The Hero and the Historians
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Wendat Ethnophilology: How a Canadian Indigenous Nation Is Reviving Its Language Philology JOHANNES STOBBE Written Aesthetic Experience
Contents Volume 2 / 2016 Vol. Articles 2 FRANCESCO BENOZZO Origins of Human Language: 2016 Deductive Evidence for Speaking Australopithecus LOUIS-JACQUES DORAIS Wendat Ethnophilology: How a Canadian Indigenous Nation is Reviving its Language Philology JOHANNES STOBBE Written Aesthetic Experience. Philology as Recognition An International Journal MAHMOUD SALEM ELSHEIKH on the Evolution of Languages, Cultures and Texts The Arabic Sources of Rāzī’s Al-Manṣūrī fī ’ṭ-ṭibb MAURIZIO ASCARI Philology of Conceptualization: Geometry and the Secularization of the Early Modern Imagination KALEIGH JOY BANGOR Philological Investigations: Hannah Arendt’s Berichte on Eichmann in Jerusalem MIGUEL CASAS GÓMEZ From Philology to Linguistics: The Influence of Saussure in the Development of Semantics CARMEN VARO VARO Beyond the Opposites: Philological and Cognitive Aspects of Linguistic Polarization LORENZO MANTOVANI Philology and Toponymy. Commons, Place Names and Collective Memories in the Rural Landscape of Emilia Discussions ROMAIN JALABERT – FEDERICO TARRAGONI Philology Philologie et révolution Crossings SUMAN GUPTA Philology of the Contemporary World: On Storying the Financial Crisis Review Article EPHRAIM NISSAN Lexical Remarks Prompted by A Smyrneika Lexicon, a Trove for Contact Linguistics Reviews SUMAN GUPTA Philology and Global English Studies: Retracings (Maurizio Ascari) ALBERT DEROLEZ The Making and Meaning of the Liber Floridus: A Study of the Original Manuscript (Ephraim Nissan) MARC MICHAEL EPSTEIN (ED.) Skies of Parchment, Seas of Ink: Jewish Illuminated Manuscripts (Ephraim Nissan) Peter Lang Vol. 2/2016 CONSTANCE CLASSEN The Deepest Sense: A Cultural History of Touch (Ephraim Nissan) Contents Volume 2 / 2016 Vol. Articles 2 FRANCESCO BENOZZO Origins of Human Language: 2016 Deductive Evidence for Speaking Australopithecus LOUIS-JACQUES DORAIS Wendat Ethnophilology: How a Canadian Indigenous Nation is Reviving its Language Philology JOHANNES STOBBE Written Aesthetic Experience. -
State of Wisconsin
CONSTITUTION 0F THE STATE OF WISCONSIN. ADOPTED IN CONVENTION, AT xVIADISON, ON THE FIRST DAY OF FEBRUARY, IN THE YEAR OF OUR LORD ONE THOUSAND EIGHT HUN DRED AND FORTY-EIGHT. PREAMBLE. We, the people of Wisconsin, grateful to Almighty God fbr oar freedom, in order to secure its blessings, form a more perfect gorer:; • menu insure domestic tranquility, and promote the general weifars ; do establish this CONSTITUTION. ARTICLE I. DECLARATION OF RIGHTS. SECTION I. All men are born equally free and indepandent, ar;d have certain inherent rights, among these are life, liberty and the pursuit of happiness ; to secure these rights, governments are insti tuted among men, deriving their just powers from the consent of tha governed; SEC. 2. There shall be Heither slavery nor involuntary servitude m this State otherwise than for the punishment of crime, whereof the party shall have been duly convicted. SEC. 3. Every pjrson may freely speak, write and pubh'sh his sentiments on all subjects, being responsible for the abuse of that right, and no laws shall be passed to restrain or abridge the liberty of speech or of the press. In all criminal prosecutions or indictmentii for libel, the truth may be given in evidence, and if it shall appear to the jury, that the matter charged as libellous, be true, and was published with good motives, and for justifiable ends, the party shaii be acquitted ; and the jury shall have the right to determine the law and the fact. SEC. 4. The right of the people peaceably to assembly to consul': for the common good, and to petition the Government or any depa/t ment thereof, shall never be abridged. -
Living and Learning in New France, 1608-1760
CJSAEIRCEEA 23) Novemberlnovembre 2010 55 Perspectives "A COUNTRY AT THE END OF THE WORLD": LIVING AND LEARNING IN NEW FRANCE, 1608-1760 Michael R. Welton Abstract This perspectives essay sketches how men and women of New France in the 17th and 18th centuries learned to make a living , live their lives, and express themselves under exceptionally difficult circumstances. This paper works with secondary sources, but brings new questions to old data. Among other things, the author explores how citizen learning was forbidden in 17th- and 18th-century New France, and at what historical point a critical adult education emerged. The author's narrative frame and interpretation of the sources constitute one of many legitimate forms of historical inquiry. Resume Ce croquis d'essai perspective comment les hommes et les femmes de la Nouvelle-France au XVlIe et XV1I1e siecles ont appris a gagner leur vie, leur vie et s'exprimer dans des circonstances difficiles exceptionnellement. Cette usine papier avec secondaire sources, mais apporte de nouvelles questions d'anciennes donnees. Entre autres choses, I' auteur explore comment citoyen d' apprentissage a ete interdite en Nouvelle-France XVlIe-XV1I1e siecle et a quel moment historique une critique de ['education des adultes est apparu. Trame narrative de ['auteur et ['interpretation des sources constituent une des nombreuses formes legitimes d'enquete historique. The Canadian Journal for the Study of Adult Education/ La Revue canadienne pour i'ill/de de i'iducation des adultes 23,1 Novemberlnovembre 2010 55-71 ISSN 0835-4944 © Canadian Association for the Study of Adult Education! L' Association canadienne pour l' etude de I' education des adultes 56 Welton, ({Living and Learning in New France, 1608-1760" Introduction In the 1680s one intendant wrote that Canada has always been regarded as a country at the end of the world, and as a [place of] exile that might almost pass for a sentence of civil death, and also as a refuge sought only by numerous wretches until now to escape from [the consequences of] their crimes. -
Chapman's Bookstore 2407 St
'. , ~ ~- - - ---rom-: iii ,~-----.--- AMERICAN LIBRARY ASSOCIATION Montreal Conference AT McGILL UNIVERSITY JUNE 6 TO I2, I900 Programnle and Guide ISSUED BY THE LOCAL COMMITTEE MONTREAL THE HERALD PRESS eont~nts History of Montreal Description McGill University Montreal Libraries Sunday Services Summary of Points of Interest in and about Montreal Programme of Local Elltertainment Local Committee Wheelmen's Favorite Routes Map of Montreal Advertisers Published for the I,oca\ Committee By F. E. PHELAN, 2331 St. Catherine Street, lVIontreal HISTORY HE history of Montreal as a centre of population commences with the visit of Jacques Cartier to the Indians of the town of Hochelaga in 1535. The place was situated close to T Mount Royal, on a site a short distance from the front of the McGill College Grounds, and all within less than a block below Sherbrooke Street, at Mansfie1.d Street. It was a circular palisaded Huron-Iroquois strong hold, which had been in existence for seyeral generations and had been founded by a party which had broken off in some manner from the Huron nations at Lake Huron, at a period estimated to be somewhere about 1400. It was at that time the dominant town of the entire Lower St. Lawrence Valley, and apparently also of Lake Champlain, in both of which quarters numerous settlements of the same race had sprung from it as a centre. Cartier describes how he found it in the following words: " And in the midst of those fields is situated and fixed the said town of Hochelaga, near and joining a mountain which is in its neighbour hood, well tilled and exceedingly fertile; therefrom one sees very far. -
Jacques Cartier Did Find a Passage and Gathered a Great Deal of Information About the Resources, Land and People of North America
SOCIAL 7 CHAPTER 2 Name________________________ THE FRENCH IN NORTH AMERCIA Read pages 30-35 and answer the following questions 1. Colony is a ___________________________________________ that is controlled by another country. The earliest colonists in Canada came from _______________________. (2) 2. Empires are _______________________ of ________________________ controlled by a single country, sometimes called the Home Country. (2) 3. Define Imperialism (1) _________________________________________________________________________________________________ ____________________________________________________________________ Please copy the diagram of Imperialism from pg. 31. (9) 4. Why did the imperial countries of Europe want to expand their empires to North America? Please explain each reason. (8) 1._______________________________________________________________________________________________ _________________________________________________________________________________________________ 2._______________________________________________________________________________________________ _________________________________________________________________________________________________ 3._______________________________________________________________________________________________ _________________________________________________________________________________________________ 4._______________________________________________________________________________________________ _________________________________________________________________________________________________ -
The Mapping of Samuel De Champlain, 1603–1635 Conrad E
51 • The Mapping of Samuel de Champlain, 1603–1635 Conrad E. Heidenreich The cartography of Samuel de Champlain marks the be- roster of 1595 he was listed as a fourier (sergeant) and aide ginning of the detailed mapping of the Atlantic coast north to the maréchal de logis (quartermaster), apparently of Nantucket Sound, into the St. Lawrence River valley, reaching the rank of maréchal himself.4 The same pay ros- and, in a more cursory fashion, to the eastern Great Lakes. ter states that in 1595 he went on a secret mission for the Previous maps were based on rapid ship-board reconnais- king that was regarded to be of some importance. He also sance surveys made in the early to middle sixteenth cen- made a “special report” to Henri IV after his West Indian tury, particularly on the expeditions of Jacques Cartier and voyage (1601) and after the first two voyages to Canada Jean-François de La Rocque, sieur de Roberval (1534 – (1603 and 1607). These reports seem to indicate that 43). These maps conveyed little more than the presence of Champlain had a personal relationship with Henri IV, a stylized coastline. The immediate result of the Cartier- probably accounting for the pension the king awarded him Roberval expeditions was that France lost interest in sometime before 1603.5 After the war, Champlain joined North America, except for fishing off the northeast coast. his uncle’s ship, the 500-tun Saint-Julien, in Spanish The indigenous population was considered impoverished Caribbean service.6 In June 1601, Champlain was in and hostile, there were no quick riches, and the winters Cádiz where he was a witness to his dying uncle’s testa- were so brutal that the French wondered whether Euro- ment leaving him a large estate near La Rochelle as well as peans could live there. -
Creating Memorable Travel Experiences Since 1979 2021
2021 DREAM BOOK LLC CREATING MEMORABLE TRAVEL EXPERIENCES SINCE 1979 One from the Road… When we returned to the road in August, one of our first trips was By the end of the tour, you feel like you just watched Ellen, Dr. Phil across Nevada to pick up the historic (which later and Saturday Night Live. You have truly met the locals once you Lincoln Highway SUCCESS STORIES—A SpECIAl AdvERTISIng SECTIOn became U.S. 50) and make our way back to Sacramento. Small finish walking among the headstones. towns proved to be a good way to gently try and return to traveling. Sure, we would all I didn’t know Wally would even be in town. Last I heard he was prefer not to have to wear a mask and wash buying a camper and heading out to see the world when he retired. our hands every 20 minutes. But if you love For reasons I’m hopeful I’ll hear about some day, he was back in to travel, right now you have to make a few Eureka. compromises. With any luck, those will be short term and we will be able to travel more It’s possible the folks on the trip may have noticed the tear in my eye freely soon. or the crack in my voice when my friend showed up to say hi. Or when he starting telling a couple members of our group about the Our trip went well. We slipped in and out of a cemetery tour and I broke out laughing really loud. -
PHYSIOGRAPHY and RELATED SCIENCES Precipitation May Occur As Either Rain Or Snow
40 PHYSIOGRAPHY AND RELATED SCIENCES precipitation may occur as either rain or snow. For this reason, the accumulation of snow on the ground during the winter varies rather widely from year to year, especially on the lowlands. Snow cover is generally more reliable in the highlands. Quebec Quebec is the largest province in Canada, stretching from the International Boundary on the south to Cape Wolstenholme on Hudson Strait, a distance of 1,200 miles. In the north, treeless tundra, wasteland and unproductive forest occupy 160,000 sq. miles; pro ductive forest covers slightly less than 225,000 sq. miles and about 25,000 sq. miles are utilized for agriculture. Physiographically, Quebec may be divided into three main regions: the Canadian Shield or the Laurentian Plateau, which occupies the greater part of the province, extending from the rugged plateau-like highlands north of the St. Lawrence River to Hudson Strait; the St. Lawrence Lowland; and the Appalachian Highlands. The Laurentian Plateau rises from sea level on the shores of Hudson and James Bays to 1,000 feet in Abitibi, 1,500 feet in the Laurentian Mountains and about 2,000 feet along the Labrador boundary. Summits rising to 3,900 feet are found in the Laurentide Park north of Quebec City and to 3,150 feet in Mont Tremblant Park west of Montreal. In general, however, the Laurentian Plateau is a surface of unbelievable monotony, literally strewn with lakes. Extending from Alabama to Newfoundland, the Appalachian Moun tains include southeastern Quebec. They reach their greatest extent in the Eastern Town ships and their greatest heights in the Gaspe Peninsula where Quebec's highest peak, Mount Jacques Cartier rises to 4,160 feet. -
The Opening of the Atlantic World: England's
THE OPENING OF THE ATLANTIC WORLD: ENGLAND’S TRANSATLANTIC INTERESTS DURING THE REIGN OF HENRY VIII By LYDIA TOWNS DISSERTATION Submitted in partial fulfillment of the requirements For the degree of Doctor of Philosophy at The University of Texas at Arlington May, 2019 Arlington, Texas Supervising Committee: Imre Demhardt, Supervising Professor John Garrigus Kathryne Beebe Alan Gallay ABSTRACT THE OPENING OF THE ATLANTIC WORLD: ENGLAND’S TRANSATLANTIC INTERESTS DURING THE REIGN OF HENRY VIII Lydia Towns, Ph.D. The University of Texas at Arlington, 2019 Supervising Professor: Imre Demhardt This dissertation explores the birth of the English Atlantic by looking at English activities and discussions of the Atlantic world from roughly 1481-1560. Rather than being disinterested in exploration during the reign of Henry VIII, this dissertation proves that the English were aware of what was happening in the Atlantic world through the transnational flow of information, imagined the potentials of the New World for both trade and colonization, and actively participated in the opening of transatlantic trade through transnational networks. To do this, the entirety of the Atlantic, all four continents, are considered and the English activity there analyzed. This dissertation uses a variety of methods, examining cartographic and literary interpretations and representations of the New World, familial ties, merchant networks, voyages of exploration and political and diplomatic material to explore my subject across the social strata of England, giving equal weight to common merchants’ and scholars’ perceptions of the Atlantic as I do to Henry VIII’s court. Through these varied methods, this dissertation proves that the creation of the British Atlantic was not state sponsored, like the Spanish Atlantic, but a transnational space inhabited and expanded by merchants, adventurers and the scholars who created imagined spaces for the English. -
Hmcs Donnacona Ncsm Donnacona
A-AD-267-000/AF-002 HMCS DONNACONA NCSM DONNACONA BADGE INSIGNE Description Description Argent three maple leaves conjoined on the one stem D'argent, trois feuilles d'érable se rejoignent sur la tige Gules and in base over the stem a Native Canadian's de gueules et, en pointe sur la tige, deux mains droites dexter hand and a white man's dexter hand clasped serrées, celle d'un Amérindien et celle d'un homme together proper. blanc, au naturel. Significance Signification When Jacques Cartier returned to France from his first De son premier voyage en Amérique, Jacques- Cartier voyage to America, he took back with him two Native ramena en France deux guerriers amérindiens que lui braves. They returned to America with Cartier on his servirent de guides lors de son deuxième voyage. Ils second voyage and acted as guides. They told Cartier lui indiquèrent l'emplacement exact de Stadacona et about the settlements of Stadacona and Hochelaga on de Hochelaga sur le Saint-Laurent, villages désignés the St. Lawrence River and referred to them by the en langage Huron-Iroquois par le mot Kenneta - qui Huron-Iroquois word Kenneta, which means "a veut dire habitation. Cartier pensait que ses guides lui habitation." Cartier thought that they were telling him indiquaient le nom d'un pays qu'il n'avait pas encore the name of the country, which he had not yet exploré. explored. At the point where the St. Charles River flows into the Cartier découvrit qu'un grand nombre d'Amérindiens, St. Lawrence, Cartier found many Natives living with vivaient avec leur chef, Donnacona, vivaient à l'endroit their Chief, Donnacona. -
European Exploration of North America
European Exploration of North America Tell It Again!™ Read-Aloud Anthology Listening & Learning™ Strand Learning™ & Listening Core Knowledge Language Arts® • • Arts® Language Knowledge Core Grade3 European Exploration of North America Tell It Again!™ Read-Aloud Anthology Listening & Learning™ Strand GrAdE 3 Core Knowledge Language Arts® Creative Commons Licensing This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ Copyright © 2013 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge Language Arts, Listening & Learning, and Tell It Again! are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. -
Colonial Failure in the Anglo-North Atlantic World, 1570-1640 (2015)
FINDLEY JR, JAMES WALTER, Ph.D. “Went to Build Castles in the Aire:” Colonial Failure in the Anglo-North Atlantic World, 1570-1640 (2015). Directed by Dr. Phyllis Whitman Hunter. 266pp. This study examines the early phases of Anglo-North American colonization from 1570 to 1640 by employing the lenses of imagination and failure. I argue that English colonial projectors envisioned a North America that existed primarily in their minds – a place filled with marketable and profitable commodities waiting to be extracted. I historicize the imagined profitability of commodities like fish and sassafras, and use the extreme example of the unicorn to highlight and contextualize the unlimited potential that America held in the minds of early-modern projectors. My research on colonial failure encompasses the failure of not just physical colonies, but also the failure to pursue profitable commodities, and the failure to develop successful theories of colonization. After roughly seventy years of experience in America, Anglo projectors reevaluated their modus operandi by studying and drawing lessons from past colonial failure. Projectors learned slowly and marginally, and in some cases, did not seem to learn anything at all. However, the lack of learning the right lessons did not diminish the importance of this early phase of colonization. By exploring the variety, impracticability, and failure of plans for early settlement, this study investigates the persistent search for usefulness of America by Anglo colonial projectors in the face of high rate of