A Partisan National Song: the Politics of “Hail Columbia” Reconsidered
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Lafayette Was the First American Idol Written by J
Lafayette was the First American Idol 3/23/15, 6:01 PM Lafayette was the First American Idol Written by J. Dennis Robinson FAMOUS PEOPLE Almost 50 years after the American Revolution, a French nobleman toured the entire United States. Greeted everywhere by cheering crowds, Lafayetee embodied the soul of the new America, and in September 1824, he rocked the house in Portsmouth, NH. A new book translated by a NH lawyer, tells the full story. LAFAYETTE IN NEW HAMPSHIRE 1824 He was the American idol of 1824. Untold thousands stood in every kind of weather to catch a glimpse of General Lafayette of France as he visited all 24 American states in a grand 13-month tour. Everywhere Lafayette traveled -- buildings, towns, streets and children were named in his honor. According to the Portsmouth Journal, Lafayette’s arrival in Portsmouth, NH on September 1, 1824 was an event too big for words. "There was a glow of unaffected delight on every countenance," the newspaper reported. Only George Washington had the power to rouse such patriotic fervor from the citizens of this new nation, but Washington had been dead and buried for a quarter century. http://www.seacoastnh.com/History/As-I-Please/lafayette-was-the-first-american-idol/?print=1&tmpl=component Page 1 of 4 Lafayette was the First American Idol 3/23/15, 6:01 PM The Marquis de Lafayette was just 19 years old when he came to the aid of Gen. George Washington’s rag-tag army in 1778. Spending his own inheritance to support American troops, wounded in battle, Lafayette was influential in convincing King Louis XVI to send French ships, men and supplies that helped turn the tide against the British at the Battle of Yorktown. -
John Adams, Alexander Hamilton, and the Quasi-War with France
John Adams, Alexander Hamilton, and the Quasi-War with France David Loudon General University Honors Professor Robert Griffith, Faculty Advisor American University, Spring 2010 1 John Adams, Alexander Hamilton, and the Quasi-War with France Abstract This paper examines the split of the Federalist Party and subsequent election defeat in 1800 through the views of John Adams and Alexander Hamilton on the Quasi-War with France. More specifically, I will be focusing on what caused their split on the French issue. I argue that the main source of conflict between the two men was ideological differences on parties in contemporary American politics. While Adams believed that there were two parties in America and his job was to remain independent of both, Hamilton saw only one party (the Republicans), and believed that it was the goal of all “real” Americans to do whatever was needed to defeat that faction. This ideological difference between the two men resulted in their personal disdain for one another and eventually their split on the French issue. Introduction National politics in the early American republic was a very uncertain venture. The founding fathers had no historical precedents to rely upon. The kind of government created in the American constitution had never been attempted in the Western World; it was a piecemeal system designed in many ways more to gain individual state approval than for practical implementation. Furthermore, while the fathers knew they wanted opposition within their political system, they rejected political parties as evil and dangerous to the public good. This tension between the belief in opposition and the rejection of party sentiment led to confusion and high tensions during the early American republic. -
Class Struggles in France 1848-1850
Karl Marx The Class Struggles in France, 1848-1850 Written: December January-October 1850; Published: as a booklet by Engels in 1895; Source: Selected Works, Volume 1, Progress Publishers, Moscow 1969; Proofed: and corrected by Matthew Carmody, 2009, Mark Harris 2010; Transcribed: by Louis Proyect. Table of Contents Introduction (Engels, 1895) ......................................................................................................... 1 Part I: The Defeat of June 1848 ................................................................................................. 15 Part II: From June 1848 to June 13, 1849 .................................................................................. 31 Part III: Consequences of June 13, 1849 ................................................................................... 50 Part IV: The Abolition of Universal Suffrage in 1850 .............................................................. 70 Introduction (Engels, 1895)1 The work republished here was Marx’s first attempt to explain a piece of contemporary history by means of his materialist conception, on the basis of the prevailing economic situation. In the Communist Manifesto, the theory was applied in broad outline to the whole of modern history; in the articles by Marx and myself in the Neue Rheinische Zeitung, it was constantly used to interpret political events of the day. Here, on the other hand, the question was to demonstrate the inner causal connection in the course of a development which extended over some years, a development -
Not a Sixpence! the XYZ Affair and Integrity
No! No! Not a Sixpence! The XYZ Affair and Integrity Handout A: Narrative BACKGROUND In 1789, the United States government, designed by the Constitution, began operating as President George Washington was inaugurated into office and the First Congress and Supreme Court met. The Revolutionary War consensus around principles of liberty and self- government broke down in debate over specific political policies in the new republic. Foreign policy was one such area of contention, as Great Britain and other European nations went to war with France during the French Revolution and the rise of Napoleon Bonaparte. President George Washington issued a Proclamation of Neutrality in 1793, and the controversial French minister to the U.S., Citizen Genet, was recalled after he tried to inflame passions and persuade the American people and government to join the French side. During the wars, the British initially perpetrated attacks against American shipping and free trade when they seized American vessels and sailors. American diplomat John Jay attempted to resolve the dispute with the British with the 1795 Jay Treaty, but it failed to address the fundamental issue. As the European wars dragged on in the mid-1790s, John Adams was elected president. Weeks after assuming office, Adams had to deal with French violations of American neutral rights. Adams called a special session of Congress that met in May, 1797. He urged a build- up of the American military, especially the navy. Congress authorized the president to call up 80,000 militiamen, funded harbor fortifications, and approved the completion of three frigates. Adams stated, “We are not a degraded people, humiliated under a colonial spirit of fear and sense of inferiority, fitted to be the miserable instruments of foreign influence.” He subsequently dispatched envoys John Marshall, Charles Cotesworth Pinckney, and Elbridge Gerry to go to France to secure an agreement protecting American neutral rights and to end the French destruction of American shipping. -
Maggie Reilly Presse.Indd
Maggie Reilly m/band (SCO) Maggie Reilly kommer til Holstebro igen, lørdag d. 13. februar kl. 20:00 2010 giver hun koncert på Kielgasten. Sidst Maggie Reilly gæstede Holstebro, var tilbage i 2008, den- gang var en bragende stor succes! Meget mere end stemmen fra “Moonlight Shadow” - Skotske Maggie Reilly er inde- haver af én af de smukkeste sangstemmer på denne klode. Det er Holstebro Musikforsyning som har fået Maggie Reilly til Holstebro. Så er Maggie Reilly tilbage – med helt nyt album, bestående af nye indspilninger af hendes store verdenhits fra 80’erne; ”Everytime We Touch” – ”Moonlight Shadow” – ”To France” m.fl. + 8 helt nyskrevet hits. Cdén “Looking Back - Moving forward” udkom d. 27. februar 2009. Nu kan alle med et medlemskort til PEHOC - Personaleforeningen Regionshospitalet Holstebro, opnå rabat ved 2 super gode koncerter i Holstebro. Koncert med Maggie Reilly m/band (SCO) - Dato: Lørdag d. 13. Februar kl. 20:00 Spillested: Kielgasten, Østergade 16, Holstebro - Dørene åbnes kl.: 18:30 Normal billetpris: Kr. 225,- + gebyr Medlemmer af PEHOC Personaleforening, får 10% rabat - så din/jeres pris er Kr. 202,- pr. stk. / og ingen gebyr! - Spar kr. 42,- pr. billet! Billetter med rabat sælges efter “først til mølle princippet”. Sidste frist for bestilling er, torsdag d. 11. Februar kl. 12:00, med mindre der er udsolgt inden! Kontakt: Maarbjerg Management - Mobil. 2365 7560 - Mail. [email protected] Maarbjerg Management leverer billetter, efter nærmere aftale. Maggie har stadig en aktiv karriere i hele Europa og er stadig bosiddende i Skotland. Ellers har Maggie Reilly har været langt omkring på sin musikalske rejse: Hun har spillet jazz/funk i Cado Belle, har optrådt med Karl-Heinz Stockhausen, arbejdet sammen med den progressive rockmusiker Mike Oldfield, sunget duo med Jack Bruce (Cream) og Dave Gilm- our (Pink Floyd) i de tidlige 90’ere og udgivet følsomme solo albums i det seneste årti. -
Singer's Brochure
Our rates are as follows: Within Iosco County $100.00 per ½ hour show Let The $175.00 per hour show Within 100 miles of East Tawas $200.00 per ½ hour show $350.00 per hour show Within Lower Michigan $400 per ½ hour show (and over 100 miles) $500 per hour show We do perform outside of Michigan. Call for rates. Please fill out the following information: Bring Music To Your Ears! Name_________________________________________Phone___________________________ Address_______________________________________________________________________ City_________________________________State_____________Zip______________________ Name of program(s) desired________________________________________________________ Email address ___________________________________________________________________ Performance Date________________________Performance Time_________________________ Location of Performance: Name of building___________________________________________ Street Address______________________________________City_____________Zip__________ Cost of Performance = $_______Payment is expected at the time of the performance. Checks should be made payable to Tawas Bay Players. Please send completed form to: Pat Casey www.tawasbayplayers.com 720 East State 989.362.8373 East Tawas, MI 48730 PATRIOTIC A VAUDEVILLE SHOW DISNEY MADE IN THE U.S.A. 50s & 60s BROADWAY 20th CENTURY MUSIC Oh! How I Hate To Get Up In The Morning A Good Old Vaudeville Show Zip-A-Dee-Doo-Dah Made In The U.S.A. One Of Those Songs That's Entertainment By The Light Of The Silvery Moon Sound Off -
Pen & Parchment: the Continental Congress
Adams National Historical Park National Park Service U.S. Department of Interior PEN & PARCHMENT INDEX 555555555555555555555555555555555555555555555555555555555555 a Letter to Teacher a Themes, Goals, Objectives, and Program Description a Resources & Worksheets a Pre-Visit Materials a Post Visit Mterialss a Student Bibliography a Logistics a Directions a Other Places to Visit a Program Evaluation Dear Teacher, Adams National Historical Park is a unique setting where history comes to life. Our school pro- grams actively engage students in their own exciting and enriching learning process. We hope that stu- dents participating in this program will come to realize that communication, cooperation, sacrifice, and determination are necessary components in seeking justice and liberty. The American Revolution was one of the most daring popular movements in modern history. The Colonists were challenging one of the most powerful nations in the world. The Colonists had to decide whether to join other Patriots in the movement for independence or remain loyal to the King. It became a necessity for those that supported independence to find ways to help America win its war with Great Britain. To make the experiment of representative government work it was up to each citi- zen to determine the guiding principles for the new nation and communicate these beliefs to those chosen to speak for them at the Continental Congress. Those chosen to serve in the fledgling govern- ment had to use great statesmanship to follow the directions of those they represented while still find- ing common ground to unify the disparate colonies in a time of crisis. This symbiotic relationship between the people and those who represented them was perhaps best described by John Adams in a letter that he wrote from the Continental Congress to Abigail in 1774. -
CONDORCET (1743–94) Bernard Jolibert1
The following text was originally published in Prospects: the quarterly review of comparative education (Paris, UNESCO: International Bureau of Education), vol. XXIII, no. 1/2, 1993, p. 197-209. ©UNESCO: International Bureau of Education, 2000 This document may be reproduced free of charge as long as acknowledgement is made of the source. CONDORCET (1743–94) Bernard Jolibert1 In the discussions of ideas that constitute our daily intellectual environment there are certain words that reek of cordite and certain writers who give us a sense of peace. The term ‘secular’ is in the first category, and Condorcet in the second. A person who speaks of secular or non-religious education or schools, or of educational ‘neutrality’, immediately lays himself or herself open to being regarded either as a supporter of the ‘independent school’, that is private, clerical, religious, ‘right-wing’ and, needless to say, reactionary, or as a champion of public, secular, positivist, ‘left-wing’ and, needless to say, anti-clerical education. Simplistic images are powerful, and ingrained mental habits so reassuring. And yet the divisions are not always where one would like them to be. I may be that one of the first people to notice the caricatural exaggeration of this Manichaean representation of the school was in fact Condorcet, at a time when the present-day French noun denoting the principle of non-religious education did not yet exist. Rather than bludgeon the reader with an encyclopedic account of the educational writings and thought of Marie Jean Antoine Nicolas Caritat, Marquis de Condorcet, it seemed more useful to accompany this writer, insufficiently known in spite of media excitement over the bicentenary of the French Revolution, along the path that led him to discover the secular ideal. -
22 E S T U D I
ESTUDIOS 22 ACADEMIA NACIONAL DE EDUCACIÓN FLORENCIO DE BASALDÚA UN VASCO ARGENTINO Horacio C. Reggini BUENOS AIRES 2008 FLORENCIO DE BASALDÚA UN VASCO ARGENTINO ACADEMIA NACIONAL DE EDUCACIÓN NOMINA DE ACADÉMICOS DE NUMERO ACADÉMICOS CORRESPONDIENTES Prof. María C. AGUDO de CORSICO Prof. Soledad ARDILES GRAY de STEIN (Pcia. Dr.Alejandro J. ARVIA de Tucumán) Dr.John BRADEMAS (Estados Unidos) Dr. Pedro Luis BARCIA Dr. Ricardo DIEZ HOCHLEITNER (España) Dr. Antonio M. BATTRO Dr. Hugo JURI (Pcia. de Córdoba) Dr. Jorge E. BOSCH Dr. Pierre LENA (Francia) Dr.José Luis CANTINI Dr. Ernesto J. MAEDER (Pcia. de Chaco) Prof. Alberto Raúl DALLO Prof. Catalina MENDEZ de MEDINA LAREU ( Pcia. de Corrientes) Dra Ana Lucia FREGA Ing. Miguel Angel YADAROLA (Pcia. de Dr. Pedro J. FRIAS Córdoba) Prof. Cristina Elvira FRITZSCHE Dr. Guillermo JAIM ETCHEVERRY Dra. María Antonia GALLART ACADÉMICOS FALLECIDOS Prof. Alfredo M. van GELDEREN Dr. Ricardo NASSIF Dr. Julio César LABAKE Prof. Américo GHIOLDI Dr. Ramón Carlos LEIGUARDA Dr. Jaime BERNSTEIN Dr. Juan José LLACH Dr. Mario Justo LOPEZ Dr. Alberto P. MAIZTEGUI Dr. Antonio PIRES Prof. Plácido HORAS Prof. Rosa E. MOURE de VICIEN Prof. Luis Jorge ZANOTTI Dr. Humberto PETREI Ing. Alberto COSTANTINI Dr. Miguel PETTY S.J Dr. Adelmo MONTENEGRO Dr. Avelino José PORTO Dr. Oscar OÑATIVIA Ing. Horacio C. REGGINI Prof. Regina Elena GIBAJA Dr. Emilio Fermín MIGNONE Lic. María SAENZ QUESADA Prof. Jorge Cristian HANSEN Prof. Antonio F. SALONIA Dr. Luis Antonio SANTALO Dr. Horacio SANGUINETTI Dr. Gabriel BENTANCOUR MEJIA Dra. Ruth SAUTU Dr. Héctor Félix BRAVO Dr. Luis Ricardo SILVA Dr. Ing. Hilario FERNANDEZ LONG Dr. -
Thomas Paine's Influential Rhetoric in Common Sense
Revolutionary Persuasion: Thomas Paine’s Influential Rhetoric in Common Sense On January 10, 1776, an unknown English immigrant drastically altered the course of human events by publishing what has been referred to as the most influential pamphlet in American history. This man was Thomas Paine, and his pamphlet was titled Common Sense - two words which to this very day resonate as synonymous with American independence and freedom. Paine’s influential writing in Common Sense made an immediate impact on the minds and hearts of thousands of colonists throughout the densely populated eastern seaboard of North America, calling for an end to tyrannical British rule and for the subsequent foundation of an independent, egalitarian republic. Paine’s “hardnosed political logic demanded the creation of an American nation” (Rhetoric, np), and through his persuasive discourse he achieved just that. Paine’s knowledge and use of rhetorical skill was a main reason for the groundbreaking, widespread success of Common Sense, the magnitude of which, many would argue, has yet to be matched. Rhetoric is the art or science of persuasion and the ability to use language effectively. This paper will provide an in-depth analysis of Paine’s rhetoric in Common Sense by examining factors such as the historical time period, communicator attributes, and audience psychology, and will deliver a thorough application of contemporary modes of persuasive study to the document’s core ideological messages. To Paine, the cause of America was the cause of all mankind (Paine, 3), and for that matter he will be forever known as the father of the American Revolution. -
The Stamp Act Crisis (1765)
Click Print on your browser to print the article. Close this window to return to the ANB Online. Adams, John (19 Oct. 1735-4 July 1826), second president of the United States, diplomat, and political theorist, was born in Braintree (now Quincy), Massachusetts, the son of John Adams (1691-1760), a shoemaker, selectman, and deacon, and Susanna Boylston. He claimed as a young man to have indulged in "a constant dissipation among amusements," such as swimming, fishing, and especially shooting, and wished to be a farmer. However, his father insisted that he follow in the footsteps of his uncle Joseph Adams, attend Harvard College, and become a clergyman. John consented, applied himself to his studies, and developed a passion for learning but refused to become a minister. He felt little love for "frigid John Calvin" and the rigid moral standards expected of New England Congregationalist ministers. John Adams. After a painting by Gilbert Stuart. Adams was also ambitious to make more of a figure than could Courtesy of the Library of Congress (LC- USZ62-13002 DLC). be expected in the local pulpits. So despite the disadvantages of becoming a lawyer, "fumbling and racking amidst the rubbish of writs . pleas, ejectments" and often fomenting "more quarrels than he composes," enriching "himself at the expense of impoverishing others more honest and deserving," Adams fixed on the law as an avenue to "glory" through obtaining "the more important offices of the State." Even in his youth, Adams was aware he possessed a "vanity," which he sought to sublimate in public service: "Reputation ought to be the perpetual subject of my thoughts, and the aim of my behaviour." Adams began reading law with attorney James Putnam in Worcester immediately after graduation from Harvard College in 1755. -
Let Us Sing As We Go: Votes for Women
Let Us Sing As We Go, Votes for Women! title from Suffrage Song, 1915, words by James Weber Linn, music by Eleanor Smith Songs The Suffragists Sang: A Compilation Of Suffrage Lyrics To Commonly Known Tunes Come Vote, Ladies! tune: Good-night, Ladies! Come vote, ladies; come vote ladies; come vote, ladies; The civic call obey. Gladly we will cast a vote, cast a vote, cast a vote, Gladly we will cast a vote On Election Day! words: Eugénie M. Rayé-Smith, 1912; S-1912-3(A) A Suffrage Songster for Group Singing Compiled by Steve Woodbury [email protected] Edition 1.1, January 2020 The lyrics in this collection are all in the public domain. The collection is copyright © 2019 by Steven Woodbury. Permission is granted to reproduce it for group singing and for educational purposes, but not for sale (beyond printing costs). I look forward to hearing from users about when and where and how you have used this collection. Let’s get people singing these songs again! 1 Rights of Woman Why should a Woman lie tune: God Save America In base obscurity, (America) Her talents hid, Her providence assign’d GOD save each Female’s right, Her soul to be confin’d, Show to her ravish’d sight Is not her gentle mind Woman is Free; By virtue led? Let Freedom’s voice prevail, And draw aside the veil, With this engaging charm, Supreme Effulgence hail, Where is so much the harm Sweet liberty. For her to stand. To join the grand applause Man boasts the noble cause, Of truth and equal laws, Nor yields supine to laws, Or lend the noble cause, Tyrants ordain; Her feeble hand.