The Spread Of New Ideas
4SECTIONSectionStep-by-Step InstructionStudy Diligently“Apply yourself, without delay, to the study of thelaw of nature. I would recommend to your perusal,Grotius, Puffendorf, Locke, Montesquieu, andBurlemaqui. . . . If you attend, diligently, to these[writers], you will not require any other.Review and PreviewIn the previous section, students learnedhow slavery developed and how itaffected the colonies. In this section, students will read about the effect of newideas in education, art, religion, and politics on life in the colonies.”—Alexander Hamilton, praisingEnlightenment thinkers, 1775!Harvard College, in Massachusetts,was the first college in the colonies.Section Focus QuestionHow did ideas about religion andgovernment influence coloniallife?Before you begin the lesson for the day,write the Section Focus Question on theboard. (Lesson focus: New ideas about religionand government strengthened democratic ideasamong the colonists.)Prepare to ReadBuild BackgroundKnowledge L2Read each statement in the ReadingReadiness Guide aloud. Ask students tomark the statements True or False.Have students discuss the statements inpairs or groups of four, then mark theworksheets again. Use the NumberedHeads participation strategy (TE, p. T24)to call on students. The students willreturn to these worksheets later.118 Chapter 4 Explain how the Great Awakening affectedthe colonies.The Importance of EducationReading SkillUse Context to DetermineMeanings When the clues you have tried donot work, broaden the context. Where else mightyou have encountered this word? Do youremember it from films or books? Was it defined inprevious sections? Can you find examples of itelsewhere? Finally, imagine yourself in a situationlike the one in which the word appears.Key Terms and Peoplepublic schooldame schoolAnne BradstreetPhillis WheatleyBenjamin FranklinTo Puritans, education went hand in hand with religion. Inearly New England, everyone was expected to read the Bible.Puritan Beginnings The Puritans passed laws toL2Teaching Resources, Unit 1,Reading Readiness Guide, p. 109 Summarize the development of poetry andliterature in colonial America.Why It Matters You have learned how English colonistsshared certain cultural characteristics. In the 1700s, newideas had a lasting impact on the colonists’ thinking.Section Focus Question: How did ideas aboutreligion and government influence colonial life?Objectives Describe the education colonial childrenreceived. Explain how the colonies were affected by thespread of new ideas.Ask students to recall what they learned inSection 1 of this chapter about the development of rights in England from the MagnaCarta to the English Bill of Rights. Thenask students to preview the section byreading the headings and looking at theimages. Ask students to predict what theywill learn about the spread of new ideas inthe colonies. Use the Numbered Headsparticipation strategy (TE, p. T24) to elicitresponses.Set a PurposeThe Spread of New IdeasJonathan Edwardsnatural rightsdivine rightseparation ofpowerspromote education. They required parents to teach theirchildren and servants to read. Another law required everytown with at least 50 families to start an elementary school.Every town with 100 families had to have a grammar schoolfor older students.These Massachusetts laws were the beginning of publicschools in America. A public school is a school supported bytaxes. Puritan schools were very different from the publicschools of today, however. Puritan schools were run with bothprivate and public money. In addition, Puritan education lawswere not completely compulsory. Some towns paid a finerather than set up a school. Laws that required all children toattend school did not begin until the late 1800s.Colonial Schools Another difference between colonial schoolsand modern public schools is that colonial schools includedinstruction in religion. Most schools in the 1600s were under118 Chapter 4 Life in the ColoniesDifferentiated InstructionL1 Less Proficient ReadersL1 Special NeedsComprehension Aids Before reading thesection, have students go through it andwrite down each heading to create an outline. As they read, have them jot downimportant words, concepts, people theywant to remember, or questions they mayhave about the content under each heading. Check with students to see what questions they have. Encourage them to try toanswer questions on their own before asking for help from you.
religious sponsorship. Schools in New Netherland (later New York) wererun by the Dutch Reformed Church. Pennsylvania schools were run bythe Quakers.In addition to religion, colonial elementary schools taught basicskills such as reading, writing, and arithmetic. Many studentslearned lessons from a hornbook, a paddle-shaped board with aprinted lesson on top, protected by a transparent piece of animalhorn. The hornbook might have the ABCs, the Roman numerals, andthe Lord’s Prayer so that children could copy and memorize them. Areading book called the New England Primer, first published in the1680s, became widely used.In the South, people were separated by great distances, so therewere few schools. Members of the gentry often hired private tutors toinstruct their children. Children from poorer families often receivedno formal education at all.Some colonial elementary schools admitted girls. Others taughtthem only in summers or when boys were not in school. Girls mightalso attend dame schools, schools that women opened in their homesto teach girls and boys to read and write.TeachThe Importance ofEducationp. 118Instruction this lesson, preteach the High-UseWords finance and reinforce, using thestrategy on TE p. 101.Colonial EducationYoung children were ofteneducated in dame schools, such asthe one shown. Critical Thinking:Evaluate Information Look atthe page from the New EnglandPrimer, below. What kinds oflessons does it include?Key Terms Following the instruction onp. 7, have students complete the See It–Remember It chart for the Key Terms inthis chapter. Read The Importance of Education withstudents using the Idea Wave participation strategy (TE, p. T24). Ask: What effect have Puritan ideasabout education had on the UnitedStates today? (The Puritans’ commitmentto education led to our modern system ofpublic schools.) Ask: How did religion influence education in the colonies? Give at least twoexamples. (Most colonial schools weresponsored by religious groups. The DutchReformed Church operated schools in NewYork and Quakers operated schools in Pennsylvania.)Education for African Americans Most colonial schoolswere restricted to white children. However, in New York, anAnglican church group ran a school for free African Americans, aswell as for Native Americans and poor whites.Some Quaker and Anglican missionaries taught enslaved peopleto read. After slave codes in the South outlawed this, someenslaved people passed along their learning in secret. Stillothers taught themselves from stolen or borrowed books.Hornbook"#Page from the theNew England PrimerL2Vocabulary Builder Before teachingIndependent PracticeHave students begin to fill in the StudyGuide for this section.Interactive Reading andNotetaking Study Guide, Chapter 4,Section 4 (Adapted Version also available.)Monitor Progress119As students fill in the Notetaking StudyGuide, circulate to make sure studentsunderstand the importance of education inthe colonies. If students do not seem tohave a good understanding, have themreread the section. Provide assistance asneeded.Use the information below to teach students this section’s high-use words.High-Use WordDefinition and Sample Sentencefinance, p. 120v. to supply with money; to manage monetary situationsPeople often seek a bank loan to finance the purchase of a home.reinforce, p. 122v. to make stronger; to strengthen; to make more effectiveThe army reinforced its defenses in anticipation of an attack.AnswerEvaluate Information Moral and reli-gious lessonsChapter 4 Section 4 119
Roots of AmericanLiteratureUpper Levels After elementary school, some boys went on top. 120InstructionL2 Have students read Roots of AmericanLiterature. Remind students to look fordetails that answer the Section FocusQuestion. Ask: About what subjects did Bostonpoet Anne Bradstreet write? (She wroteabout life in Puritan New England.) Ask: What does the reading suggestabout Benjamin Franklin’s ability toinfluence public opinion in the colonies? (Possible answer: He was influentialbecause he published well-known books andthe colonies’ most widely read newspaper.)Independent PracticeHave students continue to fill in the StudyGuide for this section.Interactive Reading andNotetaking Study Guide, Chapter 4,Section 4 (Adapted Version also available.)Vocabulary Builderfinance (Fì nans) v. to supply withmoney; to manage monetarysituationsgrammar school. Grammar schools were similar to modern highschools. They prepared boys for college. Students learned Greek andLatin, as well as geography, mathematics, and English composition.The first American colleges were founded largely to educate menfor the ministry. The Puritan general council financed what becameHarvard College. Opening in 1638, Harvard was the first college inthe English colonies. In 1693, colonists in Virginia founded theCollege of William and Mary, the first college in the South.How did education differ for girls and boys?Roots of American LiteratureThe earliest forms of colonial literature were sermons and histories. Books such as John Smith’s General History of Virginia andWilliam Bradford’s Of Plymouth Plantation provided lively accountsof life in the first colonies.Poetry The first colonial poet was Anne Bradstreet. Her book TheTenth Muse, Lately Sprung Up in America was first published in 1650,in England. It was not published in Boston until afterher death. Bradstreet’s poems, such as “Upon theBurning of Our House” and “To My Dear andLoving Husband,” expressed the joys and hardshipsof life in Puritan New England.PhillisA later poet, Phillis Wheatley, was an enslavedWheatleyAfrican in Boston. Her first poem was published in1753?–1784the 1760s, when she was about 14. Her works were ina scholarly style that was then popular in Europe.Monitor ProgressAs students fill in the Notetaking StudyGuide, circulate to make sure studentsunderstand the importance of early American literature. If students do not seem tohave a good understanding, have themreread the section. Provide assistance asneeded.Ben Franklin Perhaps the best-loved colonialWhen she was eight, Phillis Wheatleywas captured by slave traders in Africaand sent to Boston. But she was luckierthan most enslaved Africans. The familyshe worked for educated her and gaveher time to write.Wheatley won fame as a poet andlater gained her freedom. Sadly, her lastyears were full of hardship. She isrecognized today as America’s first poetof African descent.Biography QuestHow did Wheatley meetGeorge Washington?For: The answer to the questionabout WheatleyVisit: PHSchool.comWeb Code: mvd-1044writer was Benjamin Franklin. At age 17, Benmoved from Boston to Philadelphia and started anewspaper, the Pennsylvania Gazette. It became themost widely read newspaper in the colonies.Franklin’s most popular work was Poor Richard’sAlmanack, published every year from 1733 to 1753.The Almanack was full of pithy sayings that usuallyhad a moral. These included “Eat to live, not live toeat” and “God helps them who help themselves.”Franklin also published a vivid autobiography.Franklin was far more than a writer. He was abusinessman, community leader, scientist, inventor,and diplomat. He founded a library and a fire department, made discoveries about electricity, andinvented such useful items as bifocal eyeglasses and astove. As you will see, he also became one of thefounders of the United States.How did Ben Franklin contribute toAmerican literature?120 Chapter 4 Life in the ColoniesAnswersBoys received more education than girls and studied a wider varietyof subjects.He published a newspaper,an almanac, and a popular autobiography.Washington invited Phillis Wheatley to meet him in Cambridge,Massachusetts. They met and spent half anhour together.120 Chapter 4Differentiated InstructionL3 Advanced ReadersL3 Gifted and TalentedCreating an Introductory Pamphlet Havestudents research a writer from colonialAmerica and create an informational pamphlet that might introduce the writer to anew audience. The pamphlet shouldinclude general information about thewriter’s life, as well as a list of suggestedreadings by the author that the studentwould recommend. Ask students to sharetheir favorite quotation and explain theirchoice.
The Great AwakeningFrom the start, religion played a critical role in the 13 Englishcolonies. In Plymouth and Massachusetts Bay, religious leaders setextensive rules on moral and religious matters. Even in colonies thatwere founded primarily for economic reasons, such as Jamestown,early laws required colonists to attend church regularly.By the 1700s, rules on religion had become less strict in many ofthe colonies. The Puritan tradition gradually declined in NewEngland. Still, churches remained centers of faith and communitylife in all of the colonies.Use Context toDetermine MeaningUse the clues in thesurrounding sentences and yourown knowledge about coloniallife to determine the meaningof the word extensive.Religious Revival An emotion-packed Christian movementswept through the colonies in the 1730s and 1740s. This period ofreligious revival is called the Great Awakening. The Great Awakeningbegan as a reaction against what some Christians saw as a decline ofreligious zeal in the colonies. Leaders such as Massachusetts preacherJonathan Edwards called on people to examine their lives andcommit themselves to God. In a famous sermon, Edwards warnedsinners what would happen to them after they died unless theychanged their ways and sought forgiveness:The God that holds you over the pit of hell,“muchas one holds a spider, or some loathesome insect, over a fire, abhors you, and isdreadfully provoked; his wrath towards youburns like fire; he looks upon you as worthy ofnothing else, but to be cast into the fire.Religious AwakeningTraveling preachers, such asEnglish evangelist GeorgeWhitefield (below), provoked abroad religious revival in the1730s and 1740s. CriticalThinking: Draw ConclusionsWhy might the Great Awakeninghave unsettled many prominentchurch leaders of the time?”The Great Awakeningp. 121InstructionL2 Have students read The Great Awakening. Remind students to look for causesand effects. Ask: What was the goal of the GreatAwakening? (to revive religious feeling) Ask: How did the Great Awakeningcontribute to increased tolerance ofreligious differences in the colonies?(The number of churches with differentkinds of services increased, and this diversity fostered toleration of differences.)Independent PracticeHave students continue to fill in the StudyGuide for this section.Interactive Reading andNotetaking Study Guide, Chapter 4,Section 4 (Adapted Version also available.)Monitor Progress—Jonathan Edwards, Sinners in the HandsAs students fill in the Notetaking StudyGuide, circulate to make sure studentsunderstand the importance of the GreatAwakening. If students do not seem tohave a good understanding, have themreread the section. Provide assistance asneeded.of an Angry GodForceful preachers quickly spread the GreatAwakening throughout the colonies. GeorgeWhitefield, an English minister, made severaltours of the colonies. His listeners often wept withemotion. After a Whitefield visit to Philadelphia,Benjamin Franklin observed that “one could notwalk thro’ the Town in an Evening withoutHearing Psalms sung in different Families ofevery Street.”Impact of the Great Awakening TheGreat Awakening led to the rise of many newchurches. Methodists and Baptists, which hadbeen small sects or groups, grew quickly. ThePresbyterian, Dutch Reformed, and Congregationalist churches split between those who followed the new movement and those who did not.In time, the growth of new churches led to moretolerance of religious differences in the colonies.Section 4 The Spread of New Ideas 121History BackgroundJonathan Edwards Jonathan Edwardswas born in East Windsor, Conn., in 1703and enrolled at Yale College at the age of13. Following in his father’s footsteps,Edwards studied divinity and became apastor in New York before moving toNorthampton, an influential pulpit inMassachusetts. His developing religiousideas caused conflicts with his own congregation, which dismissed him in 1750.AnswersReading Skill The passage statesthat leaders set rules for moral and religious matters. They also made laws abouteducation and other issues. Extensivemeans wide-ranging.Draw Conclusions Possible answer: TheGreat Awakening probably upset prominent church leaders of the time because itled to the rise of many new churches andthe rapid growth of smaller existingchurches, changes which threatened theinfluence of major established churches.Chapter 4 Section 4 121
The EnlightenmentDivine Right Versus Natural Rightsp. 122InstructionL2 Have students read The Enlightenment.Remind students to look for details thatanswer the Section Focus Question. Ask: What rights did people haveunder an absolute monarch? (only thosegiven to them by the monarch) Ask: How did Locke’s idea of naturalrights challenge the power of the monarchy? (Natural rights were birthrights andcould justify overthrowing a monarch whodenied people’s rights.) Have students discuss how the separation of powers suggested by Montesquieu would protect the natural rightsthat Locke described. (No one groupwould have enough power to violate people’srights.)Independent PracticeDivine RightNatural RightsWhere does the right to governcome from?From God to the rulerFrom the peopleWhere do people’s rightscome from?From the rulerFrom God to the peopleWhat happens if a governmentviolates people’s rights?People must obey rulerPeople can change theirgovernmentDid the right to rule come from the willof God or from the people? The answerto this question would alter the course ofhistory in nations around the world.Vocabulary Builderreinforce (ree ihn FORS) v. to makestronger; to strengthen; to makemore effectiveHave students complete the Study Guidefor this section.The EnlightenmentStarting in the late 1600s, a group of European thinkers came tobelieve that all problems could be solved by human reason. Theyushered in a new intellectual movement that became known as theEnlightenment. Enlightenment thinkers looked for “natural laws”that governed politics, society, and economics. The Enlightenmentreached its height in France in the mid-1700s. However, some of itskey ideas came from an Englishman, John Locke.Monitor ProgressAs students complete the NotetakingStudy Guide, circulate to make sure students understand the importance ofEnlightenment ideas. Provide assistanceas needed. Tell students to fill in the last column ofthe Reading Readiness Guide. Probe forwhat they learned that confirms orinvalidates each statement. Have students go back to their WordKnowledge Rating Form. Rerate theirword knowledge and complete the lastcolumn with an example.Teaching Resources, Unit 1,Reading Readiness Guide, p. 109; WordKnowledge Rating Form, p. 105The Great Awakening was one of the first national movements inthe colonies. It reinforced democratic ideas. People thought that ifthey could decide on their own how to worship God, they coulddecide how to govern themselves.How did the Great Awakening affect Americansociety?Interactive Reading andNotetaking Study Guide, Chapter 4,Section 4 (Adapted Version also available.) (a) Read a Chart Which columnrepresents the views of John Locke?(b) Draw Conclusions Which of thoseviews would be most attractive to theAmerican colonists? Explain.Locke In 1690, Locke published Two Treatises on Government. Inthis influential work, Locke argued that people have certain naturalrights, that is, rights that belong to every human being from birth.These rights include life, liberty, and property. According to Locke,these rights are inalienable, meaning that they cannot be taken away.Locke challenged the idea of divine right. Divine right is thebelief that monarchs get their authority to rule directly from God.According to this belief, any rights that people have come to themfrom the monarch. By contrast, Locke stated that natural rights camefrom God. He argued that people formed governments in order toprotect their rights. They give up some individual freedoms but onlyto safeguard the rights of the community.122 Chapter 4 Life in the ColoniesDifferentiated InstructionL1 English Language LearnersAnswersReading Charts (a) Natural Rights (b)Locke’s view; colonists had a yearning forself-governmentThe Great Awakening reinforced democratic ideas by encouragingpeople to make their own decisions aboutreligion and politics.122 Chapter 4L1 Less Proficient ReadersGaining Comprehension Have studentsread the text of The Enlightenment as theylisten to the Student edition on Audio CD.Create exit cards for the student to complete at the end of the recording. The cardswill read “What I learned about .”L1 Special Needsor “It made me feel .” Reviewtheir responses. Students can be providedwith a copy of the CD to work independently at home or in the school ResourceCenter.
Locke’s reasoning led to a startling conclusion. Because government exists to protect the rights of the people, if a monarch violatesthose rights, the people have a right to overthrow the monarch. Thisidea would later shape the founding of the United States.Assess and ReteachAssess Progress(MON tehs kyoo), also influenced American ideas. In his 1748 bookThe Spirit of the Laws, Montesquieu argued that the powers ofgovernment should be clearly defined and limited. Furthermore,he favored separation of powers, or division of the power ofgovernment into separate branches. Separation of powers, he said,protects the rights of the people because it keeps any individual orgroup from gaining too much power.Montesquieu suggested that government should be divided intothree branches: a legislative branch to make laws, an executivebranch to enforce the laws, and a judicial branch to make judgmentsbased on the law. He wrote:“There would be an end to everything, were the same manor the same body . . . to exercise those three powers, that ofenacting laws, that of executing the public resolutions, andof trying the causes of individuals.Teaching Resources, Unit 1,Section Quiz, p. 118To further assess student understanding,use the Progress Monitoring Transparency.Progress Monitoring Transparencies,Chapter 4, Section 4ReteachMontesquieu”—Baron de Montesquieu, The Spirit of the LawsExtendWhat was the goal of Enlightenment thinkers?Looking Back and Ahead By the 1770s, educated colonists had come to accept the idea that they were born with certainnatural rights. As you will see in the next chapter, this belief wouldset the stage for conflict with the English king and Parliament.For: Self-test with instant helpVisit: PHSchool.comWeb Code: mva-1044Check Your ProgressComprehensionand Critical Thinking1. (a) Recall What role did religionplay in colonial schools?(b) Support GeneralizationsFind at least two facts to supportthe following generalization:Education was important to thecolonists.2. (a) Describe What was theGreat Awakening?(b) Analyze Cause and EffectWhat was one effect of the GreatAwakening?Reading Skill3. Use Context to DetermineMeaning Reread the quotationby Jonathan Edwards in this section. Use context to determinethe meaning of abhors. Explainthe clues you used.Key Terms4. Write two definitions for each keyterm: public school, dame school,natural rights, separation ofpowers. First, write a formal definition for your teacher. Second,write a definition in everydayEnglish for a classmate.Writing5. Write two to three closing sentences for an essay on the Enlightenment. Focus particularly on theimpact of this movement.Section 4 The Spread of New Ideas 123Section4 Check Your Progress1. (a) Schools were sponsored by religiousgroups, and religion was taught.(b) Education was paid for by both pub-lic and private sources in Massachusetts, and schools from the elementaryto the college level were opened.2. (a) A period of religious revival in the1730s and 1740s(b) Tolerance of religious differencesincreased.L1If students need more instruction, havethem read this section in the InteractiveReading and Notetaking Study Guide andcomplete the accompanying question.Interactive Reading andNotetaking Study Guide, Chapter 4,Section 4 (Adapted Version also available.)As you will see, this division of power would become the basis ofgovernment in the United States.Section 4L2Have students complete Check YourProgress. Administer the Section Quiz.Montesquieu A French thinker, the Baron de Montesquieu3. Abhors means dislikes intensely. Cluesinclude the comparison to “some loathesome insect” and the description ofbeing “worthy” only of being “cast intothe fire.”4. Possible answers: Public school: aschool supported by taxes, or a schoolthat the community supports; dameschool: schools that women opened intheir homes to teach girls and boys, orhome schools for colonial children; natural rights: rights that belong to everyL3Ask students to suppose that they areAmerican colonists who have recentlystudied the ideas of the Enlightenment.Have them write an editorial explainingwhat they believe their rights are and whatmight cause them to seek independencefrom Britain. Have volunteers share theirwork with the class.Progress Monitoring OnlineStudents may check their comprehension of this section by completing theProgress Monitoring Online graphicorganizer and self-quiz.AnswerThey wanted to solve problems by applying reason to discover the“natural laws” that governed the universe.human from birth, or rights we havebecause we are human; separation ofpowers: the division of the governmentinto separate branches, or dividingpower to keep anyone from having toomuch of it.5. Answers will vary, but should reflect anunderstanding that the Enlightenmentencouraged people to govern themselves and demand certain rights.Chapter 4 Section 4 123
How I Became a Printerby Benjamin Franklin“How I Became aPrinter” from TheAutobiography ofBenjamin FranklinBuild BackgroundKnowledgePrepare to ReadL2Reading an autobiography can help students understand individuals’ reactions tohistorical issues and events. Review withstudents what they know about the development of freedom of the press in thecolonies. Ask: How did the Zenger casehelp establish freedom of the press in thecolonies? (Possible answer: By establishing astandard for charges of libel, the Zenger caseestablished the principle that the press has theright to tell the public the truth.) Discuss withstudents why freedom of the press is suchan important right. Use the Think-WritePair-Share strategy (TE, p. T25) to elicitresponses.Reading SkillRemind students that people who writeabout their own lives often express theiropinions as well as describe events. Asstudents read, ask them to look for detailsthat show Franklin’s opinions, especiallyabout the government.It took Benjamin Franklin 17 yearsto finish his Autobiography, andit was not published until after hisdeath. Today, it is recognized as aclassic of early American literature. The book covers only the first51 years of Franklin’s long life, soit does not tell of his later role inthe founding of the United States.BackgroundTithing (TìTH ing) is the practiceof giving one tenth of one’searnings to the church annually. Here, Franklin jokinglyimplies that his father wishedto follow this same tradition bygiving the tenth of his children,Benjamin, rather than a tenthof his earnings.Pronounce each word in the VocabularyBuilder list. Ask a student to read the definitions. Ask them to suggest synonyms forthese vocabulary words. For example,what is a synonym for “tedious”? (boring) L2Using the Reciprocal Questioning strategy (TE, p. T23), read the first three paragraphs of “How I Became a Printer.” Askstudents to identify Franklin’s earliesttalents and interests. (Possible answer: Asa child, Franklin was a good reader and wasinterested in managing boats.)Have students read the remaining paragraphs. Ask: How did Benjamin Franklin get along with his brother James?(Possible answer: The brothers often argued,and Benjamin was unhappy being his brother’s apprentice.) Ask: What did BenjaminFranklin learn as an apprentice? (Possible answer: He learned about printing andhow to run a newspaper. He also learned thatit was important to be able to express opinions freely in print.)124 Chapter 4Analyze AutobiographicalApproach Writers of autobiographies often convey their attitudes and beliefs as they areconveying a story. As you revad,look for clues about Franklin’sattitude toward the government. Do you think Franklinapproves of the Assembly’sactions against James?Vocabulary BuilderAs you read this literature selection, look for the followingunderlined words:chandler (CHAND ler) n. personwho makes or sells candles,soap, and other items madefrom the fat of animalstedious (TEE dee uhs) adj. boringcensure (SEHN sher) v. to condemn or criticizeadmonish (ad MAHN ihsh) v. warnVocabulary BuilderInstructionReading SkillIntroductionI was put to the grammar-school at eight years of age, my fatherintending to devote me, as the tithe of his sons, to the service of theChurch. My early readiness in learning to read (which must have beenvery early, as I do not remember when I could not read), and the opinion of all his friends, that I should certainly make a good scholar,encouraged him in this purpose of his. . . . But my father, in the meantime, from the view of the expense of a college education, whichhaving so large a family he could not well afford . . . took me fromthe grammar-school, and sent me to a
Tenth Muse, Lately Sprung Up in America was first published in 1650, in England. It was not published in Boston until after her death. Bradstreet’s poems, such as “Upon the Burning of Ou
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
MARCH 1973/FIFTY CENTS o 1 u ar CC,, tonics INCLUDING Electronics World UNDERSTANDING NEW FM TUNER SPECS CRYSTALS FOR CB BUILD: 1;: .Á Low Cóst Digital Clock ','Thé Light.Probé *Stage Lighting for thé Amateur s. Po ROCK\ MUSIC AND NOISE POLLUTION HOW WE HEAR THE WAY WE DO TEST REPORTS: - Dynacó FM -51 . ti Whárfedale W60E Speaker System' .
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
