Queen Victoria - Free Essay Example

Sample details Pages: 10 Words: 2866 Downloads: 3 Date added: 2017/09/20 Category History Essay Type Argumentative essay Tags: King Essay Did you like this example? Queen Victoria is associated with Britains great age of industrial expansion, economic progress, and especially, empire. At her death it was said, â€Å"Britain had a worldwide empire on which the sun never set† (Axelrod-Contrada 23). Queen Victoria set the tone of the British Empire for later monarchs by ruling through a series of powerful prime ministers who took political control of Britain. In the early part of her reign, two men influenced her greatly: her Prime Minister, Lord Melbourne, as well as her husband, Prince Albert, whom she married in 1840. Both men taught her much about how to be a ruler in a constitutional monarchy where the monarch had very few powers but could wield much leverage. It was during Victorias reign that the modern idea of the constitutional monarch, whose role was to remain above political parties, began to evolve. However, Victoria was not always non-partisan, and she would exploit opportunities to express her opinions, sometimes ver y forcefully, in private. Victoria was born at Kensington Palace, London, on the May 24, 1819. She was the only daughter of Edward, Duke of Kent. Her father died shortly after her birth, making her heir to the throne because the three uncles who were ahead of her in the line of succession (George IV, Frederick Duke of York, and William IV) had no legitimate children who had survived. Victoria was warmhearted and lively. She had a gift for drawing and painting. Victoria was a natural diarist and kept a regular journal throughout her life. On William IVs death in 1837, she became Queen at the age of 18. â€Å"I was awoke at 6 oclock by Mamma, who told me that the Archbishop of Canterbury and Lord Conyngham were here, and wished to see me. I got out of bed and went into my sitting-room (only in my dressing-gown), and alone, and saw them. Lord Conyngham (the Lord Chamberlain) then acquainted me that my poor Uncle, the King, was no more, and had expired at 12 minutes past 2 this m orning, and consequently that I am now Queen† (Nevill 103). On her first day as monarch, Queen Victoria assured Lord Melbourne that it had long been her â€Å"intention to retain him and the rest of the present Ministry at the head of affairs† (Arnstein 37). In practice, she had no alternative because Melbourne’s coalition of Whigs and Radicals outnumbered the opposition Tory (or Conservative) party, headed by Sir Robert Peel in the House of Commons and by the Duke of Wellington in the House of Lords. Before long, the young queen’s primary concern became Melbourne’s retaining his majority in Parliament while she retained Melbourne as her chief minister. Within a very few weeks she had persuaded herself that Melbourne was â€Å"a thoroughly straightforward, disinterested, excellent and kindhearted man† (Arnstein 38). Whatever the subject, the prime minister was able to explain it to Victoria â€Å"like a kind father would do to his chil d; he has something so . . . affectionate and kind in him, that one must love him† (Arnstein 38). The partnership that began in June 1837 between the 58-year-old prime minister and the 18-year-old queen remains one of the most unusual and most engaging of political romances in recorded history mostly because their deliberations, their conversations, and the gossip that they exchanged were recorded in detail by Queen Victoria herself in the entries that she made each night in her journal. In the queen’s eyes Melbourne was himself a truly romantic figure. He had served since 1806 as a Member of Parliament. He had survived the Napoleonic Wars and the ‘era of domestic unrest’ that followed. He not only knew personally most of the influential people in the Britain of the late 1830’s, but he had also met, and could vividly describe, their parents and their grandparents. It was through Lord Melbourne that Queen Victoria developed an immediate sense of wh at it had been like to experience the Regency era. Victoria was aware that Melbourne had endured a difficult family life: his wife, Caroline Lamb, had been guilty of numerous infidelities including a passionate and widely publicized affair with the poet Lord Bryon. She had died mad, and yet he had never deserted her. Their only surviving child, a son, was an epileptic who had died at age 29. A lonely widower, Melbourne possessed both the time and the desire to serve for several years not only as the Queen’s prime minister but also as her private secretary, her riding companion, and often her dinner and after-dinner companion. They spent as many as six hours together on a single day, talking not only about politics past and present but also about clothing and hair styles, about marriages historical and contemporary, and about the presence and absence of personal beauty among member of the court circle and elsewhere† (Arnstein 39). By the standards of the 1830’s , Melbourne at 58 was an old man, but for a time, he was stimulated by the enthusiasm and by the energy of the young queen. As time passed, she necessarily became influenced by Melbourne’s Whig political philosophy, which was tolerant but mildly cynical. Victoria became so partisan a Whig n her private comments that the prime minister felt compelled to remind his monarch at regular intervals that the Tory party also possessed able members who made useful contributions to public debate and who might one day serve as her ministers. Melbourne headed a reform ministry, but by 1837, his main desire became calming the political waters. He supported an ideological position halfway between absolute rule and democracy. On the one hand, he feared the prospect of popular democracy: if the illiterate masses were abruptly granted the right to choose their rulers, then they would in all likelihood fall victim to demagogues. On the other hand, Melbourne much preferred the rule of law and of reason, even as he was fully prepared to accept that most people failed to behave reasonably much of the time. â€Å"You had better try to do no good,† he told Victoria on one occasion, â€Å"and then you’ll get into no scrapes† (Arnstein 39-40). Even as some of his cabinet colleagues sought to expand the role of the national government, Melbourne preferred a regime that focused on two purposes: to prevent and punish crime and to preserve contracts. Although most historians have credited Melbourne with the best of intentions in the education of his new sovereign, many have been critical about his failure to develop Victoria’s social conscience. He had no desire to abolish England’s reformed Poor Law of 1834, which continued by the means of parish Poor Law unions and workhouses to provide food, clothing, and shelter for the very poor, the very sick, and the very old. Although somewhat reluctant, he also went along with the Factory Act of 1833 , which prohibited children under nine from working in cotton mills. Children aged 9 to 13 were to be limited to an 8-hour working day and to be given schooling forced by law. Neither Melbourne nor any other political leader of his day expected to transform Britain into a society resembling the post-1945 welfare state. He took it for granted that although his ministry might pass regulations involving child welfare and public health, it lacked the authority, the personnel, and the financial resources to provide all of Victoria’s subjects with ‘cradle-to-the-grave-security’. On such matters, Queen Victoria found it easy to agree with the wisdom of the day. At the same time, she was quite sympathetic to personal tales of distress when called to her attention. In due time, the question arose of when and how Victoria might appropriately find a husband. The Tories hoped that a husband might cause the ‘Whig Queen’ to become a less partisan monarch whi le the Whigs realized that without a husband, Victoria could not continue the royal succession. If she married, then Victoria could rid herself of her mother as palace chaperone, but it could also introduce the possibility of disagreements with the new husband. As the queen admitted to Melbourne, she was â€Å"‘so accustomed to have my own way. ’ Melbourne responded: ‘Oh! but you would have it still’† (Arnstein 46). Elizabeth was very much aware that since her childhood, her Uncle Leopold had hoped for a marriage with Albert, the younger son of the Duke of Saxe-Coburg-Gotha. When Albert and his elder brother came to Windsor for a visit, Victoria found Albert beautiful: â€Å"His blue eyes, his exquisite nose, his broad shoulder, and his fine waist, his conversational talents, his love of music, and his ability to dance† (Arnstein 46). Within three days she confided in Lord Melbourne that she had changed her opinion about marriage. In mar ital matters, a reigning queen had to take the initiative. Two days later, with Melbourne’s encouragement, she proposed marriage to Albert. He accepted. A wedding date was set for February 10, 1840, and another chapter in Queen Victoria’s life was about to begin. A few months before Albert became her husband, Queen Victoria remarked to her Uncle Leopold that â€Å"the English are very jealous at the idea of Albert’s having any political power, or meddling with affairs here – which I know from himself he will not do† (Arnstein 67). Albert may not have moved to England to meddle, but he was increasingly absorbed by the affairs of his adopted country, and his intention was to enhance the role of his new wife, the queen. As he was to explain to the Duke of Wellington a decade later, his purposes were â€Å"to sink his own individual existence in that of his wife – to aim at no power by himself or for himself – to shun all ostentati on – to assume no separate responsibility before the public – to make his position entirely a part of hers – to fill up every gap which, as a woman, she would naturally leave in the exercise of her regal functions – continually and anxiously to watch every part of the public business, in order to be able to advise and assist her at any moment in any of the multifarious and difficult questions brought before her, political, or social, or personal. To place all his time and powers at her command as the natural head of the family, superintendent of her household, manager of her private affairs in her communications with the officers of the Government, her private secretary, and permanent Minister† (Arnstein 67). Albert preferred to see himself always as a servant, but he was obviously an intensely ambitious servant; one whose hope it was to strengthen the influence of the British monarchy not only as a symbol of morality and domesticity, but also as an active player in day-to-day government. In the course of the 1840’s, with Queen Victoria more often pregnant than reigning, Albert did indeed come to play an increasingly important political role. He examined the papers in the dispatch boxes, and to a deepening degree, he added comments to the dispatches themselves. He participated in almost every personal meeting that Queen Victoria held with either her prime ministers or with a member of the Cabinet. He accompanied Victoria to Parliament when she formally opened and closed each annual session, and when she read her ‘Speech from the Throne,’ he sat on a throne of his own next to hers. Occasionally he presided at royal receptions in her palace. In every royal home (Buckingham Palace, Windsor Castle, and later Osborne and Balmoral), Albert and Victoria worked at adjoining desks for many hours each day. Their relationship became as much a political as a domestic partnership. It was Albert who wrote the lengt hy memoranda and who in a broadening role, came to draft her letters to her ministers. In fact, if not in name, their partnership became a dual monarchy. By 1845 a close observer of palace procedure took note of the fact that Albert and Victoria always met ministers together and began each sentence with ‘We. He went on to say: â€Å"The Prince is become so identified with the Queen that they are one person, and as he likes business, it is obvious that while she has the title he is really discharging the functions of the Sovereign. He is King to all intents and purposes† (Arnstein 68). To place Queen Victoria’s reign in its appropriate context, both the era preceding and the era following her reign shall be discussed. The Georgian Era was followed by Queen Victoria’s Era. After her reign concluded, the Edwardian Era was ushered in. The Georgian Era was a period of British history that included the reigns of George I, George II, George III, and George IV. Es sentially, the king called the shots for everything that happened during this period. Social reform under campaigners, politicians, and members of the Clapham Sect brought about changes in social justice and prison reform. There was a revival of Christianity and non-conformists. Hospitals, Sunday schools, and orphanages were also founded during this era. The loss of the American Colonies and the American Revolution occurred during the Georgian Era and were looked upon as national disasters. â€Å"The expansion of the empire brought fame and sowed the seeds of the worldwide British Empire of the Victorian and Edwardian Eras which were to follow† (Chesney 27). The Victorian Era of the United Kingdom encompassed the period of Queen Victoria’s reign from 1837-1901. It was a long period of prosperity for the British people, including a largely developed middle class. Industrial improvements at home and large profits from oversea trading became major factors to the Uni ted Kingdom’s success. The Victorian Era is often characterized as the Pax Britannica, a long era of peace. The House of Commons was run by two major political parties, the Whigs and the Tories; later known as the Liberals and the Conservatives. Gothic revival architecture became increasingly significant during the Victorian Era. As mentioned earlier, Queen Victoria was part of the government, but the Prime Ministers were the ones who ran the country. During the 19th century, Britain went through a rapid population growth almost doubling its size. Wages were kept down and housing was expensive and scarce. In London, large houses were turned into tenements and flats, which later developed into the slums of London. â€Å"Hideous slums, some of them acres wide, some no more than crannies of obscure misery, make up a substantial part of the, metropolis In big, once handsome houses, thirty or more people of all ages may inhabit a single room† (Chesney 54). The Victorian Era was notorious for the employment of young children. Children ages 5 to 15 worked in factories and mines, and they often worked as chimney sweeps. Child labor was mostly brought on by economic hardships; children had to work because their families were put into debtor’s prisons. Queen Victoria’s influence on society was not so great. From a certain standpoint, one could say that Victoria shunned society, leaving everything up to her prime ministers. The Edwardian Era in the United Kingdom was the period of King Edward VII’s reign from 1901-1910. Socially, the Edwardian Era was a period where the British class system was very rigid. There were economic and social changes that created more mobility than what was previously shown during the Victorian Era. Changes in socialism, women’s suffrage, and opportunities caused by industrialization were most prevalent during the Edwardian Era. Upper classes developed leisure sports, which led to fashion outbrea ks such as the corset. In conclusion, while Victoria was Queen there was a tremendous change in the lives of British people. Britain became the most powerful country in the world, with the largest empire that had ever existed, ruling a quarter of the worlds population. The number of people living in Britain more than doubled, causing a huge demand for food, clothes and housing. Factories and machines were built to meet this demand and new towns grew up, changing the landscape and the ways people lived and worked. Railways, originally built to transport goods, meant people could travel easily around the country for the first time. It is probably impossible to overestimate Victoria’s importance to the history of the 1800s. The age itself has become known as the Victorian era, both for the supremacy of the British Empire during her reign, and because of her personal reputation. Bibliography †¢ Arnstein, Walter L. Queen Victoria. New York: Palgrave Macmillan, 2003. â⠂¬ ¢ Aveling, J. C. H, Tindal Hart, M. S. Stancliffe, et al. A House of Kings. Ed. †¢ Axelrod-Contrada, Joan. Women Who Led Nations. Minneapolis: The Oliver Press, 1999. †¢ Carpenter Edward. London: n. p. , 1966. †¢ Duff, David, ed. Queen Victorias Highland Journals. Exeter, England: Webb Bower, 1980. †¢ Fry, Plantagenet S. The Kings Queen of England Scotland. London: Dorling Kindersley Limited, 1990. †¢ Hibbert, Christopher. Queen Victoria A Personal History. Cambridge: First Da Capo Press, 2000. †¢ Hibbert, Christopher. Queen Victoria in Her Letters and Journals. Great Britain: Sutton Publishing, 2000. †¢ Nevill, Barry St. John, ed. Life at the Court of Queen Victoria, 1861-1901: With Selections from the Journals of Queen Victoria. Great Britain: Sutton Publishing, 1997. †¢ Plunkett, John. Queen Victoria First Media Monarch. New York: Oxford University Press, 2003. †¢ Saint, Andrew and Gillian Darley. The Chronicles of London. L ondon: George Weidenfeld Nicolson Limited, 1994. †¢ Strachey, Lytton. Queen Victoria. McLean: IndyPublish, n. d. †¢ Warner, Marina. Queen Victorias Sketchbook. London: Macmillan London Limited, 1979. Don’t waste time! Our writers will create an original "Queen Victoria" essay for you Create order

Music As A Universal Experience - 1375 Words

Music used as an Educational Tool in Advanced Higher Learning Tennessee State University Miller, Cordell 4/21/2016 Musical Minds â€Å"Musical is a universal experience. With few exceptions, all humans perceive musical pitch, tone, timbre, and harmony. We listen to music to relax, to help us think, to celebrate, and grieve. Our emotional responses to music have been noted in literature, poetry, and drama. The power of music to evoke an emotional response is used by advertising companies, film directors, and mothers singing their babies to sleep. Early education teachers are familiar with using music and rhythm as tools for learning language and building memory. (Foran, 2009) Several musical melodies are used in grade school to learn information. Music is used in my math classes across the world to enhance the learning process of formulas. English classes use music help children learn prepositional phrases, adjectives, adverbs, noun, and etc. However, after most scholars reached a certain grade level, using music to achieve new heights academically became a technique of the past. Most instructors didn’ t bother using music in order to help retain information. It was almost as if it was forgotten about. But, if music is so important why isn’t it allowed in most classrooms today? Many teachers are not fond of music in the classroom. To many, it is seen as a distraction. Is it the type of music a person chooses to listen to? Would it be different if the music chosen byShow MoreRelatedQuestions On The Basic Elements Of Music859 Words   |  4 Pages What are the basic elements of music? The basic elements of music include: pitch, rhythm, beat, tempo, dynamics, timbre, melody, harmony and form. It appears other questions ask for the definition of these terms. Therefore, I assume this is the answer for this question. 2. What is pitch? Pitch is the frequency of a sound. Basically, this means it correlates to how high or low the tone sounds. In the West, there are typically 12 different pitches used in music. A octave is the repetition of theseRead MoreClassical Music And Its Influence On The Modern World1430 Words   |  6 Pages There are many types of music in the world, with many different artists, backgrounds, and stories to tell. Every genre holds within itself a message, and this message shows a glimpse of the past as well as the possibilities of the future. People everywhere love music for these reasons and more, and I love one style of music in particular: a style that brings me comfort, makes me question the world, and gives me insight as to who I am. Classical music describes a genre that, for me, means more thanRead MoreThe Blues, A Genre Of Music905 Words   |  4 Pagesblack and from the south to play the blues? The blues, a genre of music so well known and so universal, that one knows is associated with black culture; and forever connected to it. However, some may argue that not anyone can play the blues and blues is only black music. That being said, does it matter what the skin color of an individual may be to play the blues? In contrast I strongly believe anyone can play the blues because music is the purest form of creativity and communication. The realityRead MoreSwot Analysis : Too Face Cosmetics1101 Words   |  5 Pagesbold conversations and listen compassionately. We provide a safe space for creativity where all are welcome. We help women have fun, play, and dream big. We take the mystery out of makeup. We never intimidate. We nudge, we don’t judge. We know from experience that beauty is personal- women live lives, not trends. Every decision we make is in the service of celebrating woman and all we do (â€Å"T. Faced,† n.d.). Too Faced provides basic cosmetic and business training IF you are hired into the company, otherwiseRead MoreTop 10 Major Record Labels Nowadays Essay1181 Words   |  5 PagesNowadays. Music and Business Music has several functions in the society, such as the expression of emotions; creation of joy; communication; entertainment; integration of a society; and the continuity of culture. These functions of music make music a human need, which results in humans demanding for music. The human need or demand for music makes music a valuable item (good). Therefore, humans (artists) create music as a good that can be sold for revenues and profits. This is how music relates toRead MoreWhat Does Music Influence Social Interaction?1116 Words   |  5 PagesHahng, Rolin AP Seminar p.1 Mr. Henry January 28, 2015 IRR To What Extent Does Music Influence Social Interaction? Scientific Lens. Most, if not all of us, listen to music, and music heavily influences the way we interact with and view other people. But how does music affect the way we interact with others? Music is a universal language despite the variety of genres and cultures in which they differ. Because music is prevalent to all of us taking many shapes and forms, certain atmospheres can beRead MoreMusic And Perceptions And Emotional Responses1488 Words   |  6 Pagesover the value of musical training in schools. Although some people claim that music education in schools is a waste of time and resources, research has found that musical training can improve various cognitive processes and skills, such as the development of language, reasoning, pattern recognition, and memory. These skills can translate into other school subjects as well. This paper explores the relationship between music and perceptions and emotional responses, and also examines the cognitive benefitsRead MoreAnalysis Of Friedrich Schlege l s The Fragment No969 Words   |  4 Pagesfocus on love, friendship, and deep emotion, as in John Keats’ â€Å"Bright star, would I were stedfast as thou art.† Schlegel initially points out that romantic poetry is â€Å"a progressive, universal poetry,† which he further expounds upon throughout the majority of â€Å"Athenaeum Fragment No. 116.† Romantic poetry is universal because it combines ideas or characteristics that audiences enjoy separately but not usually together. Schlegel states romantic poetry â€Å"tries to and should mix and fuse poetry and proseRead MoreMusic And Its Impact On Society958 Words   |  4 PagesMusic in Our Culture Although some may suggest music can only serve for entertainment, music imposes a direct impact on the ideals and actions of today’s culture. In the past, the music of a culture greatly impacts the people and speaks what the people felt afraid to express. Different types of music reach different areas of the human brain, thus affecting the way people act in various ways. Music possesses such a deep impact on human brains it affects the way we act and process different situationsRead MoreMusic Is an Art Form1504 Words   |  7 PagesTERM PAPER â€Å"Music is generally perceived as the most universal of all art forms.† The literal meaning of the word music according to any dictionary is: art of combining vocal or instrumental sounds in a harmonious or expressive way. But music has a meaning which is far broader than this. Music is life. Music means Self-expansion and oneness. It is an art by itself. Art, in any of its forms, is generated by a person, or a group of talented yet usually ordinary people, that express, willingly

Instruments of Ifugaos and Negritos free essay sample

Filipino instrument that is used to make percussion sounds that resemble those of maracas. The instrument has a long, thin wooden handle, and, when it is played, it is struck with another long, slim piece of wood to produce the distinctive sound. Tongali Four-holed nose flute. There are stories from this region that say that the nose flute was used to help rice grow when it was young, as the rice was attracted to the soft sounds of the flute, and would grow to put its ear above the water to hear it better. Paldong lip valley flute, Open bamboo pipe, top end cut at an angle. Bangibang Set of at least seven wooden bars made of hard wood. Each bar has its own pitch and is hit by the player with a short stick of hard wood. Players have one stick each and play their own rhythmic pattern, which fall together. Instruments of negritos Pas-ing the strings which are made of thin strips of bamboo still attached to the main body raised by small wooden bridges for ease in plucking them. The main body is a piece of bamboo cut with both ends closed by the node. These bamboo instruments produce short, detached sounds that are distinctly different from the twangy sounds of the guitar. Kalaleng a  nose flute  made from  bamboo  from the  Philippines. Usually around two feet in length a kalaleng has holes cut in the side, to be stopped by the fingers producing the notes. The player closes one nostril with a bit of  cotton, then forces the air from the other into a small hold cut in the end of the tube. Litguit traditional Filipino instrument that is used to make percussion sounds that resemble those of maracas. The instrument has a long, thin wooden handle, and, when it is played, it is struck with another long, slim piece of wood to produce the distinctive sound. Songs of Negrito Duerme Negrito Duerme, duerme, negrito que tu mama esta~en el campo, negrito te va~a traer codornices para ti te va~a traer rica fruta para ti te va~a traer muchas cosas para ti. Y si el negro no se duerme viene el diablo blanco y zas le come la patita chacapo, chacapo, chacapo, chacapo, chacapo, chacapo, lay laray la la laray la que tu mama esta en el campo negrito, trabajando, (si) trabajando,todo el dia, trabajando, si. Duerme, duerme, negrito que tu mama esta en el campo negrito, negrito Sandia Te contare la historia muy triste de recordar, que trata de un negrito con cara angelical. Pero segun memoria, al aprender a hablar, salio mas deslenguado que un perico de arrabal. Negrito Sandia ya no diga picardia Negrito Sandia o te acuso con tu tia. Y mientras ella te va a agarrar en los cajones he de buscar una libreta para apuntar los garrotazos que te va a dar. Con el palo que utiliza el castigo te horroriza. Y despues de la paliza me voy a morir de risa. Negrito Sandia ya no diga picardia O ya vera, O ya vera. Y sigue aqui el cuento, tan triste de repetir, de aquel negrito lindo igual a un querubin. Por su comportamiento consejos yo le di, y como buen ingrato los guardo en un calcetin. Negrito Sandia (mareas) cuando dices tonterias (tan feas) y te sale ? cataplum! de la boca una culebrita loca. El dia que sea mayor de edad, y te presentes en sociedad, seras grosero y descortes cuando discutas con un marques. Pues siguiendo tu costumbre hablaras hechando lumbre. ademas, de buena gana, te echaran por la ventana. Negrito Sandia ya no diga groserias. O ya vera. O ya vera. Songs of Ifugao Hitun Algo Hitun Algo an e nadatngan An e taku punhi-anan Tun adol way naminhodan Tun adol an e uumyong Chorus Hi bigbigat ume kami Mu adim ot anhan kaliwan Hantun mahmo an tagu An e midaddawi ke dakayu Dakol da di binabai An mestisay ang-ang da Mo maid pinhod un dida Te heay di impuhuwan Nomnomnomom adim kal-iwan Handin kinalik ke hea Te maid udum hi pinpinhod ko Ten hea ya abuh Itetem (Gopnad Version) Itetem ta humgopa Ti teh tu an nakatolak An nalpuh nidaddawi Nidaddawi-dawin bole Itetem itetem inoh ta humgopa Humgop ka humgop ka hi bale ta Te neyan nakaktol ka hmm hmm Humgopka hi bale ta te neyan nakaktol ka Imnas (3x) balbalala Imnas Balbalasibasem oh Imnas ay ay ay ay Dumlig ka ta umbonak Ti teh tu an nakableyak An nalpu nidaddawi Nidaddawi-dawin bole Dumlig ka Dumlig Ka inoh ta umbonak Dumligak Dumligak ta umbon ta Te neyan nakable ka hmm hmm Te neyan nakable ka Nunhilbi hi tatagu Imnas (3x) balbalala Imnas Balbalasibasem oh Imnas ay ay ay ay Mun akud Ka ta mangan ta Ti teh tu nakaaganganak An nalpuh nidaddawi Nidaddawi-dawin bole mun akud ka mun akud ka inoh ta mangan ta Mangan ta kanon tay intamu ta Intamu ta an tinawon hmm hmm Anun tay intamu ta intamu ta an tinawon Imnas (3x) balbalala Imnas Balbalasibasem oh Imnas ay ay ay ay Iyabok mu ta malok ta Ti teh tu makahuyhuyupak An nalpuh nidaddawi Nidaddawi-dawin bole Iyabok mo Iyabok mu inoh ta malok ta Music of Mindanao KaseladengPalagoy kaseladeng Ka kerarab a kalasan. | DeerRun, run away, deer For the forest is burning. | KatebonanOman ko katademan A kiyatebonan o taw, Na rabayin ako a lo. | Tabon EggsAs I recall the time that People searched for tabon eggs, My tears run down my cheeks. | KanditagawnanAdaw Ditagawnan, Na pamola ka sa obi Na gawnen ta imanto Na itinda ta bo amay A ken o madakel a taw. | ChumsHey Chum, Plant camote which Today we shall harvest And cook tomorrow For the people to eat. | KapelawlawdMelawdlawd ako Ka da kawanan da diwang; Miyangarodan ako Ka da diwang da kawanan.

From Slavery to Equality Americas Struggle with R Essay Example For Students

From Slavery to Equality: Americas Struggle with R Essay HjhaceThe Emancipation Proclamation issued by the then President of the United States, Abraham Lincoln, freed the black slaves in 1863. However, freedom did not guarantee the rights of equality and acceptance to these slaves. For years to come and generations to follow the black man of America, and other minorities for that matter, have had to struggle for his rights of freedom, liberty and justice. The most significant, volatile, violent and dynamic time of this struggle was during the civil rights movement in the middle part of this century. During the 50s and the 60s many feared that the civil rights movement might fall apart or it will fail to achieve its objectives. Amongst them was Anne Moody who, thinking about overcoming the racial barriers, says, I wonder, I really wonder. (Anne Moody, Coming of age in Mississippi, Dell publishing 1968). Today, fifty some years down the road from the movements of Martin Luther King, Malcolm X and Bobby Seale, basic education is accessible, public facilities and institutions are open to all, affirmative action is required by employers, educators, governments and other entities. Despite these tremendous forward leaps we find minorities in America still wanting to be equal, respected and accepted. The civil rights struggle, not the just the movement years, is still going on and will go on till all races and minorities are practically treated as equal citizens of this country. In the aftermath of the 1863 Emancipation Declaration the black men