David Voelker's Profile

Member since Jan 27, 2008, follows 2 people, 1 public groups, 101 public bookmarks (118 total).

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  • Medieval Sourcebook: Christopher Columbus: Extracts from Journal on 2009-08-02
    • Hereupon I left the city of


      Granada, on Saturday, the twelfth day of May, 1492, and proceeded


      to Palos, a seaport, where I armed three vessels, very fit for


      such an enterprise, and having provided myself with abundance of


      stores and seamen, I set sail from the port, on Friday, the third


      of August, half an hour before sunrise, and steered for the


      Canary Islands of your Highnesses which are in the said ocean,


      thence to take my departure and proceed till I arrived at the


      Indies, and perform the embassy of your Highnesses to the Princes


      there, and discharge the orders given me. For this purpose I


      determined to keep an account of the voyage, and to write down


      punctually every thing we performed or saw from day to day, as


      will hereafter appear. Moreover, Sovereign Princes, besides


      describing every night the occurrences of the day, and every day


      those of the preceding night, I intend to draw up a nautical


      chart, which shall contain the several parts of the ocean and


      land in their proper situations; and also to compose a book to


      represent the whole by picture with latitudes and longitudes, on


      all which accounts it behooves me to abstain from my sleep, and


      make many trials in navigation, which things will demand much


      labor.






      Friday, 3 August 1492. Set sail from the bar of Saltes at 8


      o'clock, and proceeded with a strong breeze till sunset, sixty


      miles or fifteen leagues south, afterwards southwest and south by


      west, which is the direction of the Canaries.

    • Sunday, 9 September. Sailed this day nineteen leagues, and


      determined to count less than the true number, that the crew


      might not be dismayed if the voyage should prove long. In the


      night sailed one hundred and twenty miles, at the rate of ten


      miles an hour, which make thirty leagues. The sailors steered


      badly, causing the vessels to fall to leeward toward the


      northeast, for which the Admiral reprimanded them repeatedly.






      Monday, 10 September. This day and night sailed sixty leagues,


      at the rate of ten miles an hour, which are two leagues and a


      half. Reckoned only forty-eight leagues, that the men might not


      be terrified if they should be long upon the voyage.






      Tuesday, 11 September. Steered their course west and sailed


      above twenty leagues; saw a large fragment of the mast of a


      vessel, apparently of a hundred and twenty tons, but could not


      pick it up. In the night sailed about twenty leagues, and


      reckoned only sixteen, for the cause above stated.

    • 13 more annotations...
  • Chapter 7: American History in Schools and Colleges - American History in Schools and Colleges on 2009-07-01
    • The successful college survey of United States history should leave
      in the student’s mind a definite pattern of historical development and a clear
      understanding of the nature and values of American civilization. It should give
      him a lasting foundation upon which he can build, not only as he takes more
      courses in history but also as the events of his lifetime unfold.
    • Above all, he must stress interpretation, integration, and comparison rather
      than narrative outline
    • 1 more annotations...
  • AHA Reports: The Study of History in Schools(1898)_Committee of Seven: How the Different Blocks or Periods on 2009-07-01
    • "The roots of the present lie deep in the past, and nothing in the past is dead to the man who would learn how the present comes to be what it is." Though we must not distort the past in an effort to give meaning to the present, yet we can fully understand the present only by a study of the past; and the past, on the other hand, is appreciated only by those who know the present.
  • Chapter 2: Why Should Americans Know Their Own History? - American History in Schools and Colleges on 2009-06-30
    • Laymen and educators are generally agreed that knowledge of
      our own history is essential in the making of Americans. The reasons for this
      belief may be summed up under four main heads. History
      makes loyal citizens because memories of common experiences and common
      aspirations are essential ingredients in patriotism. History makes intelligent
      voters because sound decisions about present problems must be based on
      knowledge of the past. History makes good neighbors because it teaches
      tolerance of individual differences and appreciation of varied abilities and
      interests. History makes stable, well-rounded individuals because it gives them
      a start toward understanding the pattern of society and toward enjoying the
      artistic and intellectual productions of the past. It gives long views, a
      perspective, a measure of what is permanent in a
      nation’s life. To a people it is what memory is to the individual; and memory,
      express or unconscious, guides the acts of every sentient being.
    • Even more important than knowledge of specific facts is the
      type of thinking which is encouraged by the study of history.
  • AHA Reports: The Study of History in Schools(1898)_Committee of Seven: Value of Historical Study on 2009-06-30
    • it is equally
      true that progress comes by making additions to the past or by its silent
      modification
    • The
      chief object of every experienced teacher is to get pupils to think properly
      after the method adopted in his particular line of work; not an accumulation of
      information, but the habit of correct thinking, is the supreme result of good
      teaching in every branch of instruction
    • 4 more annotations...
  • Chapter 10: As We See It - American History in Schools and Colleges on 2009-06-19
    • The primary obligation of the college teacher of history
      is to present his subject in an interesting and stimulating manner.
    • Without deprecating facts or minimizing details, teachers
      of history should stress the more enduring values which that subject affords,
      namely, historical perspective, a sense of continuity, and the ability to use
      the historical approach in their teaching
  • Martin Luther King - Nobel Lecture on 2009-01-19
    • I experience this high and joyous moment
      not for myself alone but for those devotees of nonviolence who
      have moved so courageously against the ramparts of racial
      injustice and who in the process have acquired a new estimate of
      their own human worth. Many of them are young and cultured.
      Others are middle aged and middle class. The majority are poor
      and untutored. But they are all united in the quiet conviction
      that it is better to suffer in dignity than to accept segregation
      in humiliation. These are the real heroes of the freedom
      struggle: they are the noble people for whom I accept the Nobel
      Peace Prize.
    • This evening I would like to use this lofty
      and historic platform to discuss what appears to me to be the
      most pressing problem confronting mankind today. Modern man has
      brought this whole world to an awe-inspiring threshold of the
      future. He has reached new and astonishing peaks of scientific
      success. He has produced machines that think and instruments that
      peer into the unfathomable ranges of interstellar space. He has
      built gigantic bridges to span the seas and gargantuan buildings
      to kiss the skies. His airplanes and spaceships have dwarfed
      distance, placed time in chains, and carved highways through the
      stratosphere. This is a dazzling picture of modern man's
      scientific and technological progress.
    • 12 more annotations...
  • Johnson v. M’Intosh, 21 U.S. 543, 5 L.Ed. 681, 8 Wheat. 543 (1823) on 2009-01-18
    • On the discovery of this immense continent, the great nations of Europe were eager to
      appropriate to themselves so much of it as they could respectively acquire. Its vast extent offered an
      *573
      ample field to the ambition and enterprise of all; and the character and religion of its inhabitants
      afforded an apology for considering them as a people over whom the superior genius of Europe might
      claim an ascendency. The potentates of the old world found no difficulty in convincing themselves
      that they made ample compensation to the inhabitants of the new, by bestowing on them civilization
      and Christianity, in exchange for unlimited independence. But, as they were all in pursuit of nearly
      the same object, it was necessary, in order to avoid conflicting settlements, and consequent war with
      each other, to establish a principle, which all should acknowledge as the law by which the right of
      acquisition, which they all asserted, should be regulated as between themselves. This principle was,
      that discovery gave title to the government by whose subjects, or by whose authority, it was made,
      against all other European governments, which title might be consummated by possession.
    • No one of the powers of Europe gave its full assent to this principle, more unequivocally than
      England. The documents upon this subject are ample and complete. So early as the year 1496, her
      monarch granted a commission to the Cabots, to discover countries then unknown to Christian
      people, and to take possession of them in the name of the king of England. Two years afterwards,
      Cabot proceeded on this voyage, and discovered the continent of North America, along which he
      sailed as far south as Virginia. To this discovery the English trace their title.




                  In this first effort made by the English government to acquire territory on this continent, we
      perceive a complete recognition of the principle which has been mentioned. The right of discovery
      given by this commission, is confined to countries 'then unknown to all Christian people;' and of these
      countries Cabot was empowered to take possession in the name of the king of England. Thus
      asserting a right to take possession, *577 notwithstanding the occupancy of the natives, who were
      heathens, and, at the same time, admitting the prior title of any Christian people who may have made
      a previous discovery.

    • 7 more annotations...
  • George Kennan "The Sources of Soviet Conduct" (1946) on 2009-01-12
  • Great Lakes Steamships and Canals - Wisconsin Historical Society on 2008-12-24

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