American Prophets
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Noah Webster's Theory of Linguistic Nationalism
NOAH WEBSTER'S THEORY OF LINGUISTIC NATIONALISM FREDRIC MICHAEL LITTO Universidade de Sao Paulo Abstract: Noah Webster (1758-1843), through his dictionaries, grammars, linguistic theories and activities on behalf of reform, was instrumental in securing the prominent place that the teaching of language now occupies in American school curricula. His work caused the English of the United States to have the relative uniformity it presently has, and created the belief that popular speech and idioms were correct and should be the basis of language learning. His reforms in textbook format and his efforts in securing copyright legislation were likewise important. Perhaps his most significant legacy was the successful fostering, through language study, of a strong consciousness of nationality. (In English) (F.M.L.) Resumo: Noah Webster (1758-1843), atraves dos seus dicionarios, gramaticas, teorias lingiii'sticas e atividades em prol da reforma, serviu como instrumento para estabele- cer o lugar proeminente que o ensino de li'nguas ocupa Ihoje em dia nos curri'culos das escolas norte-americanas. Suas obras deram a lingua inglesa dos Estados Unidos a relativa uniformidade que atualmente tem, e levaram a acreditar que a fala popular e idiomatica eram corretas e deveriam servir como base da aprendizagem de li'nguas. Suas reformas nos formatos de livros escolares, e seus esfor«;os para conseguir legisla- (jao para direitos autorais, foram tambem importantes. Talvez sua heran?a mais signi- ficante seja o encorajamento, atraves do estudo de lingua, de uma forte consciencia de nacionalidade. (Em ingles) (F.M.L.) Some years ago, an American national weekly magazine featured a story on a new "war" declared by puristic and patriotic Frenchmen against Franglais, a pidgin French-English that has inundated la belle langue with neologisms from America.1 A professor of comparative languages at the Sorbonne, Rene Etiemble, was quoted as affirming that "The French language is a treasure. -
Commission on Public Art Inventory Review Online Comment Submissions the Public Comments in This Document Were Collected from Au
Commission on Public Art inventory review online comment submissions The public comments in this document were collected from August 15 to September 5. They are in response to a call from Mayor Greg Fischer, encouraging the public to add their voice to the review of public art that can be interpreted to honor bigotry, discrimination, racism and/or slavery. 40204: I am not opposed to removing the Castleman statue. I would miss having a horse in the neighborhood, however, so if it could be replaced by another rider, perhaps Oliver Lewis and Aristides, the first KY Derby winners. That would be cool. Any statue with Confederate imagery should be removed. Period. 40299: We should not have public murals and statues of leaders of the confederacy. The bottom line is that these men of the confederacy fought to keep hatred, bigotry and racism alive. I don't want our city to have statues honoring these men, because I know Louisville is an inclusive community dedicated to bringing different folks together. 40212: Remove all statues glorifying these traitors. I can’t imagine what a PoC feels about these abominations. 40243: Please leave history ALONE... 40208: A democracy should have monuments celebrating the oppressed and not the oppressors. We need to tear down any monuments celebrating the Confederacy. I also think you should add to this list nude portraits, paintings objectifying women, and paintings featuring people in poverty. I would recommend going through the library and removing all books before 1975 and blocking all websites that involve actual thinking. History has been written, to ignore it is unwise. -
Noah Webster's Reading Handbook
Noah Webster’s Reading Handbook Copyright © 1993 Christian Liberty Press Darrel A. Trulson C h r i s t i a n L i b e r t y P r e s s NW Reading Handbook TXT 09May13.indd 1 5/9/13 8:38 AM ii Noah Webster’s Reading Handbook Adapted from The American Speller by Noah Webster Originally published by Wilmington, DE: Bonsal & Niles, 1800? Also known as The Blue-Backed Speller Christian Liberty Press edition, copyright © 1993 2020 Printing All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, without written permission from the publisher. A publication of Christian Liberty Press 502 West Euclid Avenue Arlington Heights, IL 60004 www.christianlibertypress.com Copyright © 1993 Christian Liberty Press Created by Darrel A. Trulson Copyediting by Diane C. Olson Layout and images by Jodee Kulp @ Graphics Arts Services, Brooklyn Park, MN Cover design by Bob Fine ISBN 978-1-930092-24-2 1-930092-24-5 Printed in the United States of America NW Reading Handbook TXT 09May13.indd 2 5/9/13 8:38 AM Preface oah Webster is still highly regarded in educational circles Neven though he has been dead for over 160 years. His reputa- tion has survived the test of time because he played a key role in laying the foundation for the standardized word meanings and pronunciation in the English language when the United States was a very young nation. Webster was the first American to produce an authoritative and comprehensive dictionary for the people of the United States. -
Facility Rental
227 South Main Main CT 06107 Street West Hartford, 227 South Noah Webster House & West Hartford Historical Society Located in the thriving town of West Hartford, Connecticut, the historic Noah Webster House offers 18th-century charm with 21st-century amenities. Looking for a business retreat, a way to FACILITY celebrate a special occasion, or a holiday party site? The Noah Webster House is the perfect place. The ambiance of the historic house provides a wonderful environment to entertain and be enchanted with a bygone era. Our recently renovated facilities make this National Registered RENTAL Historic Landmark a handy locale for small to medium size functions. Noah Webster House Let us be your home away from home. & West Hartford Historical Society To make an appointment to discuss rental opportunities, please call the Education Department at (860) 521-5362 ext. 14. Noah Webster House & West Hartford Historical Society 227 South Main St., West Hartford, CT 06107 or www.NoahWebsterHouse.org Parties Facilities Rates* From corporate events to bridal showers, the museum provides a wide array of opportunities for you to celebrate a Hamilton Gallery Hamilton Gallery special occasion. Enjoy a warm fire in Our main function hall accommodates our reproduction 1750s kitchen or stroll and Reproduction Kitchen 50 people sitting and approximately 75 the colonial garden. Regular Rate (3-hour minimum) people standing. The space is equipped Weekdays 9 a.m. - 5 p.m. $75 per hour with chairs, tables, and a large projection Business Meetings & Retreats Weekends and weekday evenings after screen. The museum’s state-of-the-art Hamilton 5 p.m. -
Noah Webster, Essays on Fostering American Identity, 1783 & 1787, Selections
MAKING THE REVOLUTION: AMERICA, 1763-1791 PRIMARY SOURCE COLLECTION __Noah Webster__ Metropolitan Museum of Art ON THE NECESSITY OF FOSTERING AMERICAN IDENTITY AFTER INDEPENDENCE ESSAYS, 1783, 1787__EXCERPTS * Widely recognized for his American Dictionary and The American Spellericons of 18th-century American instructionNoah Webster may appear to modern viewers as little more than a driven school- master and language enthusiast. But Webster was a fiery-penned Patriot who wrote and lectured widely in the 1780s, urging Americans to create their own identity, character, and ”manners,” and to revise British English into their own American language. “You have an empire to raise and support by your exertions,” he insisted, “and a national character to establish and extend by your wisdom and virtues.” Webster’s passion for his cause is evident in these selections from three works written in the first years of American Noah Webster, n.d. independence. oil portrait by James Sharples or possibly Ellen W. Sharples, pastel on paper, n.d. “Americans, unshackle On American Education & Language your minds and act like A Grammatical Institute of the English Language, Pt. I, 1783, Introduction, excerpts. independent beings.” [T]he present period is an era of wonders. Greater changes have been wrought in the minds of men in the short compass of eight years past than are commonly effected in a century. Previously to the late war, America preserved the most unshaken attachment to Great Britain. The king, the constitution, the laws, the commerce, the fashions, the books, and even the sentiments of Englishmen were implicitly supposed to be the best on earth. -
John Ben Shepperd, Jr. Memorial Library Catalog
John Ben Shepperd, Jr. Memorial Library Catalog Author Other Authors Title Call Letter Call number Volume Closed shelf Notes Donated By In Memory Of (unkown) (unknown) history of the presidents for children E 176.1 .Un4 Closed shelf 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) Ruth Goree and Jane Brown 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) Anonymous 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) Bobbie Meadows Beulah Hodges 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) 1977 Inaugural Committee A New Spirit, A New Commitment, A New America F 200 .A17 (1977) 1981 Presidential Inaugural Committee (U.S.) A Great New Beginning: the 1981 Inaugural Story E 877.2 .G73 A Citizen of Western New York Bancroft, George Memoirs of General Andrew Jackson, Seventh President of the United States E 382 .M53 Closed shelf John Ben Shepperd A.P.F., Inc. A Catalogue of Frames, Fifteenth Century to Present N 8550 .A2 (1973) A.P.F. Inc. Aaron, Ira E. Carter, Sylvia Take a Bow PZ 8.9 .A135 Abbott, David W. Political Parties: Leadership, Organization, Linkage JK 2265 .A6 Abbott, John S.C. Conwell, Russell H. Lives of the Presidents of the United States of America E 176.1 .A249 Closed shelf Ector County Library Abbott, John S.C. -
Noah Webster: the Man and His Dictionary
Noah Webster: The Man and His Dictionary 2018 ©BenandMe.com Noah Webster: The Man and His Dictionary Noah Webster was born October 16th, 1758. And he died May 28, 1843. He was born in West Hartford, Connecticut. He's known as the "Father of American Scholarship and Education". This is because he spent twenty-one years learning twenty-six languages for his English dictionary. By the time he completed his dictionary, he was seventy years old. Correctly defining words was important to him. Since Noah Webster was a Christian, he believed that God was the ultimate Authority. Therefore, it was especially important to him to correctly define words by the definitions contained in the Bible. Some of the languages he learned were Anglo-Saxon, Greek, Hebrew, and Latin. As already mentioned, Noah Webster was a Christian. And he's know for this quote: "Education is useless without the Bible." As a testimony to his Christian faith, his dictionary contains over six thousand Bible references. In this way, he gave proof for the authority of God's Word about those specific words. Not all words, but several words in today's modern dictionary conflict with a Biblical worldview. So, it's important for Christians to use Webster's 1828 Dictionary. Otherwise, we may become confused and possibly remain ignorant about what God has to say about important matters. Additionally, Noah Webster thought that some of the English spelling rules were unnecessarily complicated. Therefore, he simplified the spelling. For example, Webster's1828Dictionary.com explains: "As a spelling reformer, Webster believed that English spelling rules were unnecessarily complex, so his dictionary introduced American English spellings, replacing colour with color, substituting wagon for waggon, and printing center instead of centre. -
Chapter 1 America’S Foundations
iCitizen Chapter 1 America’s Foundations When the United States broke away from Great Britain and formed its own government, our country was unique among na- tions. This chapter will introduce you to the purpose of government and the most common types of gov- ernmental structures, giving you a basis for understanding how and why the founders of America craft- Photo: Comstock.com Comstock.com Photo: ed our government the way they did. Then the intentionality behind our governing documents should become astonishingly clear. Section 1.1 An Introduction to Government For the purposes of this course, we define government as an institution or political body that has the power to make and enforce laws over a certain group of people, territory, or collection of property. It places certain limits on man’s actions for the sake of everyone’s well-being, rewarding those who do good and punishing those who do wrong. Why Does Man Need Government? Before we can examine the specifics of how government works, we must first understand government’s purpose. Think back to when you were younger, and wanted to do something your parents would not allow you to do. Did you ever wonder why you couldn’t just do as you pleased? Why couldn’t you be your own boss? These questions—although they may sound silly to you now—actually get at the heart of our study of civics and patriotism. What is the purpose of government? Why does man need government anyway? iCitizen: Civic Literacy for Young Americans Man needs government because he is sinful. -
Prayingforamericaexcerpt.Pdf
Praying for America 40 Inspiring Stories and Prayers for Our Nation Dr. Robert Jeffress New York • Nashville Contents Introduction: America’s Only Hope vii 1. For God’s Will to Be Done 1 2. For Religious Freedom 5 3. For Truth to Prevail 10 4. For Protection from Our Enemies 15 5. For National Unity 19 INTRODUCTION America’s Only Hope Pluribus Unum—“Out of many, one.” E This is the traditional motto of the United States of America. From the first shots of the American Revolution to the British surrender at Yorktown when we won our independence, thirteen diverse colonies fought as one. And though passions threatened our unity during the process of ratification, in the end, compromise and conviction led to a Constitution that has become the envy of the world. However, since E Pluribus Unum first appeared on the Great Seal of the United States, Americans, with the exception of the time during the Civil War, have never been more divided. Today, our nation seems to be closer to Unum De Multis—“Out of one, many.” How did we get to this state of division? We could blame the radicalization of our universities, the degradation of our culture, or the politicization of our everyday lives. We could blame America’s disunity on the breakdown of the family, the incivility we see in the news and on social media, or the church’s loss of cultural influence. But it all comes down to a simple answer: We have forgotten God. When people no longer love God, they can no longer love themselves rightly. -
“THE BANE of LIBERTY”: OPPOSITION to STANDING ARMIES AS the BASIS of ANTIFEDERALIST THOUGHT by CHARLES B. BRAND B.A. Florida
“THE BANE OF LIBERTY”: OPPOSITION TO STANDING ARMIES AS THE BASIS OF ANTIFEDERALIST THOUGHT by CHARLES B. BRAND B.A. Florida Atlantic University, 2008 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Department of History in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Fall Term 2013 ABSTRACT The severely neglected subject of Antifederalism is the focal point of this project. As the framing ideology opposed to the ratification of the U.S. Constitution, Antifederalism has not been treated with the same historical care as Federalism, the successful and currently operational ideology. This is both an intellectual and ethical mistake that ignores the role that Antifederalism played in procuring the Bill of Rights, and still plays in the sphere of political dissent. The de facto successors to the Revolutionary mentality, Antifederalists took it upon themselves to conclusively secure the American conception of liberty, already wrested from British hands, from a growing threat—those whom they deemed domestic imperialists. Even Thomas Jefferson, architect of the Declaration of Independence, espoused the principles behind Antifederalism, especially when confronted with those of Hamiltonian Federalism. Moreover, Jefferson’s Revolution of 1800, which gave rise to the Democratic-Republicans, consisted of many former Antifederalists. While wholly relevant and increasingly indispensible, the few studies that do examine Antifederalism fall short of finding or acknowledging its lasting significance, owing to supposed internal dissension, socioeconomic in nature. However, Antifederalists featured ideological unanimity in at least one area: opposition to standing armies. This opposition is evident in both the theoretical (why they were against standing armies) and practical (what to do about it) areas. -
A Concise Guide to Using Dictionaries from the Founding Era to Determine the Original Meaning of the Constitution
GW Law Faculty Publications & Other Works Faculty Scholarship 2014 A Concise Guide to Using Dictionaries from the Founding Era to Determine the Original Meaning of the Constitution Gregory E. Maggs George Washington University Law School, [email protected] Follow this and additional works at: https://scholarship.law.gwu.edu/faculty_publications Part of the Law Commons Recommended Citation Maggs, Gregory E., A Concise Guide to Using Dictionaries from the Founding Era to Determine the Original Meaning of the Constitution (2014). 82 Geo. Wash. L. Rev. 358-93 ; GWU Law School Public Law Research Paper No. 2014-17; GWU Legal Studies Research Paper No. 2014-17. Available at SSRN: http://ssrn.com/ abstract=2433244 or http://dx.doi.org/10.2139/ssrn.2433244 This Article is brought to you for free and open access by the Faculty Scholarship at Scholarly Commons. It has been accepted for inclusion in GW Law Faculty Publications & Other Works by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. A Concise Guide to Using Dictionaries from the Founding Era to Determine the Original Meaning of the Constitution Gregory E. Maggs* This Article explains how dictionaries published in the Founding Era may provide evidence of the original meaning of the Constitution. In addi- tion, the Article identifies and discusses six potential problems with relying on definitions from these dictionaries, and cautions that these potential problems must be considered when using Founding Era dictionaries either to make claims about the Constitution’s original meaning or to evaluate claims about original meaning made by others. -
Noah Webster House, Planning for Digitization
DIVISION OF PRESERVATION AND ACCESS Narrative Section of a Successful Application The attached document contains the grant narrative of a previously funded grant application. It is not intended to serve as a model, but to give you a sense of how a successful application may be crafted. Every successful application is different, and each applicant is urged to prepare a proposal that reflects its unique project and aspirations. Prospective applicants should consult the NEH Division of Preservation and Access application guidelines at http://www.neh.gov/divisions/preservation for instructions. Applicants are also strongly encouraged to consult with the NEH Division of Preservation and Access staff well before a grant deadline. Note: The attachment only contains the grant narrative, not the entire funded application. In addition, certain portions may have been redacted to protect the privacy interests of an individual and/or to protect confidential commercial and financial information and/or to protect copyrighted materials. Project Title: Planning for enhanced educator access to digitized collections Institution: Noah Webster House, Inc. Project Director: Sheila Daley Grant Program: Preservation Assistance Grants for Smaller Institutions Noah Webster House & West Hartford Historical Society: Planning for enhanced educator access to digitized collections 1. What activity (or activities) would the grant support? The grant would support planning and pilot work exploring how local teachers can best make use of digitized items from the Noah Webster House and West Hartford Historical Society (NWH&WHHS) collections. The proposed activities include focus groups with local teachers and curriculum specialists, evaluation of usability requirements for primary source kits or lesson plans, digitization prioritization and planning, and digital reformatting of select materials for creation of teacher resources for pilot study.