 1948 Arab–Israeli War. | 658 | ENGLISH | 1 |
The Fibonacci Sequence is a mathematical formula that frequently appears in nature. It also makes some really interesting spiral shapes. The sequence was discovered by an Italian mathematician named Leonardo Fibonacci around the 13th century. This might sound strange, but he discovered the phenomenon by studying rabbits. So, what is the Fibonacci Sequence and how is it used?
Leonardo Fibonacci, also known as Leonardo of Pisa, studied math from a young age. He was sent by his father to study under an Arab mathematician, which took him all over the world. During his career, he wrote several books and even became friends with the Holy Roman Emperor, Frederick II.
In the 12th century, not much was known about Arabic numerals (the number system we use today) in Europe. In his travels to Egypt, Syria, Greece, and Sicily, he was able to study a wide variety of numerical systems and see how they were used. He wrote his first book called “Liber abaci” about how the Arabic numeral system worked, including basic arithmetic; how it could be used with money, weights, and measures; and how to use a few tips for calculations like the 'rule of three' and the 'rule of five' method for finding proportions. It was a hit and pushed him to the forefront of the mathematical world.
Discovering the sequence
After his initial successes, he began to study math in nature, which led him to his most famous discovery: the Fibonacci sequence. Around 1202, Fibonacci came up with an interesting thought experiment. He wanted to see if he could mathematically calculate how many pairs of rabbits could be produced in one year. Because that’s something everyone wonders at some point, right?
He knew that rabbits could reproduce at one month old, had a one-month gestation, and typically produce two offspring, one male and one female. So, theoretically, if he started with one pair of rabbits, a male and a female, they would have matured by the second month, and in the third month would give birth to another pair. The original pair could mate again in the third month, while the younger pair is maturing. In the fourth month, the original pair would give birth to yet another set of rabbits while the second pair was mating. In the fifth month, both pairs would reproduce while the youngest pair matures, resulting in five sets of rabbits.
If you look at it in terms of numbers by month, the sequence goes like this: 1, 1, 2, 3, 5. Each consecutive number is the sum of the two numbers before it. If you continue the pattern, it would go: 8, 13, 21, 34, 55, 89, 144. So, in Fibonacci’s original experiment, he would have 144 pairs of rabbits in one year. What he would do with all those rabbits, who knows, but since his initial discovery, the Fibonacci sequence has become known as the Golden Ratio.
The golden spiral
The Fibonacci sequence can also be depicted in the form of a spiral that grows wider as defined by the Golden Ratio. The first arc is in a 1x1 square. A second arc is connected to the original in an adjacent 1x1 square. The next portion of the arc is in a 2x2 square. The next in a 3x3 square, and so on up through the sequence. The result is a spiral that spreads out and gets wider as it goes.
The Fibonacci sequence in nature
Most impressively, this ratio can be found throughout the natural world. The number of petals that grow on flowers is almost always a number in the Fibonacci sequence. Lilies have three petals, buttercups have five, and daisies have 34, just to name a few.
The golden spiral can also be found throughout nature. If you look at the spiral pattern on a shell belonging to a hermit crab, you’ll notice that the spiral starts at a point in the center and widens as it goes outward. Sunflowers and pinecones also follow the golden spiral with their seed patterns. On the larger scale, hurricanes and even galaxies follow the golden spiral pattern as well. These spirals are an exact depiction of the Fibonacci sequence. | <urn:uuid:c420b980-b6b9-4adb-a800-df22b2eed5b5> | CC-MAIN-2020-05 | https://www.triviagenius.com/what-is-the-fibonacci-sequence/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595787.7/warc/CC-MAIN-20200119234426-20200120022426-00278.warc.gz | en | 0.98078 | 889 | 3.890625 | 4 | [
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... | 3 | The Fibonacci Sequence is a mathematical formula that frequently appears in nature. It also makes some really interesting spiral shapes. The sequence was discovered by an Italian mathematician named Leonardo Fibonacci around the 13th century. This might sound strange, but he discovered the phenomenon by studying rabbits. So, what is the Fibonacci Sequence and how is it used?
Leonardo Fibonacci, also known as Leonardo of Pisa, studied math from a young age. He was sent by his father to study under an Arab mathematician, which took him all over the world. During his career, he wrote several books and even became friends with the Holy Roman Emperor, Frederick II.
In the 12th century, not much was known about Arabic numerals (the number system we use today) in Europe. In his travels to Egypt, Syria, Greece, and Sicily, he was able to study a wide variety of numerical systems and see how they were used. He wrote his first book called “Liber abaci” about how the Arabic numeral system worked, including basic arithmetic; how it could be used with money, weights, and measures; and how to use a few tips for calculations like the 'rule of three' and the 'rule of five' method for finding proportions. It was a hit and pushed him to the forefront of the mathematical world.
Discovering the sequence
After his initial successes, he began to study math in nature, which led him to his most famous discovery: the Fibonacci sequence. Around 1202, Fibonacci came up with an interesting thought experiment. He wanted to see if he could mathematically calculate how many pairs of rabbits could be produced in one year. Because that’s something everyone wonders at some point, right?
He knew that rabbits could reproduce at one month old, had a one-month gestation, and typically produce two offspring, one male and one female. So, theoretically, if he started with one pair of rabbits, a male and a female, they would have matured by the second month, and in the third month would give birth to another pair. The original pair could mate again in the third month, while the younger pair is maturing. In the fourth month, the original pair would give birth to yet another set of rabbits while the second pair was mating. In the fifth month, both pairs would reproduce while the youngest pair matures, resulting in five sets of rabbits.
If you look at it in terms of numbers by month, the sequence goes like this: 1, 1, 2, 3, 5. Each consecutive number is the sum of the two numbers before it. If you continue the pattern, it would go: 8, 13, 21, 34, 55, 89, 144. So, in Fibonacci’s original experiment, he would have 144 pairs of rabbits in one year. What he would do with all those rabbits, who knows, but since his initial discovery, the Fibonacci sequence has become known as the Golden Ratio.
The golden spiral
The Fibonacci sequence can also be depicted in the form of a spiral that grows wider as defined by the Golden Ratio. The first arc is in a 1x1 square. A second arc is connected to the original in an adjacent 1x1 square. The next portion of the arc is in a 2x2 square. The next in a 3x3 square, and so on up through the sequence. The result is a spiral that spreads out and gets wider as it goes.
The Fibonacci sequence in nature
Most impressively, this ratio can be found throughout the natural world. The number of petals that grow on flowers is almost always a number in the Fibonacci sequence. Lilies have three petals, buttercups have five, and daisies have 34, just to name a few.
The golden spiral can also be found throughout nature. If you look at the spiral pattern on a shell belonging to a hermit crab, you’ll notice that the spiral starts at a point in the center and widens as it goes outward. Sunflowers and pinecones also follow the golden spiral with their seed patterns. On the larger scale, hurricanes and even galaxies follow the golden spiral pattern as well. These spirals are an exact depiction of the Fibonacci sequence. | 885 | ENGLISH | 1 |
Slavery is a form of forced labour in which people are considered to be the property of others. Slaves can be held against their will from the time of their capture, purchase or birth, and deprived of the right to leave, to refuse to work, or to demand wages. The Bussa rebellion was short-lived. There were a number of reasons for which this rebellion had taken place. The reasons included the mistreatment of the slaves by the slaves by the planters, the desire to acquire freedom of the slaves and great encouragement from the slaves who rebelled in the St. Domingue revolt.
The rebellion was well lead and organized by the head ranger on the bayley’s plantation called by the name Bussa. He was entrusted with great authority by the manager over his fellow blacks. Despite of these privileges he still remembered he was enslaved like his fellow workers. So he used it to his advantage to organize a rebellion so that they could be free of slavery. The position of Bussa on the plantation and his advantage to organize a rebellion left the enslaved with two options; continue working on the plantation or rebel against the planters and acquire their freedom.
Like any sensible human being on earth they chose to rebel against the planters. Rebelling wasn’t like ‘taking milk from a baby’ it was very difficult for the enslaved. They then had to face the consequences of the outcome of the rebellion. Quite a few of the consequences didn’t favor the enslaved although they outnumbered the whites in population. I believe it started with the early absence of their leader Bussa who died shortly after the rebellion started. Also, the whites were equip with superior weaponry to those of the enslaved making it harder task for them.
Causes of the Bussa rebellion Like most human things that were captured against their will and forced to obey their so-called master finally seeks the desire for freedom. This was the case of the slaves on the Bayley’s plantation and all slaves in general. The slaves believed that the Registry Bill which was put in place to deter the sale of slaves after the abolition of the slave trade was their ‘free-paper’ and the planters were withholding this right. Also, they believed that they should take full control of the island because they thought it was theirs.
The registry bill forbids planters from the trading black slaves within the Caribbean. The slaves were greatly inspired by the successful rebellion of the slaves in St. Domigue to fight. It was said that Nanny Grigg a female slave encouraged the slaves to follow the patterns set by the slaves of the French colonies. According to one confession she told the slaves that ‘ the only way to get freedom was to fight for it, otherwise they would not get it; and the way to do it was to set fire, as that was the way they did it in St. Domingue. The conditions of slavery were another cause of the Bussa rebellion. The slaves were represented tremendously by some humanitarians like William Wilberforce and Thomas Clarkson. ‘I would never rest till I had effected its abolition,’ were the words of William Wilberforce referring to the slave trade. This showed how determined Wilberforce was to end the slave trade. Out of this determination slaves were highly encouraged and it also built their courage. Wilberforce and other humanitarians fought hard to the abolition of the slave trade. | <urn:uuid:22f71354-01b1-43e5-9d49-8450678e3922> | CC-MAIN-2020-05 | https://bereavementpractitioners.org/essay-bussa-rebellion/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593295.11/warc/CC-MAIN-20200118164132-20200118192132-00436.warc.gz | en | 0.987055 | 707 | 3.953125 | 4 | [
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0.306263804435... | 1 | Slavery is a form of forced labour in which people are considered to be the property of others. Slaves can be held against their will from the time of their capture, purchase or birth, and deprived of the right to leave, to refuse to work, or to demand wages. The Bussa rebellion was short-lived. There were a number of reasons for which this rebellion had taken place. The reasons included the mistreatment of the slaves by the slaves by the planters, the desire to acquire freedom of the slaves and great encouragement from the slaves who rebelled in the St. Domingue revolt.
The rebellion was well lead and organized by the head ranger on the bayley’s plantation called by the name Bussa. He was entrusted with great authority by the manager over his fellow blacks. Despite of these privileges he still remembered he was enslaved like his fellow workers. So he used it to his advantage to organize a rebellion so that they could be free of slavery. The position of Bussa on the plantation and his advantage to organize a rebellion left the enslaved with two options; continue working on the plantation or rebel against the planters and acquire their freedom.
Like any sensible human being on earth they chose to rebel against the planters. Rebelling wasn’t like ‘taking milk from a baby’ it was very difficult for the enslaved. They then had to face the consequences of the outcome of the rebellion. Quite a few of the consequences didn’t favor the enslaved although they outnumbered the whites in population. I believe it started with the early absence of their leader Bussa who died shortly after the rebellion started. Also, the whites were equip with superior weaponry to those of the enslaved making it harder task for them.
Causes of the Bussa rebellion Like most human things that were captured against their will and forced to obey their so-called master finally seeks the desire for freedom. This was the case of the slaves on the Bayley’s plantation and all slaves in general. The slaves believed that the Registry Bill which was put in place to deter the sale of slaves after the abolition of the slave trade was their ‘free-paper’ and the planters were withholding this right. Also, they believed that they should take full control of the island because they thought it was theirs.
The registry bill forbids planters from the trading black slaves within the Caribbean. The slaves were greatly inspired by the successful rebellion of the slaves in St. Domigue to fight. It was said that Nanny Grigg a female slave encouraged the slaves to follow the patterns set by the slaves of the French colonies. According to one confession she told the slaves that ‘ the only way to get freedom was to fight for it, otherwise they would not get it; and the way to do it was to set fire, as that was the way they did it in St. Domingue. The conditions of slavery were another cause of the Bussa rebellion. The slaves were represented tremendously by some humanitarians like William Wilberforce and Thomas Clarkson. ‘I would never rest till I had effected its abolition,’ were the words of William Wilberforce referring to the slave trade. This showed how determined Wilberforce was to end the slave trade. Out of this determination slaves were highly encouraged and it also built their courage. Wilberforce and other humanitarians fought hard to the abolition of the slave trade. | 683 | ENGLISH | 1 |
Abwehr is a German word, which is commonly translated to the english "defence".
The head of Abwehr during World War II was Admiral Wilhelm Canaris. Under his lead, the Abwehr became a center of conspiracy against the Nazi regime. Helped by Canaris' protection, one of his subordinates, Hans Oster, helped to organise internal opposition to the Nazis. Although in April 1943, many of Oster's co-conspirators were arrested and the Abwehr was put under constant surveillance, Canaris was dismissed in February of 1944.
Abwehr has an eminent place within the psychoanalytical theory of Sigmund Freud too. Here it describes the sum of all those mechanisms, which allow the I to be protected against aversion/reluctance and fear (i.e. the german Angst). | <urn:uuid:73977abc-b6d8-4d57-be08-33aab0a6e25a> | CC-MAIN-2020-05 | http://www.infomutt.com/a/ab/abwehr.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599789.45/warc/CC-MAIN-20200120195035-20200120224035-00318.warc.gz | en | 0.980607 | 176 | 3.375 | 3 | [
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0.198467582... | 2 | Abwehr is a German word, which is commonly translated to the english "defence".
The head of Abwehr during World War II was Admiral Wilhelm Canaris. Under his lead, the Abwehr became a center of conspiracy against the Nazi regime. Helped by Canaris' protection, one of his subordinates, Hans Oster, helped to organise internal opposition to the Nazis. Although in April 1943, many of Oster's co-conspirators were arrested and the Abwehr was put under constant surveillance, Canaris was dismissed in February of 1944.
Abwehr has an eminent place within the psychoanalytical theory of Sigmund Freud too. Here it describes the sum of all those mechanisms, which allow the I to be protected against aversion/reluctance and fear (i.e. the german Angst). | 179 | ENGLISH | 1 |
This theme is brought up many times in the poem. For example, Keats uses a bright star and the earth to describe his innermost desires to be immortal, unchanged, and rejuvenated. He expresses deep feelings toward his lover, and if he had to live without her, he would welcome death. In the first two lines, Keats shows us that he would love to be around forever and full of life.
English poet and dramatist. See also, Hyperion Criticism. John Keats, today renowned as a leading poet of the Romantic movement, was viciously snubbed by many contemporary critics and by other poets. During his lifetime, Keats struggled against the obstacles of his lower-middle class social standing, limited education, early association with the "Cockney School" of poetry, and poor health, as he sought to develop his skills as a poet and advance his poetical theories.
Even after his premature death at the age of twenty-five, and well into the nineteenth century, Keats's poetry continued to be disparaged as overly sensitive, sensuous, and simplistic.
By the twentieth century, however, his position within the Romantic movement had been revalued by critics. Keats continues to draw scholarly, critical, and popular attention. Issues examined by modern critics include Keats's political leanings; his theories regarding poetic imagination and "negative capability"; the rapid development of his poetry from the Cockney style to his more complex efforts, such as Hyperion, The Fall of Hyperion, and his later odes; and Keats's treatment of women in his poetry.
Biographical Information Keats, the oldest of four children, was born in London in into a working, middle-class family. He lost both his parents at an early age; his father died when Keats was seven, and his mother died six years later. The Keats children were then placed within the care of a guardian.
While attending the Clarke school in Enfield, Keats did not display any proclivity toward literature until the age of fifteen, when his friend Charles Cowden Clarke, John keats bright star analysis essay son of the school's headmaster, helped to interest Keats in mythology and travel-lore.
At about the same time, Keats's guardian apprenticed the teenager to an apothecary-surgeon. Keats entered medical school and in passed the examinations required to become a surgeon.
That same year, Keats met Leigh Hunt, who published the liberal journal the Examiner. InKeats published a volume of poems, which is typically characterized as an immature effort, although the few reviews the volume received were not wholly unfavorable.
The publication of Endymion is regarded as a transitional effort by Keats, in which the influence of Hunt and his Cockney style is still detected in the use of colloquialisms, and in the luxurious and sentimental style.
Yet the poem also displays an increasing level of skill and maturity that would culminate in Keats's next volume of poetry, LamiaIsabella, The Eve of St. Agnesand Other Poems This publication would also be Keats's last; shortly after the publication of Endymion, the first symptoms of tuberculosis, the disease that had killed his mother and his brother Tom, began to trouble Keats.
In the autumn ofin an effort to stabilize his health in Italy's fair climate, Keats left England, what remained of his family, and his love, Fanny Brawne. Keats died in Rome five months later. Major Works Endymion, while still displaying some of the flaws of Keats's earlier poetry, was also graced with mythological, poetical, and artistic imagery.
The story itself, chronicling the love of Endymion and Diana, is based in myth, although Keats's knowledge of it was taken from other English renderings of the myth, as Keats never learned Greek. The primary theme of the poem has been described by critics Samuel C.
Chew and Richard D. Altick as "the quest of a unity transcending the flux of the phenomenal world. Hyperion and The Fall of Hyperion, like Endymion, focus on mythological themes; the story centers on the Titans' fall to the triumphant Olympians.
Some critics have suggested that the history of the French Revolution played some role in Keats's construction of the poem. Other works considered to be among Keats's greatest are the odes published in the volume, including " Ode to Psyche ," " Ode to a Nightingale ," and " Ode on a Grecian Urn.
Critical Reception One issue modern critics have studied is the discrepancy between the initial, often negative, reception of Keats and his poetry and the stellar literary reputation Keats enjoys today.
Marjorie Levinson focuses her study on the barrier posed by Keats's social standing, pointing out ways in which his lower-middle-class status affected his work and influenced the negative reviews offered by his critics.
Concentrating on politics rather than class status, Nicholas Roe similarly maintains that Keats's potential political subversiveness was the reason his poetry was deprecated by contemporary critics.
Like Roe, Morris Dickstein examines Keats's politics, demonstrating that early on, Keats was associated not only with Leigh Hunt's poetry, but also with his liberal politics. Dickstein further argues that Keats makes his revulsion for the politics of the day and his desire for social and political progress explicit themes in both his poetry and his letters.
Keats's letters are often studied by critics to gain insight into his poetical theories. Hirst examines Keats's letters to his family and friends and discusses what the letters reveal about Keats's theories of "negative capability," the truth of Imagination, and "soul-making.
These theories are also reflected in Keats's poetry, and critic A. Eruvbetineexamines the qualities of Keats's poetic imagination and of beauty as an aesthetic ideal, as displayed in his poems. Eruvbetine argues that to Keats, imagination served as the "true voice of feeling," that through the imaginative experience truth was revealed and new experiences could be envisioned.
In the essay on beauty, Eruvbetine asserts that beauty represented to Keats a medium for accessing truth. While truth and beauty were apparently resolved into a single aesthetic ideal, the critic notes, beauty remained the focus of the ideal. In addition to exposing his poetical theories, Keats's letters also conveyed his mixed emotions about the love of his life, Fanny Brawne.This essay will discuss a close reading analysis of the poem “The Bright Star”.
The Romantic poet John Keats wrote this poem. It is a love sonnet and is believed that it . Percy Bysshe Shelley's When the Lamp is Shattered poem Analysis. I hope I'm posting in the right section!
For a class project we were each assigned to choose a poem written by a British author and memorize the poem as well as explain what the poem means. barnweddingvt.com is the place to go to get the answers you need and to ask the questions you want.
John Keats 's `` Bright Star, And Robert Frost 's Poem `` Look Something Like A Star `` This quote is also an allusion to Keats 's poem; this is important to note because is shows that Frost agrees with Keats and also uses it to make his message stronger. Bright Star by John Keats: Summary and Analysis It was the last poetical work of Keats, was composed in October on board the ship that took him from London to Italy. Reference Births and Deaths • Gaelic • Glossary • Literary References • Music • Mythology Literary references are made throughout the Outlander Series, from well-known works to obscure poetry and prayer. Song lyrics are included when the focus is on the words, rather than the music.
X.J. Kennedy & Dana Gioia developed Literature: An Introduction to Fiction, Poetry, Drama, and Writing, Thirteenth Edition with two major goals in mind: to introduce college students to the appreciation and experience of literature in its major forms and to develop the student’s ability to think.
John Keats’ “Bright Star” Analysis and an Analysis of “To Solitude” April 30, By Trenton Lorcher Try an analysis of poems by John Keats to impress your coworkers and classmates at your next Friday night poetry party. Dec 04, · John Keats – English poet and dramatist.
See also, Hyperion Criticism. John Keats, today renowned as a leading poet of the Romantic movement, was . | <urn:uuid:fd697567-f685-4c79-bc00-dc686b96facf> | CC-MAIN-2020-05 | https://tivepunirycav.barnweddingvt.com/john-keats-bright-star-analysis-essay-39205ou.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251687725.76/warc/CC-MAIN-20200126043644-20200126073644-00232.warc.gz | en | 0.981392 | 1,808 | 3.390625 | 3 | [
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0.0003794347... | 1 | This theme is brought up many times in the poem. For example, Keats uses a bright star and the earth to describe his innermost desires to be immortal, unchanged, and rejuvenated. He expresses deep feelings toward his lover, and if he had to live without her, he would welcome death. In the first two lines, Keats shows us that he would love to be around forever and full of life.
English poet and dramatist. See also, Hyperion Criticism. John Keats, today renowned as a leading poet of the Romantic movement, was viciously snubbed by many contemporary critics and by other poets. During his lifetime, Keats struggled against the obstacles of his lower-middle class social standing, limited education, early association with the "Cockney School" of poetry, and poor health, as he sought to develop his skills as a poet and advance his poetical theories.
Even after his premature death at the age of twenty-five, and well into the nineteenth century, Keats's poetry continued to be disparaged as overly sensitive, sensuous, and simplistic.
By the twentieth century, however, his position within the Romantic movement had been revalued by critics. Keats continues to draw scholarly, critical, and popular attention. Issues examined by modern critics include Keats's political leanings; his theories regarding poetic imagination and "negative capability"; the rapid development of his poetry from the Cockney style to his more complex efforts, such as Hyperion, The Fall of Hyperion, and his later odes; and Keats's treatment of women in his poetry.
Biographical Information Keats, the oldest of four children, was born in London in into a working, middle-class family. He lost both his parents at an early age; his father died when Keats was seven, and his mother died six years later. The Keats children were then placed within the care of a guardian.
While attending the Clarke school in Enfield, Keats did not display any proclivity toward literature until the age of fifteen, when his friend Charles Cowden Clarke, John keats bright star analysis essay son of the school's headmaster, helped to interest Keats in mythology and travel-lore.
At about the same time, Keats's guardian apprenticed the teenager to an apothecary-surgeon. Keats entered medical school and in passed the examinations required to become a surgeon.
That same year, Keats met Leigh Hunt, who published the liberal journal the Examiner. InKeats published a volume of poems, which is typically characterized as an immature effort, although the few reviews the volume received were not wholly unfavorable.
The publication of Endymion is regarded as a transitional effort by Keats, in which the influence of Hunt and his Cockney style is still detected in the use of colloquialisms, and in the luxurious and sentimental style.
Yet the poem also displays an increasing level of skill and maturity that would culminate in Keats's next volume of poetry, LamiaIsabella, The Eve of St. Agnesand Other Poems This publication would also be Keats's last; shortly after the publication of Endymion, the first symptoms of tuberculosis, the disease that had killed his mother and his brother Tom, began to trouble Keats.
In the autumn ofin an effort to stabilize his health in Italy's fair climate, Keats left England, what remained of his family, and his love, Fanny Brawne. Keats died in Rome five months later. Major Works Endymion, while still displaying some of the flaws of Keats's earlier poetry, was also graced with mythological, poetical, and artistic imagery.
The story itself, chronicling the love of Endymion and Diana, is based in myth, although Keats's knowledge of it was taken from other English renderings of the myth, as Keats never learned Greek. The primary theme of the poem has been described by critics Samuel C.
Chew and Richard D. Altick as "the quest of a unity transcending the flux of the phenomenal world. Hyperion and The Fall of Hyperion, like Endymion, focus on mythological themes; the story centers on the Titans' fall to the triumphant Olympians.
Some critics have suggested that the history of the French Revolution played some role in Keats's construction of the poem. Other works considered to be among Keats's greatest are the odes published in the volume, including " Ode to Psyche ," " Ode to a Nightingale ," and " Ode on a Grecian Urn.
Critical Reception One issue modern critics have studied is the discrepancy between the initial, often negative, reception of Keats and his poetry and the stellar literary reputation Keats enjoys today.
Marjorie Levinson focuses her study on the barrier posed by Keats's social standing, pointing out ways in which his lower-middle-class status affected his work and influenced the negative reviews offered by his critics.
Concentrating on politics rather than class status, Nicholas Roe similarly maintains that Keats's potential political subversiveness was the reason his poetry was deprecated by contemporary critics.
Like Roe, Morris Dickstein examines Keats's politics, demonstrating that early on, Keats was associated not only with Leigh Hunt's poetry, but also with his liberal politics. Dickstein further argues that Keats makes his revulsion for the politics of the day and his desire for social and political progress explicit themes in both his poetry and his letters.
Keats's letters are often studied by critics to gain insight into his poetical theories. Hirst examines Keats's letters to his family and friends and discusses what the letters reveal about Keats's theories of "negative capability," the truth of Imagination, and "soul-making.
These theories are also reflected in Keats's poetry, and critic A. Eruvbetineexamines the qualities of Keats's poetic imagination and of beauty as an aesthetic ideal, as displayed in his poems. Eruvbetine argues that to Keats, imagination served as the "true voice of feeling," that through the imaginative experience truth was revealed and new experiences could be envisioned.
In the essay on beauty, Eruvbetine asserts that beauty represented to Keats a medium for accessing truth. While truth and beauty were apparently resolved into a single aesthetic ideal, the critic notes, beauty remained the focus of the ideal. In addition to exposing his poetical theories, Keats's letters also conveyed his mixed emotions about the love of his life, Fanny Brawne.This essay will discuss a close reading analysis of the poem “The Bright Star”.
The Romantic poet John Keats wrote this poem. It is a love sonnet and is believed that it . Percy Bysshe Shelley's When the Lamp is Shattered poem Analysis. I hope I'm posting in the right section!
For a class project we were each assigned to choose a poem written by a British author and memorize the poem as well as explain what the poem means. barnweddingvt.com is the place to go to get the answers you need and to ask the questions you want.
John Keats 's `` Bright Star, And Robert Frost 's Poem `` Look Something Like A Star `` This quote is also an allusion to Keats 's poem; this is important to note because is shows that Frost agrees with Keats and also uses it to make his message stronger. Bright Star by John Keats: Summary and Analysis It was the last poetical work of Keats, was composed in October on board the ship that took him from London to Italy. Reference Births and Deaths • Gaelic • Glossary • Literary References • Music • Mythology Literary references are made throughout the Outlander Series, from well-known works to obscure poetry and prayer. Song lyrics are included when the focus is on the words, rather than the music.
X.J. Kennedy & Dana Gioia developed Literature: An Introduction to Fiction, Poetry, Drama, and Writing, Thirteenth Edition with two major goals in mind: to introduce college students to the appreciation and experience of literature in its major forms and to develop the student’s ability to think.
John Keats’ “Bright Star” Analysis and an Analysis of “To Solitude” April 30, By Trenton Lorcher Try an analysis of poems by John Keats to impress your coworkers and classmates at your next Friday night poetry party. Dec 04, · John Keats – English poet and dramatist.
See also, Hyperion Criticism. John Keats, today renowned as a leading poet of the Romantic movement, was . | 1,764 | ENGLISH | 1 |
Sigurd Snake-in-the-Eye Ragnarsson was a legendary Viking warrior and chieftain. According to Viking Age traditional literature, he was a King of Denmark as well as an ancestor of an English king. He is believed to be one of the sons of Ragnar Lothbrok, the near-mythical Danish and Swedish Viking hero and ruler, and his third wife, Aslaug. He and his siblings grew up in Sweden and later set out to conquer Zealand, Reidgotaland, Gotland, Öland and all the minor islands. During their stay at Lejre in Zealand, Sigurd and his brothers heard of the deaths of their half-brothers and attacked Sweden for retribution. As a boy, he joined his father in an expedition through Rus' to the Hellespont. After their father was executed by Ælla, the King of Northumbria, England, Sigurd and his siblings launched a successful campaign against him. Ultimately, Ælla was taken captive and the blood eagle was performed on him. The brothers subsequently distributed their vast territory among themselves. Sigurd received Zealand, Scania, Halland, the Danish islands, and Viken. According to the sagas, following the death of his brother, Halfdan Ragnarsson, Sigurd became the king of Denmark in about 877. He was supposedly an ancestor of Sweyn Forkbeard, the king who ruled both Denmark and England from 986 to 1014.
- Sigurd’s father, Ragnar Lothbrok, is an important figure in Viking Age Old Norse poetry and sagas. A self-proclaimed descendant of Odin himself, Ragnar led several raids into Francia and Anglo-Saxon England during the 9th century.While there is little to no historical evidence that there was indeed a Norse chieftain and naval commander named Ragnar in early-medieval Europe, considerable accounts of traditional literature have described his life and adventures.The 13th century Icelandic legendary saga, the ‘Tale of Ragnar Lodbrok’, claims that Sigurd’s grandfather, Ragnar’s father, was the Swedish king Sigurd Hring. The Hervarar Saga gives Sigurd’s immediate genealogy. His great-great-grandfather was Valdar, after whose death, his son, Sigurd’s great-grandfather, Randver, became the king.During this period, the king of Denmark was Harald Wartooth. He was an ambitious ruler and not long after ascending the throne, began attacking neighbouring territories. After Randver’s passing, Sigurd Hring established himself as the king. He was quite possibly a subservient ruler to Harald Wartooth.In later years, Sigurd Hring rebelled against his overlord. Their conflict eventually culminated into the Battle of the Brávellir (Bråvalla) on the plains of Östergötland. Harald was killed and Sigurd Hring subsequently asserted his dominance over both Sweden and Denmark.Ragnar apparently ascended the throne after the death of his father in 804. In the later years of his reign, the Vikings invaded France and eventually laid siege to Paris in 845.The Frankish accounts state that the name of the leader of the Viking forces was “Reginherus”, who, according to many scholars, is actually Ragnar of the sagas. He raided France with about 120 ships that bore about 5,000 men. The Frankish king Charles the Bald, in comparison, had a much smaller army.Paris eventually fell to the Vikings but they left when Charles agreed to pay them a ransom of 7,000 French livres (2,570 kilograms (83,000 ozt)) of silver and gold.Ragnar married three women. His first wife’s name was Lagertha, who was a shieldmaiden. They had three children together, one son, Fridleif, and two daughters, whose names are not known. Thora Borgarhjört, the daughter of Herrauðr, the king or earl of Götaland, was his second wife. She bore him two sons, Eiríkr and Agnar. After her passing, Ragnar married Aslaug.A prominent figure in Norse traditional literature in her own right, Aslaug was the daughter of Sigurd, the slayer of the dragon Fafnir, and the shieldmaiden Brynhildr. When Ragnar first saw her, he immediately became mesmerised by her beauty.However, he wanted to test her intelligence and asked her to appear before him neither dressed nor undressed, neither fasting nor eating, and neither alone nor in company. A short time later, she came to him wearing a net, biting an onion, and in the company of a dog.Impressed by her resourcefulness, Ragnar proposed marriage. However, Aslaug declined and asked him to complete his mission in Norway first. Their marriage did eventually take place and she gave him several sons, including Sigurd. The others were Ivar the Boneless, Hvitserk, Ubbe, and Björn Ironside. Some sagas name two other sons, Rognvald and Halfdan Ragnarsson.Aslaug was a Völva, a powerful shaman and seer in Norse mythology. When she learned that Ragnar was planning to replace her with a Swedish princess named Ingeborg, she revealed her true identity to him.In order to convince him, she prophesied that she would bear him a son who would have the image of Fafnir in his eye. Sigurd was born with a distinctive mark in one of his eyes. It reminded his parents of the Ouroboros (a snake biting its own tail).As a youth, he was possibly the closest to his father among all his siblings. He later joined Ragnar his expedition through Rus' to the Hellespont. Some sources also state that he spent a considerable part of his later life in Scotland and the Scottish Islands.Continue Reading BelowIn Traditional Literature
- As Ragnar’s children grew up, they proved themselves to be equal in ferocity and cunningness to their father. They invaded Zealand, Reidgotaland (Jutland), Gotland, Öland and all the small islands and eventually established the centre of their power in Lejre in Zealand. Ivar, being the oldest and most intelligent, became their leader.Ragnar grew jealous of his own children’s achievements and made Eysteinn Beli the king of Sweden. He told Eysteinn to guard Sweden against his sons and left on an expedition to the Balkan region.During this period, Sigurd’s half-brothers, Eiríkr and Agnar, became involved in a dispute with Eysteinn and were killed. When Sigurd and his brothers heard of it, they invaded Sweden along with their mother, defeated Eysteinn, and killed him.The news of their conquest of Sweden eventually reached Ragnar who became even more furious. In order to prove that he was better than his sons, he decided to raid England with only two knarrs (merchant ships).While he did enjoy some success during the initial days of the campaign, he was eventually defeated and captured by Ælla, the king of Northumbria. Ragnar was then dropped into a snake’s pit. As he died, he supposedly said, “How the young pigs would squeal if they knew what the old boar suffers!"Ælla dispatched an envoy to Scandinavia to let Sigurd and his brothers know that their father had died. According to sources, Sigurd’s anger and grief were so immense that he sliced himself open to the bone with a knife he had been holding in his hand.He and his brothers wanted revenge. They amassed a powerful army and sailed to England in 866. However, the first engagement between the forces ended in disaster for the Vikings. They were driven back and Ivar realised that the English army was too powerful. He subsequently settled for peace.Later, the brothers assembled a massive army, which the Anglo-Saxon texts call “The Great Heathen Army”. Ivar instructed his men to conquer and sack York, which forced Ælla to face the Vikings on their terms.Following Ivar’s orders, the Vikings pretended that they were retreating until Ælla overcommitted his forces. The English soldiers were subsequently surrounded and slaughtered. ‘The Tale of Ragnar's Sons’ gives an account of what happened afterwards. Ælla was taken captive and the brothers decided that the “blood eagle” would be performed on him.Blood eagle is a Norse ritualised form of execution. There is only one other instance in the late skaldic poetry where the ritual has been described. As with Ælla, the other victim was of nobility as well. During the ritual, the victims were forced to kneel, their ribs were sawed off from the spine with a sharp tool, and their lungs were pulled out to be placed on each shoulder, so they would look like the folded wings of an eagle. Ælla died screaming, leaving the brothers in control of a vast territory.According to ‘The Tale of Ragnar’s Sons’, after his father’s death, Sigurd controlled Zealand, Scania, Halland, the Danish islands, and Viken. When one of his brothers, Halfdan Ragnarsson, passed away, Sigurd ascended the Danish throne in about 877.‘The Tale of Ragnar’s Sons’ also states that he married one of Ælla’s daughters, princess Blaeja and had four children with her, Álof Sigurðardóttir, Þora "Tora" Sigurðardóttir, Áslaug Sigurðardóttir, Helgi Sigurðarson.Historical Accounts
- After his father, Helgi became the king of Denmark. However, he was deposed by Olaf the Brash in about the year 900. According to ‘The Tale of Ragnar’s Sons’, Sigurd had one more son, Harthacnut I of Denmark, who was supposedly the father of Gorm, the first historically recognized king of Denmark. After Gorm, his son Harald Bluetooth ascended the throne.Sweyn Forkbeard was the son of Harald Bluetooth. He founded the Danish Empire (also known as the North Sea Empire) and conquered England, which made him the first member of his legendary family to be the sovereign ruler of England. His son was Cnut the Great, under whom the empire reached its peak size and grandeur.In Popular Culture
- In History Channel’s period drama ‘Vikings’ (2013-present), the adult Sigurd is portrayed by Swedish actor David Lindström. Two younger versions of the character also appeared in the show. In season two and three, Sigurd was played by Faolán Pelleschi, while in season four, Elijah O'Sullivan was cast to portray the role.
How To CiteArticle Title- Sigurd Snake-in-the-Eye BiographyAuthor- Editors, TheFamousPeople.comWebsite- TheFamousPeople.comURL- https://www.thefamouspeople.com/profiles/sigurd-snake-in-the-eye-43583.phpLast Updated- January 24, 2019
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0.3009328842... | 1 | Sigurd Snake-in-the-Eye Ragnarsson was a legendary Viking warrior and chieftain. According to Viking Age traditional literature, he was a King of Denmark as well as an ancestor of an English king. He is believed to be one of the sons of Ragnar Lothbrok, the near-mythical Danish and Swedish Viking hero and ruler, and his third wife, Aslaug. He and his siblings grew up in Sweden and later set out to conquer Zealand, Reidgotaland, Gotland, Öland and all the minor islands. During their stay at Lejre in Zealand, Sigurd and his brothers heard of the deaths of their half-brothers and attacked Sweden for retribution. As a boy, he joined his father in an expedition through Rus' to the Hellespont. After their father was executed by Ælla, the King of Northumbria, England, Sigurd and his siblings launched a successful campaign against him. Ultimately, Ælla was taken captive and the blood eagle was performed on him. The brothers subsequently distributed their vast territory among themselves. Sigurd received Zealand, Scania, Halland, the Danish islands, and Viken. According to the sagas, following the death of his brother, Halfdan Ragnarsson, Sigurd became the king of Denmark in about 877. He was supposedly an ancestor of Sweyn Forkbeard, the king who ruled both Denmark and England from 986 to 1014.
- Sigurd’s father, Ragnar Lothbrok, is an important figure in Viking Age Old Norse poetry and sagas. A self-proclaimed descendant of Odin himself, Ragnar led several raids into Francia and Anglo-Saxon England during the 9th century.While there is little to no historical evidence that there was indeed a Norse chieftain and naval commander named Ragnar in early-medieval Europe, considerable accounts of traditional literature have described his life and adventures.The 13th century Icelandic legendary saga, the ‘Tale of Ragnar Lodbrok’, claims that Sigurd’s grandfather, Ragnar’s father, was the Swedish king Sigurd Hring. The Hervarar Saga gives Sigurd’s immediate genealogy. His great-great-grandfather was Valdar, after whose death, his son, Sigurd’s great-grandfather, Randver, became the king.During this period, the king of Denmark was Harald Wartooth. He was an ambitious ruler and not long after ascending the throne, began attacking neighbouring territories. After Randver’s passing, Sigurd Hring established himself as the king. He was quite possibly a subservient ruler to Harald Wartooth.In later years, Sigurd Hring rebelled against his overlord. Their conflict eventually culminated into the Battle of the Brávellir (Bråvalla) on the plains of Östergötland. Harald was killed and Sigurd Hring subsequently asserted his dominance over both Sweden and Denmark.Ragnar apparently ascended the throne after the death of his father in 804. In the later years of his reign, the Vikings invaded France and eventually laid siege to Paris in 845.The Frankish accounts state that the name of the leader of the Viking forces was “Reginherus”, who, according to many scholars, is actually Ragnar of the sagas. He raided France with about 120 ships that bore about 5,000 men. The Frankish king Charles the Bald, in comparison, had a much smaller army.Paris eventually fell to the Vikings but they left when Charles agreed to pay them a ransom of 7,000 French livres (2,570 kilograms (83,000 ozt)) of silver and gold.Ragnar married three women. His first wife’s name was Lagertha, who was a shieldmaiden. They had three children together, one son, Fridleif, and two daughters, whose names are not known. Thora Borgarhjört, the daughter of Herrauðr, the king or earl of Götaland, was his second wife. She bore him two sons, Eiríkr and Agnar. After her passing, Ragnar married Aslaug.A prominent figure in Norse traditional literature in her own right, Aslaug was the daughter of Sigurd, the slayer of the dragon Fafnir, and the shieldmaiden Brynhildr. When Ragnar first saw her, he immediately became mesmerised by her beauty.However, he wanted to test her intelligence and asked her to appear before him neither dressed nor undressed, neither fasting nor eating, and neither alone nor in company. A short time later, she came to him wearing a net, biting an onion, and in the company of a dog.Impressed by her resourcefulness, Ragnar proposed marriage. However, Aslaug declined and asked him to complete his mission in Norway first. Their marriage did eventually take place and she gave him several sons, including Sigurd. The others were Ivar the Boneless, Hvitserk, Ubbe, and Björn Ironside. Some sagas name two other sons, Rognvald and Halfdan Ragnarsson.Aslaug was a Völva, a powerful shaman and seer in Norse mythology. When she learned that Ragnar was planning to replace her with a Swedish princess named Ingeborg, she revealed her true identity to him.In order to convince him, she prophesied that she would bear him a son who would have the image of Fafnir in his eye. Sigurd was born with a distinctive mark in one of his eyes. It reminded his parents of the Ouroboros (a snake biting its own tail).As a youth, he was possibly the closest to his father among all his siblings. He later joined Ragnar his expedition through Rus' to the Hellespont. Some sources also state that he spent a considerable part of his later life in Scotland and the Scottish Islands.Continue Reading BelowIn Traditional Literature
- As Ragnar’s children grew up, they proved themselves to be equal in ferocity and cunningness to their father. They invaded Zealand, Reidgotaland (Jutland), Gotland, Öland and all the small islands and eventually established the centre of their power in Lejre in Zealand. Ivar, being the oldest and most intelligent, became their leader.Ragnar grew jealous of his own children’s achievements and made Eysteinn Beli the king of Sweden. He told Eysteinn to guard Sweden against his sons and left on an expedition to the Balkan region.During this period, Sigurd’s half-brothers, Eiríkr and Agnar, became involved in a dispute with Eysteinn and were killed. When Sigurd and his brothers heard of it, they invaded Sweden along with their mother, defeated Eysteinn, and killed him.The news of their conquest of Sweden eventually reached Ragnar who became even more furious. In order to prove that he was better than his sons, he decided to raid England with only two knarrs (merchant ships).While he did enjoy some success during the initial days of the campaign, he was eventually defeated and captured by Ælla, the king of Northumbria. Ragnar was then dropped into a snake’s pit. As he died, he supposedly said, “How the young pigs would squeal if they knew what the old boar suffers!"Ælla dispatched an envoy to Scandinavia to let Sigurd and his brothers know that their father had died. According to sources, Sigurd’s anger and grief were so immense that he sliced himself open to the bone with a knife he had been holding in his hand.He and his brothers wanted revenge. They amassed a powerful army and sailed to England in 866. However, the first engagement between the forces ended in disaster for the Vikings. They were driven back and Ivar realised that the English army was too powerful. He subsequently settled for peace.Later, the brothers assembled a massive army, which the Anglo-Saxon texts call “The Great Heathen Army”. Ivar instructed his men to conquer and sack York, which forced Ælla to face the Vikings on their terms.Following Ivar’s orders, the Vikings pretended that they were retreating until Ælla overcommitted his forces. The English soldiers were subsequently surrounded and slaughtered. ‘The Tale of Ragnar's Sons’ gives an account of what happened afterwards. Ælla was taken captive and the brothers decided that the “blood eagle” would be performed on him.Blood eagle is a Norse ritualised form of execution. There is only one other instance in the late skaldic poetry where the ritual has been described. As with Ælla, the other victim was of nobility as well. During the ritual, the victims were forced to kneel, their ribs were sawed off from the spine with a sharp tool, and their lungs were pulled out to be placed on each shoulder, so they would look like the folded wings of an eagle. Ælla died screaming, leaving the brothers in control of a vast territory.According to ‘The Tale of Ragnar’s Sons’, after his father’s death, Sigurd controlled Zealand, Scania, Halland, the Danish islands, and Viken. When one of his brothers, Halfdan Ragnarsson, passed away, Sigurd ascended the Danish throne in about 877.‘The Tale of Ragnar’s Sons’ also states that he married one of Ælla’s daughters, princess Blaeja and had four children with her, Álof Sigurðardóttir, Þora "Tora" Sigurðardóttir, Áslaug Sigurðardóttir, Helgi Sigurðarson.Historical Accounts
- After his father, Helgi became the king of Denmark. However, he was deposed by Olaf the Brash in about the year 900. According to ‘The Tale of Ragnar’s Sons’, Sigurd had one more son, Harthacnut I of Denmark, who was supposedly the father of Gorm, the first historically recognized king of Denmark. After Gorm, his son Harald Bluetooth ascended the throne.Sweyn Forkbeard was the son of Harald Bluetooth. He founded the Danish Empire (also known as the North Sea Empire) and conquered England, which made him the first member of his legendary family to be the sovereign ruler of England. His son was Cnut the Great, under whom the empire reached its peak size and grandeur.In Popular Culture
- In History Channel’s period drama ‘Vikings’ (2013-present), the adult Sigurd is portrayed by Swedish actor David Lindström. Two younger versions of the character also appeared in the show. In season two and three, Sigurd was played by Faolán Pelleschi, while in season four, Elijah O'Sullivan was cast to portray the role.
How To CiteArticle Title- Sigurd Snake-in-the-Eye BiographyAuthor- Editors, TheFamousPeople.comWebsite- TheFamousPeople.comURL- https://www.thefamouspeople.com/profiles/sigurd-snake-in-the-eye-43583.phpLast Updated- January 24, 2019
People Also Viewed | 2,344 | ENGLISH | 1 |
Helping Rickshaw Pullers in Bangladesh
Our motives were - keep them dry on a rainy day, enabling them to keep working and therefore to keep earning, to put…Read More
A worker advised on the combination of pebbles, sand and different types of soil before planting
Children loved getting their hands dirtied when they participated in identifying different types of soil and ratio of soil combination to make fertile soil for potted plants. They were taught how to prepare the different layers of substance such as pebbles, sand and soils needed before planting. These curious children were also taught the importance of garden worms in the soil while they were handling some ‘wrigglies’ on their hands. At the garden, the children were also introduced to the different types of herbs.
Children were taught the importance of garden worms in the soil
They were made aware of the importance of recycling products such as the waste from food which can be used for decomposition such as skins of discarded fruits, egg shells, etc. The children enjoyed making their own pots by using recycled plastic bottles before filling them with soils and planting their favourite herbs.
Learning the types of soils needed for potted plants | <urn:uuid:02044981-93ba-4cc3-bae5-db71653f08fc> | CC-MAIN-2020-05 | https://www.internationalinnerwheel.org/news-and-features/latest-news/2018/06/02/environmental-awareness/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00114.warc.gz | en | 0.985447 | 242 | 3.796875 | 4 | [
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0.4752641022205... | 1 | Helping Rickshaw Pullers in Bangladesh
Our motives were - keep them dry on a rainy day, enabling them to keep working and therefore to keep earning, to put…Read More
A worker advised on the combination of pebbles, sand and different types of soil before planting
Children loved getting their hands dirtied when they participated in identifying different types of soil and ratio of soil combination to make fertile soil for potted plants. They were taught how to prepare the different layers of substance such as pebbles, sand and soils needed before planting. These curious children were also taught the importance of garden worms in the soil while they were handling some ‘wrigglies’ on their hands. At the garden, the children were also introduced to the different types of herbs.
Children were taught the importance of garden worms in the soil
They were made aware of the importance of recycling products such as the waste from food which can be used for decomposition such as skins of discarded fruits, egg shells, etc. The children enjoyed making their own pots by using recycled plastic bottles before filling them with soils and planting their favourite herbs.
Learning the types of soils needed for potted plants | 236 | ENGLISH | 1 |
In December 1947, the annual Indian History Congress was held in Bombay. The president-elect that year was Professor Mohammad Habib of the Aligarh Muslim University, a historian of early medieval India, known especially for his studies of the Delhi Sultanate. From the late 1930s, many students and faculty at AMU had been active supporters of MA Jinnah and his Pakistan movement. Mohammad Habib was not one of them. He was resolutely committed to an inclusive Indian nationalism, whereby citizenship was to be defined by shared values rather than by common religious beliefs. He idolized Gandhi; as did his wife, Sohaila, whose father, Abbas Tyabji, had worked closely with the Mahatma.
In December 1947, India was a land at war with itself. A wave of intense communal rioting had both preceded and followed Independence and Partition. Professor Habib’s friends and family urged him not to take the long train journey from Aligarh to Bombay. They worried that he might be identified by his religion, and attacked. The patriot disregarded them, and delivered a presidential address whose words and warnings resonate 72 years later.
Mohammad Habib began his speech at the History Congress by praising Gandhi, whom he called “the greatest Indian teacher of all times”, under “[whose] divinely inspired guidance” his compatriots had “liquidated peacefully and by mutual agreement one of the most powerful empires the world has seen”.
He then turned to the fact of Partition and what had led to it. He himself thought that the prime cause was the British creation of communal electorates, “a hideous arrangement no western democracy would have tolerated for a moment”. After Muslims were asked to vote separately, argued Habib, “differences of religion, inevitable in a large country like ours, were thus fused into two opposite political groups, and their increasing hostility was inevitable as with each succeeding election, and an expanding body of voters, all representatives were required to appeal exclusively to masses of their own denomination.” An inevitable (and noxious) consequence of communal electorates was that “the minority would lean more and more on the foreign power, and try to prove worthy of its support by sabotaging the national movement.”
Pakistan had been created as a homeland for Muslims. However, many Muslims had voted to stay behind in India. To those who questioned their commitment, Mohammad Habib answered that “the overwhelming mass of the Muslims of this land have an undoubted Indian paternity. It is true that there are innumerable Muslim families in India who claim a foreign origin, but this affiliation is purely fictitious.”
Habib warned Indian Muslims against nostalgia for the medieval past, when the rulers were of their faith. As he remarked: “The position of the Indian Musalmans in the middle ages was, if a very rough simile be allowed, not unlike Indian Christians during the British period.” Ruler and ruled might worship the same god; but in everything else they were separate and different.
Habib further remarked: “In days when we were suffering from an inferiority complex owing to the brutal fact of a foreign government, which seemed unshakable, we made the best we could of our medieval Rajput Rajas and Turkish Sultans. That attitude is no longer necessary; and the plain truth has to be told that all our medieval governments were intensely exclusive aristocratic organisations... War and politics were games which only the well-born were allowed to play. The governments were in no sense governments of the people. An analysis of the officers of the Moghul and the pre-Moghul governments of Delhi will reveal the plain and sad fact that Muslims of Indian birth were rigidly excluded from the higher military and civil offices of the state. An Indian Muslim had as little chance of becoming a warlord of the Empire of Delhi as a Hindu Sudra had of ascending a Rajasthan throne.”
These warnings are still relevant, except that they apply to Hindus rather than Muslims. Indeed, Hindutva, the philosophy that animates our ruling regime, is entirely based on an inferiority complex. Hence its glorification of Hindu rulers such as Chandragupta and Shivaji, disregarding the fact that their regimes practised gender and caste discrimination absolutely at odds with what a modern, democratic republic should countenance.
Individual versus community
As a thoroughgoing democrat himself, Mohammad Habib deplored the fact that, in the India of December 1947, “the hold of the ‘community’ over the individual is as complete today as it was in the middle ages.” Thus, “[s]ocial conventions and social prejudices, stronger than they have ever been in the past, strengthen the slavery of the individual. He is completely at the mercy of the community and its leaders in every sphere, including even the sacred sphere of his personal and domestic life.”
In India, the religious community defined and controlled the individual when he or she was alive, and when he or she died. Thus, as Mohammad Habib remarked: “It is impossible even now to be an Indian without being a member of an Indian community. There is, I believe, at present no graveyard in the land to which an Indian could lay claim merely on the basis of his Indian citizenship, and admission to every one of them lies through some community rite.”
To elevate the individual over the community, argued Professor Habib in 1947, “is the real challenge of the hour”. As he put it: “The present-day ‘communalist’ is a creature of tradition, a tradition so vitiated as to be next door to barbarism. The future ‘citizen’ will be a creation of laws consciously planned for the public good.” Habib accepted that “[d]ifferences of religion there are and will be; in this there is no harm.” However, he was emphatic that a central task of the Republic taking shape was to create “one State, one Law and one National Community for the whole land”.
Mohammad Habib would certainly have been in favour of a common civil code for all citizens; elsewhere in the lecture, he lamented the fact that “the Indian citizen has neither a law of marriage nor a law of inheritance.”
A free history of India
In the last part of his lecture, Mohammad Habib turned to his own profession, the writing of history. He notes, accurately, that most Indian historians were from an elite background (they still are), and “this fact has inevitably coloured their vision”. Thus, while “[m]odern works on Indian history do not show any antipathy to the peasants and the working classes,” at the same time, “their attitude to the higher classes has been one of uncritical adulation.”
Because of this focus on the ruling classes, said Professor Habib, “[t]he lot of the Indian worker and everything connected with it – his wages, the prices of commodities necessary for the maintenance of his family, the struggles of his life, his joys, his sufferings and his hopes – all these are a virgin field for the historical investigator.” In asking for closer attention to the lives of workers and peasants, Mohammad Habib anticipated what became known as Subaltern Studies. Notably, even here he warned against dogmatism. Thus, while advocating a history from below, he observed: “I do not wish to postulate the theory of class-conflicts, nor am I unaware of how difficult the application of this [Marxian] theory becomes when, regardless of the fact that it is based on the experience of Europe during the modern machine age, it is applied to all countries and all times.”
I first read Professor Mohammad Habib’s lecture some 25 years ago, when, on the shelf of a university library, I came across the printed proceedings of the Indian History Congress of 1947. I came across an online text recently, and read it again, to be struck afresh by its sagacity and wisdom. The quotes offered above demonstrate this adequately, I think, but let me nonetheless offer some last examples. Back in December 1947, Professor Habib argued that while the State could fund historical research, it “should not interfere in the question of interpretation”.
A free India, he said, “implies a free history of India in which every point of view has a right to be heard. Free and untrammelled discussion will lead us to the truth; and there is no other way of reaching it.”
Professor Mohammad Habib urged politicians to stay away from controlling or monitoring how the past was presented or represented. As he remarked: “A state-dominated interpretation of history is one of the most effective means of sabotaging democracy.” This was extraordinarily prescient, anticipating what Indira Gandhi sought to do with history and historians in the 1970s, and what Narendra Modi seeks to do with history and historians today. | <urn:uuid:16dec228-0c2d-44a2-bac3-290af2b31133> | CC-MAIN-2020-05 | https://scroll.in/article/946178/a-historians-advice-to-indian-muslims-in-1947-is-relevant-to-hindus-today | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00389.warc.gz | en | 0.981254 | 1,887 | 3.453125 | 3 | [
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0.2682546973228... | 5 | In December 1947, the annual Indian History Congress was held in Bombay. The president-elect that year was Professor Mohammad Habib of the Aligarh Muslim University, a historian of early medieval India, known especially for his studies of the Delhi Sultanate. From the late 1930s, many students and faculty at AMU had been active supporters of MA Jinnah and his Pakistan movement. Mohammad Habib was not one of them. He was resolutely committed to an inclusive Indian nationalism, whereby citizenship was to be defined by shared values rather than by common religious beliefs. He idolized Gandhi; as did his wife, Sohaila, whose father, Abbas Tyabji, had worked closely with the Mahatma.
In December 1947, India was a land at war with itself. A wave of intense communal rioting had both preceded and followed Independence and Partition. Professor Habib’s friends and family urged him not to take the long train journey from Aligarh to Bombay. They worried that he might be identified by his religion, and attacked. The patriot disregarded them, and delivered a presidential address whose words and warnings resonate 72 years later.
Mohammad Habib began his speech at the History Congress by praising Gandhi, whom he called “the greatest Indian teacher of all times”, under “[whose] divinely inspired guidance” his compatriots had “liquidated peacefully and by mutual agreement one of the most powerful empires the world has seen”.
He then turned to the fact of Partition and what had led to it. He himself thought that the prime cause was the British creation of communal electorates, “a hideous arrangement no western democracy would have tolerated for a moment”. After Muslims were asked to vote separately, argued Habib, “differences of religion, inevitable in a large country like ours, were thus fused into two opposite political groups, and their increasing hostility was inevitable as with each succeeding election, and an expanding body of voters, all representatives were required to appeal exclusively to masses of their own denomination.” An inevitable (and noxious) consequence of communal electorates was that “the minority would lean more and more on the foreign power, and try to prove worthy of its support by sabotaging the national movement.”
Pakistan had been created as a homeland for Muslims. However, many Muslims had voted to stay behind in India. To those who questioned their commitment, Mohammad Habib answered that “the overwhelming mass of the Muslims of this land have an undoubted Indian paternity. It is true that there are innumerable Muslim families in India who claim a foreign origin, but this affiliation is purely fictitious.”
Habib warned Indian Muslims against nostalgia for the medieval past, when the rulers were of their faith. As he remarked: “The position of the Indian Musalmans in the middle ages was, if a very rough simile be allowed, not unlike Indian Christians during the British period.” Ruler and ruled might worship the same god; but in everything else they were separate and different.
Habib further remarked: “In days when we were suffering from an inferiority complex owing to the brutal fact of a foreign government, which seemed unshakable, we made the best we could of our medieval Rajput Rajas and Turkish Sultans. That attitude is no longer necessary; and the plain truth has to be told that all our medieval governments were intensely exclusive aristocratic organisations... War and politics were games which only the well-born were allowed to play. The governments were in no sense governments of the people. An analysis of the officers of the Moghul and the pre-Moghul governments of Delhi will reveal the plain and sad fact that Muslims of Indian birth were rigidly excluded from the higher military and civil offices of the state. An Indian Muslim had as little chance of becoming a warlord of the Empire of Delhi as a Hindu Sudra had of ascending a Rajasthan throne.”
These warnings are still relevant, except that they apply to Hindus rather than Muslims. Indeed, Hindutva, the philosophy that animates our ruling regime, is entirely based on an inferiority complex. Hence its glorification of Hindu rulers such as Chandragupta and Shivaji, disregarding the fact that their regimes practised gender and caste discrimination absolutely at odds with what a modern, democratic republic should countenance.
Individual versus community
As a thoroughgoing democrat himself, Mohammad Habib deplored the fact that, in the India of December 1947, “the hold of the ‘community’ over the individual is as complete today as it was in the middle ages.” Thus, “[s]ocial conventions and social prejudices, stronger than they have ever been in the past, strengthen the slavery of the individual. He is completely at the mercy of the community and its leaders in every sphere, including even the sacred sphere of his personal and domestic life.”
In India, the religious community defined and controlled the individual when he or she was alive, and when he or she died. Thus, as Mohammad Habib remarked: “It is impossible even now to be an Indian without being a member of an Indian community. There is, I believe, at present no graveyard in the land to which an Indian could lay claim merely on the basis of his Indian citizenship, and admission to every one of them lies through some community rite.”
To elevate the individual over the community, argued Professor Habib in 1947, “is the real challenge of the hour”. As he put it: “The present-day ‘communalist’ is a creature of tradition, a tradition so vitiated as to be next door to barbarism. The future ‘citizen’ will be a creation of laws consciously planned for the public good.” Habib accepted that “[d]ifferences of religion there are and will be; in this there is no harm.” However, he was emphatic that a central task of the Republic taking shape was to create “one State, one Law and one National Community for the whole land”.
Mohammad Habib would certainly have been in favour of a common civil code for all citizens; elsewhere in the lecture, he lamented the fact that “the Indian citizen has neither a law of marriage nor a law of inheritance.”
A free history of India
In the last part of his lecture, Mohammad Habib turned to his own profession, the writing of history. He notes, accurately, that most Indian historians were from an elite background (they still are), and “this fact has inevitably coloured their vision”. Thus, while “[m]odern works on Indian history do not show any antipathy to the peasants and the working classes,” at the same time, “their attitude to the higher classes has been one of uncritical adulation.”
Because of this focus on the ruling classes, said Professor Habib, “[t]he lot of the Indian worker and everything connected with it – his wages, the prices of commodities necessary for the maintenance of his family, the struggles of his life, his joys, his sufferings and his hopes – all these are a virgin field for the historical investigator.” In asking for closer attention to the lives of workers and peasants, Mohammad Habib anticipated what became known as Subaltern Studies. Notably, even here he warned against dogmatism. Thus, while advocating a history from below, he observed: “I do not wish to postulate the theory of class-conflicts, nor am I unaware of how difficult the application of this [Marxian] theory becomes when, regardless of the fact that it is based on the experience of Europe during the modern machine age, it is applied to all countries and all times.”
I first read Professor Mohammad Habib’s lecture some 25 years ago, when, on the shelf of a university library, I came across the printed proceedings of the Indian History Congress of 1947. I came across an online text recently, and read it again, to be struck afresh by its sagacity and wisdom. The quotes offered above demonstrate this adequately, I think, but let me nonetheless offer some last examples. Back in December 1947, Professor Habib argued that while the State could fund historical research, it “should not interfere in the question of interpretation”.
A free India, he said, “implies a free history of India in which every point of view has a right to be heard. Free and untrammelled discussion will lead us to the truth; and there is no other way of reaching it.”
Professor Mohammad Habib urged politicians to stay away from controlling or monitoring how the past was presented or represented. As he remarked: “A state-dominated interpretation of history is one of the most effective means of sabotaging democracy.” This was extraordinarily prescient, anticipating what Indira Gandhi sought to do with history and historians in the 1970s, and what Narendra Modi seeks to do with history and historians today. | 1,826 | ENGLISH | 1 |
Benjamin Franklin was one of the most prominent personalities in American history. Nowadays, he is known as one of the Founding Fathers of the United States of America, and a politician. Franklin was primarily a printer but was also an influential inventor, freemason, writer, philosopher, scientist, and diplomat later in his life.
Even though we tend to concentrate on inventions on this website, we shouldn’t focus solely on Franklin’s achievements in innovation but also for what he did for America. Franklin did create some exciting things, such as the Franklin stove, bifocals, the rocking chair, the armonica, the flexible catheter, and the American penny. Franklin’s achievements had far-reaching consequences – as one of the founding fathers, he propagated the freedom of speech and called for intellectual, political debate. These aspirations still bear an influence today.
Benjamin Franklin’s Life
Franklin’s life development is an essential factor in his establishment as one of the most prominent personalities from the 18th century. Franklin had to fend for himself at a relatively early stage of his life, which undoubtedly had an impact on his life development. But it was his incredible mind and especially curiosity for many things that led him to become the personality that he was.
Childhood and Franklin’s Ancestry
Franklin was born to a large family. His father, Josiah Franklin, was originally from Northamptonshire, England. Josiah’s father was a blacksmith, while he was a candlemaker and a soaper. He moved to Boston in 1683 as he looked for new opportunities abroad. His wife, Anne Child, moved with him to Boston, but Anne died in 1689. Josiah married Abiah Folger in the same year. Josiah had seventeen children altogether; seven with Anne and ten with Abiah. Benjamin was the eighth child of Josiah and Abiah.
Benjamin Franklin was born on the 17th of January, in 1706, in Boston. The family lived in a house on Milk Street – this house is today adorned with Franklin’s bust to commemorate him. The family was heavily involved with religious matters – Abiah stemmed from a Puritan family that was one of the first Pilgrim families in America. The parents wanted Benjamin to become a spiritual personality, so they encouraged him to go to a school with clergy. But the family was not well-off and didn’t have the funds for Benjamin’s to continue schooling at the Boston Latin School.
Benjamin learned by reading. His schooling process was over when he was ten years of age. At that time, little Benjamin started working for a short time in his father’s candle making shop. He was more interested in reading books, so he started working with his brother, who owned a printing business. Benjamin Franklin was only 12 at the time.
Work For His Brother and Disagreements
Benjamin discovered his love for reading early on in his life. While working for his brother as a printer, he was able to work with something that he loved. His brother taught him the basics of printing and the methods used in the industry. James Franklin established the first independent courier in the colonies, while Benjamin helped him run the shop.
Even when he was an apprentice for his brother, Benjamin was a proponent of freedom of speech from an early age. His brother often got into trouble for spreading these ideas via his printed content. In 1722, James Franklin got arrested for publishing material that was deemed questionable by the authorities. Benjamin took over and continued with their policy of free speech. During this time, he set up a correspondence division of the courier, where correspondents would comment on politics. Benjamin wrote as his imaginary character, Silence Dogood, whose debates became one of the most popular sections of the courier.
When James was released, he learned about his brother’s actions and was angry with him. Soon, the brothers started arguing, but James, as the older brother, always prevailed. Benjamin was often treated harshly by his brother, and in 1723, Benjamin had enough. He decided to leave and move from Boston to Philadelphia. It was there that Benjamin did his most influential work.
When Franklin moved to Philadelphia, he soon found a job as a printer. At the same time, Franklin was becoming more and more important in Philadelphia and was heavily involved with the community. He established connections with many prominent people of that time. One of them was the governor of Pennsylvania, Sir William Keith, who encouraged Franklin to travel to London and learn more about printing.
In 1724, Benjamin set off to London. While in England, he was looking for work as a printer. It was there that the American learned a lot not only about printing but also about the political environment in England. He remained a proponent of the freedom of speech and personal independence. He stayed in London for two years before moving back to Philadelphia to work as a shopkeeper for a merchant named Thomas Denham.
After moving back, Franklin strived to become more involved with the community of Philadelphia. He got acquainted with many like-minded people and personalities that worked within the trading industry. Benjamin was a leader, and he wanted to connect those people with the same ideals. He established the Junto community when he was only 21. It was a community where people got together and debated, and it was also a sort of a reading club. They collected books together and established a library. The Junto community became the center of scientific and intelligent power of Philadelphia.
The Pennsylvania Gazette
With his connections, Franklin was able to establish a strong network of acquaintances by 1728. It was in this year that Franklin started a partnership with Hugh Meredith. Together, they published a newspaper called The Pennsylvania Gazette. Through the paper, Franklin was able to convey his ideas of freedom of speech and gained great respect among the intellectual elite of Philadelphia. Franklin achieved financial security, as it became one of the few but most profitable newspapers at that time.
Benjamin Franklin started publishing Poor Richard’s Almanack, which was a magazine that contained interesting content – weather forecasts, poems, quotes, and debates. It quickly became trendy, and it provided Franklin with an additional stream of income.
At the same time, Franklin’s influence within the Philadelphia community was snowballing. In 1732, he joined the Freemason community and became the grandmaster of masons in 1731. Franklin preached the importance of morals and freedom of speech in the city. He established a collection of books that he lent out to all people – this system soon evolved into a library. His Junto community expanded into an intercolonial society called the American Philosophical Society. Franklin held a reputation as an intellectual that was slowly but surely changing the colonies.
Benjamin Franklin and his Inventions
Many people tend to forget about Franklin’s inventions due to his widespread achievements in politics and the American culture. Franklin was, in fact, very interested in new designs and often studied scientific books. From his early childhood, Franklin was a voracious reader, which enabled him to learn many things by reading. Few of them fascinated him as much as the phenomenon of electricity.
Franklin was genuinely interested in improving the world with inventions. He wanted to create something that would benefit the world. Initially, Benjamin’s focus was on electricity; he was very fascinated by it, as it was a concept that many people have not grasped yet at the time. Franklin was a revolutionary in the true meaning of the word – not just in the political sphere, but in many areas of life. Among the most important ones was his inventive genius. Here, we will learn about Franklin’s best inventions.
One of the first Franklin’s inventions was the stove. At the time, fireplaces were the most common source of heat within households and were used by the families for cooking. They were often quite unhealthy due to the smoke that they emitted but also were inefficient due to the amount of wood they required. Franklin saw the need to make an invention that would change the way the households were warmed. The stove used fewer resources as it recirculated the hot air from within the home, and it was more efficient than the fireplaces. The furnace became known as Franklin’s stove.
The Lightning Rod
His fascination with electricity became the source of many of his inventions. One of them was the lightning rod, which protected houses from being struck by lightning. A metal rod would be mounted on roofs of homes, and connected with a wire to a metal conductor buried deep into the ground. This system would prevent the lighting from striking into the house. Instead, it hit the rod, and the energy from the lightning conducted into the ground.
The bifocals was a convenient invention that he developed for himself to aide in reading. He noticed that he had to change glasses while often reading, which was somewhat annoying. For this reason, he invented the bifocals, which would enable him to use one type of glasses without changing them. He cut the lenses in half, and each half was attached or glued to the other half.
Franklin’s Glass Armonica
In 1761, Franklin shifted his inventive focus towards music. He wanted to create a new instrument that would be used by the world’s most talented musicians. Both Beethoven and Mozart used something similar at some point in their lives. The armonica produced sounds through glass bowls that were spun by a shaft.
Franklin invented the flexible catheter in 1752 to help his brother, who was suffering from bladder stones. The catheters at that time were quite hard and painful. Franklin changed the rigid tubes with more flexible tubes, which eased the pain of the patients significantly. This useful but straightforward invention proved to be an advancement in medicine.
Additional inventions by Benjamin Franklin
- Improved Odometer
- Rocking Chair
- The American Penny
- Swim Paddles
- Divided Soup Bowl
Franklin’s designs were entirely practical. Still, they turned out to be very important later in the 18th century. He contributed to the world in so many ways, but he failed to patent his inventions. It led him to have no official patents to his name and not many profits from them, but his reputation increased significantly after these inventions.
Benjamin Franklin was also very interested in some scientific topics and studied them thoroughly. He was involved in issues such as meteorology, ocean currents, the concept of cooling, the effects of temperature on electrical conductivity, oil on water, and many more.
Franklin’s intelligence and work ethic saw him become such a widely-involved personality that it is quite hard to mention all of his achievements in one single article.
One of the Founding Fathers
Later in his life, Franklin became more involved in politics and held many important positions during his time. But it was his contribution to the mentality of the American population at the time that mattered most. He strived to connect all American colonies and often expressed this idea in writing.
Franklin was a promotor of America and its values abroad. He worked as the ambassador of Pennsylvania in France, where he promoted American ideals and all Americans. Franklin was crucial for repealing some acts by the British government, most notably the Stamp act. He was also the vital personality of the American Revolution and one of the giants in America’s history.
Franklin’s life can teach us many things. The most crucial characteristic that made Franklin so successful was his curiosity for new ideas. He was interested in so many things that it’s hard to see where he got the time to do it. But for his inventions, Benjamin Franklin studied the field of electricity thoroughly and made inventions with the power of knowledge. He always looked for designs that were practical and useful for ordinary people, not just for the big institutions and factories. He wasn’t looking for his profits but wanted to change the world for the better. | <urn:uuid:ae5b2021-7861-421c-9665-eb2696199ee7> | CC-MAIN-2020-05 | https://www.inventiontherapy.com/the-mind-and-inventions-of-benjamin-franklin/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594391.21/warc/CC-MAIN-20200119093733-20200119121733-00076.warc.gz | en | 0.989466 | 2,469 | 3.28125 | 3 | [
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0.0415890291... | 6 | Benjamin Franklin was one of the most prominent personalities in American history. Nowadays, he is known as one of the Founding Fathers of the United States of America, and a politician. Franklin was primarily a printer but was also an influential inventor, freemason, writer, philosopher, scientist, and diplomat later in his life.
Even though we tend to concentrate on inventions on this website, we shouldn’t focus solely on Franklin’s achievements in innovation but also for what he did for America. Franklin did create some exciting things, such as the Franklin stove, bifocals, the rocking chair, the armonica, the flexible catheter, and the American penny. Franklin’s achievements had far-reaching consequences – as one of the founding fathers, he propagated the freedom of speech and called for intellectual, political debate. These aspirations still bear an influence today.
Benjamin Franklin’s Life
Franklin’s life development is an essential factor in his establishment as one of the most prominent personalities from the 18th century. Franklin had to fend for himself at a relatively early stage of his life, which undoubtedly had an impact on his life development. But it was his incredible mind and especially curiosity for many things that led him to become the personality that he was.
Childhood and Franklin’s Ancestry
Franklin was born to a large family. His father, Josiah Franklin, was originally from Northamptonshire, England. Josiah’s father was a blacksmith, while he was a candlemaker and a soaper. He moved to Boston in 1683 as he looked for new opportunities abroad. His wife, Anne Child, moved with him to Boston, but Anne died in 1689. Josiah married Abiah Folger in the same year. Josiah had seventeen children altogether; seven with Anne and ten with Abiah. Benjamin was the eighth child of Josiah and Abiah.
Benjamin Franklin was born on the 17th of January, in 1706, in Boston. The family lived in a house on Milk Street – this house is today adorned with Franklin’s bust to commemorate him. The family was heavily involved with religious matters – Abiah stemmed from a Puritan family that was one of the first Pilgrim families in America. The parents wanted Benjamin to become a spiritual personality, so they encouraged him to go to a school with clergy. But the family was not well-off and didn’t have the funds for Benjamin’s to continue schooling at the Boston Latin School.
Benjamin learned by reading. His schooling process was over when he was ten years of age. At that time, little Benjamin started working for a short time in his father’s candle making shop. He was more interested in reading books, so he started working with his brother, who owned a printing business. Benjamin Franklin was only 12 at the time.
Work For His Brother and Disagreements
Benjamin discovered his love for reading early on in his life. While working for his brother as a printer, he was able to work with something that he loved. His brother taught him the basics of printing and the methods used in the industry. James Franklin established the first independent courier in the colonies, while Benjamin helped him run the shop.
Even when he was an apprentice for his brother, Benjamin was a proponent of freedom of speech from an early age. His brother often got into trouble for spreading these ideas via his printed content. In 1722, James Franklin got arrested for publishing material that was deemed questionable by the authorities. Benjamin took over and continued with their policy of free speech. During this time, he set up a correspondence division of the courier, where correspondents would comment on politics. Benjamin wrote as his imaginary character, Silence Dogood, whose debates became one of the most popular sections of the courier.
When James was released, he learned about his brother’s actions and was angry with him. Soon, the brothers started arguing, but James, as the older brother, always prevailed. Benjamin was often treated harshly by his brother, and in 1723, Benjamin had enough. He decided to leave and move from Boston to Philadelphia. It was there that Benjamin did his most influential work.
When Franklin moved to Philadelphia, he soon found a job as a printer. At the same time, Franklin was becoming more and more important in Philadelphia and was heavily involved with the community. He established connections with many prominent people of that time. One of them was the governor of Pennsylvania, Sir William Keith, who encouraged Franklin to travel to London and learn more about printing.
In 1724, Benjamin set off to London. While in England, he was looking for work as a printer. It was there that the American learned a lot not only about printing but also about the political environment in England. He remained a proponent of the freedom of speech and personal independence. He stayed in London for two years before moving back to Philadelphia to work as a shopkeeper for a merchant named Thomas Denham.
After moving back, Franklin strived to become more involved with the community of Philadelphia. He got acquainted with many like-minded people and personalities that worked within the trading industry. Benjamin was a leader, and he wanted to connect those people with the same ideals. He established the Junto community when he was only 21. It was a community where people got together and debated, and it was also a sort of a reading club. They collected books together and established a library. The Junto community became the center of scientific and intelligent power of Philadelphia.
The Pennsylvania Gazette
With his connections, Franklin was able to establish a strong network of acquaintances by 1728. It was in this year that Franklin started a partnership with Hugh Meredith. Together, they published a newspaper called The Pennsylvania Gazette. Through the paper, Franklin was able to convey his ideas of freedom of speech and gained great respect among the intellectual elite of Philadelphia. Franklin achieved financial security, as it became one of the few but most profitable newspapers at that time.
Benjamin Franklin started publishing Poor Richard’s Almanack, which was a magazine that contained interesting content – weather forecasts, poems, quotes, and debates. It quickly became trendy, and it provided Franklin with an additional stream of income.
At the same time, Franklin’s influence within the Philadelphia community was snowballing. In 1732, he joined the Freemason community and became the grandmaster of masons in 1731. Franklin preached the importance of morals and freedom of speech in the city. He established a collection of books that he lent out to all people – this system soon evolved into a library. His Junto community expanded into an intercolonial society called the American Philosophical Society. Franklin held a reputation as an intellectual that was slowly but surely changing the colonies.
Benjamin Franklin and his Inventions
Many people tend to forget about Franklin’s inventions due to his widespread achievements in politics and the American culture. Franklin was, in fact, very interested in new designs and often studied scientific books. From his early childhood, Franklin was a voracious reader, which enabled him to learn many things by reading. Few of them fascinated him as much as the phenomenon of electricity.
Franklin was genuinely interested in improving the world with inventions. He wanted to create something that would benefit the world. Initially, Benjamin’s focus was on electricity; he was very fascinated by it, as it was a concept that many people have not grasped yet at the time. Franklin was a revolutionary in the true meaning of the word – not just in the political sphere, but in many areas of life. Among the most important ones was his inventive genius. Here, we will learn about Franklin’s best inventions.
One of the first Franklin’s inventions was the stove. At the time, fireplaces were the most common source of heat within households and were used by the families for cooking. They were often quite unhealthy due to the smoke that they emitted but also were inefficient due to the amount of wood they required. Franklin saw the need to make an invention that would change the way the households were warmed. The stove used fewer resources as it recirculated the hot air from within the home, and it was more efficient than the fireplaces. The furnace became known as Franklin’s stove.
The Lightning Rod
His fascination with electricity became the source of many of his inventions. One of them was the lightning rod, which protected houses from being struck by lightning. A metal rod would be mounted on roofs of homes, and connected with a wire to a metal conductor buried deep into the ground. This system would prevent the lighting from striking into the house. Instead, it hit the rod, and the energy from the lightning conducted into the ground.
The bifocals was a convenient invention that he developed for himself to aide in reading. He noticed that he had to change glasses while often reading, which was somewhat annoying. For this reason, he invented the bifocals, which would enable him to use one type of glasses without changing them. He cut the lenses in half, and each half was attached or glued to the other half.
Franklin’s Glass Armonica
In 1761, Franklin shifted his inventive focus towards music. He wanted to create a new instrument that would be used by the world’s most talented musicians. Both Beethoven and Mozart used something similar at some point in their lives. The armonica produced sounds through glass bowls that were spun by a shaft.
Franklin invented the flexible catheter in 1752 to help his brother, who was suffering from bladder stones. The catheters at that time were quite hard and painful. Franklin changed the rigid tubes with more flexible tubes, which eased the pain of the patients significantly. This useful but straightforward invention proved to be an advancement in medicine.
Additional inventions by Benjamin Franklin
- Improved Odometer
- Rocking Chair
- The American Penny
- Swim Paddles
- Divided Soup Bowl
Franklin’s designs were entirely practical. Still, they turned out to be very important later in the 18th century. He contributed to the world in so many ways, but he failed to patent his inventions. It led him to have no official patents to his name and not many profits from them, but his reputation increased significantly after these inventions.
Benjamin Franklin was also very interested in some scientific topics and studied them thoroughly. He was involved in issues such as meteorology, ocean currents, the concept of cooling, the effects of temperature on electrical conductivity, oil on water, and many more.
Franklin’s intelligence and work ethic saw him become such a widely-involved personality that it is quite hard to mention all of his achievements in one single article.
One of the Founding Fathers
Later in his life, Franklin became more involved in politics and held many important positions during his time. But it was his contribution to the mentality of the American population at the time that mattered most. He strived to connect all American colonies and often expressed this idea in writing.
Franklin was a promotor of America and its values abroad. He worked as the ambassador of Pennsylvania in France, where he promoted American ideals and all Americans. Franklin was crucial for repealing some acts by the British government, most notably the Stamp act. He was also the vital personality of the American Revolution and one of the giants in America’s history.
Franklin’s life can teach us many things. The most crucial characteristic that made Franklin so successful was his curiosity for new ideas. He was interested in so many things that it’s hard to see where he got the time to do it. But for his inventions, Benjamin Franklin studied the field of electricity thoroughly and made inventions with the power of knowledge. He always looked for designs that were practical and useful for ordinary people, not just for the big institutions and factories. He wasn’t looking for his profits but wanted to change the world for the better. | 2,429 | ENGLISH | 1 |
On a journey to a better life in California, the infamous Donner party, met sorrow at every turn. Before their journey began, they encountered a shortcut discovered by Hastings. Like any other normal person, they decided to take the easier route that unfortunately led to tragedy. There were many key elements leading to the misfortune of this group. From the beginning of their journey, the Donner party made mistakes. First of all, at the time of the party’s departure there was an outbreak of cholera and malaria.
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Germs and disease are not good to carry along a journey half way across the country. Even the slightest germs were deadly to them. After they passed Independence, Missouri, they were in unfamiliar land. All they knew was that there was desert and mountainous are ahead, yet they continued on. Soon after, Grandma Reed died due to such a rough journey. This was probably a good indication that they should take the longer safer route, but they continued on by Hastings shortcut. Then they ran into a man by the last name of Kleiman.
He warned the group that the road ahead was very tough and that Hastings had trouble on the route himself. Kleiman told Mr. Donner NOT to take Hastings route, but the Donner party continued despite their warning. Mr. Hastings promised the party that he would wait for them at a fort along the way to California. When the party reached the fort, Hastings had already gone ahead a week earlier with another group. He left simple instructions for the Donner party to follow telling them it would not take long to get to Salt Lake. Then they turned off track into the wilderness.
It took 6 days to chop through to Big Mountain and one month to reach Salt Lake rather than the week they had been promised. After 3 days they ran out of water and Reed’s oxen ran away and could not be found. Thirty-six oxen were lost and wagons had to be left behind in order to get over the mountain. Then Reed killed Schneider because he was whipping the oxen. Everyone was going mad. Indians killed 21 more oxen and then the Donner axle broke on the first wagon. To make things worse, they encountered blizzard like snow and sleet.
If they had rested 4 days instead of 5 they would have made it through to California safely without having to deal with any of the conditions mentioned above. It turns out that Hastings “shortcut” was actually 125 miles longer than the longer safer route. Each of the circumstances that they dealt with could have been easily avoided by taking the longer route that had been traveled on many times before. Unfortunately, many people died and suffered because of key elements like weather and misjudgments. The lesson learned from this tragedy is, “never take no cut offs and hurry along as fast as you can. ” | <urn:uuid:25a08116-a82e-4251-abc2-0a3c6bc669aa> | CC-MAIN-2020-05 | https://studyboss.com/essays/the-infamous-donner-party.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250616186.38/warc/CC-MAIN-20200124070934-20200124095934-00298.warc.gz | en | 0.985899 | 611 | 3.40625 | 3 | [
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0.19939132034778... | 1 | On a journey to a better life in California, the infamous Donner party, met sorrow at every turn. Before their journey began, they encountered a shortcut discovered by Hastings. Like any other normal person, they decided to take the easier route that unfortunately led to tragedy. There were many key elements leading to the misfortune of this group. From the beginning of their journey, the Donner party made mistakes. First of all, at the time of the party’s departure there was an outbreak of cholera and malaria.
Writing an essay? Get a bunch of related essays for free.
Leave a comment with your theme
Or A Order Custom Essay
Germs and disease are not good to carry along a journey half way across the country. Even the slightest germs were deadly to them. After they passed Independence, Missouri, they were in unfamiliar land. All they knew was that there was desert and mountainous are ahead, yet they continued on. Soon after, Grandma Reed died due to such a rough journey. This was probably a good indication that they should take the longer safer route, but they continued on by Hastings shortcut. Then they ran into a man by the last name of Kleiman.
He warned the group that the road ahead was very tough and that Hastings had trouble on the route himself. Kleiman told Mr. Donner NOT to take Hastings route, but the Donner party continued despite their warning. Mr. Hastings promised the party that he would wait for them at a fort along the way to California. When the party reached the fort, Hastings had already gone ahead a week earlier with another group. He left simple instructions for the Donner party to follow telling them it would not take long to get to Salt Lake. Then they turned off track into the wilderness.
It took 6 days to chop through to Big Mountain and one month to reach Salt Lake rather than the week they had been promised. After 3 days they ran out of water and Reed’s oxen ran away and could not be found. Thirty-six oxen were lost and wagons had to be left behind in order to get over the mountain. Then Reed killed Schneider because he was whipping the oxen. Everyone was going mad. Indians killed 21 more oxen and then the Donner axle broke on the first wagon. To make things worse, they encountered blizzard like snow and sleet.
If they had rested 4 days instead of 5 they would have made it through to California safely without having to deal with any of the conditions mentioned above. It turns out that Hastings “shortcut” was actually 125 miles longer than the longer safer route. Each of the circumstances that they dealt with could have been easily avoided by taking the longer route that had been traveled on many times before. Unfortunately, many people died and suffered because of key elements like weather and misjudgments. The lesson learned from this tragedy is, “never take no cut offs and hurry along as fast as you can. ” | 603 | ENGLISH | 1 |
This is the fifth installment of an eight-part series by Alex Young – Graduate of the University of Guelph-Humber
By Alex Young
Summary of Findings
Ultimately the Doors were seen as artistic leaders of the hippie movement in America because they were artistically responding to major events that were changing American life.
The Doors symbolically addressed events such as the Vietnam War, the women’s liberation movement, the civil rights movement and violence in America by addressing them in their music. The Doors supported the civil rights movement through their music by being so influenced by the blues and country music of the south and obviously weren’t bigots or they would hate all of the artists that helped them carve out their sound. After listening to all six studio albums, Morrison never talks about any of the females in his music in a negative light, often referring to them as “Queens” or “princesses”, like in the songs “LA Woman”, “Riders on the Storm”, “20th Century Fox” or “Queen of the Highway”.
The hippies were also one of the first group of white people to begin protesting against racial segregation laws in the south during the 1960’s which mainly affected black. Skip Stone is a hippie anthropologist recalled the reaction to hippie protests in the early 1960’s against racial segregation laws by saying, “Civil rights and anti-nuclear protests often included marches, sit-ins, speeches and songs by famous people, signs with slogans, and chants. These protests were always marked by peaceful intent. If things got ugly it was usually due to police tactics or violent counter-demonstrations (by such organizations as the KKK). The SDS, Students for a Democratic Society, got its feet wet in these early demonstrations. They would later organize anti-war campus protests around the country.” The violent reactions to hippie and youth protests to political and social injustices came to a climax on May 4th in 1970 when the Ohio National Guard opened fire on the peaceful protesters, killing four and wounding nine. The incident at Kent State showed the true injustice of how members of Hippie Culture were treated when they were simply trying to get their fellow Americans to re-evaluate their personal stance on the war in Vietnam. Peaceful Hippie protests could not have come during a bigger time of change than they did in 1960’s while John F. Kennedy was in the office dealing with the Cuban Missile Crisis in 1962 and later on, the Vietnam War. | <urn:uuid:ca728374-dea2-4196-bb24-f7dc2f58c9f9> | CC-MAIN-2020-05 | https://kakonged.com/2010/07/05/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778272.69/warc/CC-MAIN-20200128122813-20200128152813-00314.warc.gz | en | 0.983648 | 529 | 3.375 | 3 | [
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0.071189440786... | 1 | This is the fifth installment of an eight-part series by Alex Young – Graduate of the University of Guelph-Humber
By Alex Young
Summary of Findings
Ultimately the Doors were seen as artistic leaders of the hippie movement in America because they were artistically responding to major events that were changing American life.
The Doors symbolically addressed events such as the Vietnam War, the women’s liberation movement, the civil rights movement and violence in America by addressing them in their music. The Doors supported the civil rights movement through their music by being so influenced by the blues and country music of the south and obviously weren’t bigots or they would hate all of the artists that helped them carve out their sound. After listening to all six studio albums, Morrison never talks about any of the females in his music in a negative light, often referring to them as “Queens” or “princesses”, like in the songs “LA Woman”, “Riders on the Storm”, “20th Century Fox” or “Queen of the Highway”.
The hippies were also one of the first group of white people to begin protesting against racial segregation laws in the south during the 1960’s which mainly affected black. Skip Stone is a hippie anthropologist recalled the reaction to hippie protests in the early 1960’s against racial segregation laws by saying, “Civil rights and anti-nuclear protests often included marches, sit-ins, speeches and songs by famous people, signs with slogans, and chants. These protests were always marked by peaceful intent. If things got ugly it was usually due to police tactics or violent counter-demonstrations (by such organizations as the KKK). The SDS, Students for a Democratic Society, got its feet wet in these early demonstrations. They would later organize anti-war campus protests around the country.” The violent reactions to hippie and youth protests to political and social injustices came to a climax on May 4th in 1970 when the Ohio National Guard opened fire on the peaceful protesters, killing four and wounding nine. The incident at Kent State showed the true injustice of how members of Hippie Culture were treated when they were simply trying to get their fellow Americans to re-evaluate their personal stance on the war in Vietnam. Peaceful Hippie protests could not have come during a bigger time of change than they did in 1960’s while John F. Kennedy was in the office dealing with the Cuban Missile Crisis in 1962 and later on, the Vietnam War. | 517 | ENGLISH | 1 |
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