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Medieval Sourcebook: Christopher Columbus: Extracts from Journal on 2009-08-02
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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...
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Chapter 7: American History in Schools and Colleges - American History in Schools and Colleges on 2009-07-01
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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...
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AHA Reports: The Study of History in Schools(1898)_Committee of Seven: How the Different Blocks or Periods on 2009-07-01
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"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.
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Chapter 2: Why Should Americans Know Their Own History? - American History in Schools and Colleges on 2009-06-30
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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.
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AHA Reports: The Study of History in Schools(1898)_Committee of Seven: Value of Historical Study on 2009-06-30
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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...
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Chapter 10: As We See It - American History in Schools and Colleges on 2009-06-19
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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
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Martin Luther King - Nobel Lecture on 2009-01-19
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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...
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Johnson v. M’Intosh, 21 U.S. 543, 5 L.Ed. 681, 8 Wheat. 543 (1823) on 2009-01-18
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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...
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- 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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History Exchange
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