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Here is a little tin box with a finger handle, and with a candle socket soldered upon its lid and a loose lid inside containing a piece of flint, a piece of steel, a scorched rag and several splints of wood tipped with sulphur, which is the apparatus for making fire used in our colonial ancestors in Bucks county and from time immemorial by all the so-called civilized people of the work. To make fire thus, four operations are necessary. You must make the spark, retain the spark, then produce the flame and retain the flame. Holding the circlet of steel vertically in your left hand you strike diagonally downward upon its outer edge with the flint so that a spark of percussion flies downward into the tinder, which is a scorched linen rag lying in the box beneath; the latter holds the spark as a smouldering ember, until you touch the spunk or sulphur-tipped splint upon it, whereupon with a little blowing the sulphur takes fire and you have a lighted match with which you light the candle set in the socket in the box lid. Perhaps this is not much to look at, but from a historic point of view it is a thing of such importance that it might be described as the master of human progress from prehistoric time down to 1835, or as visible proof of perhaps the greatest discovery that man ever made.

The Conservative government will redefine what it means to be Canadian this week by introducing a new guide to citizenship, a rare and significant attempt to reshape the national image. The new document, which will be the citizenship study guide for the 250,000 immigrants who arrive in Canada each year, instantly becomes one of the country's most widely read and potentially influential pieces of writing. It will replace a document created by the Liberals in 1997 that the Conservatives criticized for its anemic presentation of Canadian history and identity. No longer will new Canadians be told that Canada is strictly a nation of peacekeepers, for example. The new guide places a much greater emphasis on Canada's military history, from the Great War to the present day. It also tackles other issues of historical significance, from Confederation to Quebec's separatist movement, that were barely mentioned by its predecessor .

On the eighth of June, 1679, we left home2 at four o'clock in the morning, taking leave of those with whom God had joined us fast in spirit, they committing us, and we them, with tenderness of heart, unto the gracious protection of the Highest. Although for a time separated in body, we remained most closely united in soul, which is, always and everywhere, but one and the same. We went on foot to Oost[erend], expecting there to take the canal boat, which we did, at six or half past six o'clock, after waiting an hour. We took leave finally of those of our beloved and very worthy friends who had accompanied us, and thus far made it a pleasant journey for us. Our hearts had been strengthened in discoursing, on the road, of God and his will concerning us, and of the disposition and readiness of our hearts, as we then felt, to bear it whatever it might be, although we foresaw that it would be mortifying enough for us…

Update to 1600s travel journal

It might seem ill-conceived to call Arkansas a colonial state, for it was not one of the thirteen original colonies. It was a state in the 1700's that gave shelter to the French, English, Scottish traders, slaves, and pioneers. The Arkansas post was inhabited by mainly hunters and vagabonds. Arkansas was noted for its poverty and cultural backwardness. Horse powered grist mills came to Arkansas in 1791, almost one hundred years after they appeared in Illinois. The Arkansas Post's first sawmill was erected in 1804, one year after the purchase of the Louisiana Territory from France. Arkansas was well underdeveloped compared to Louisiana during colonial times.

Strategic studies have retained the thinking of Karl von Clausewitz at its core. The Prussian General's understanding of war by reference to the political process saw wars as the "continuation of politics by other means" (Clausewitz, 1997). In conflict research, this has become the most widely quoted definition of war. What made Clausewitz's work 'On War' so successful was that he wrote about war by focusing on its general aspects, or more simply, on the spirit of war as he saw it. In this way, war no longer drew on narrow and specific contexts, but rather became understood, as an enduring phenomenon, in general terms.

One of the most disastrous tornadoes or hurricanes that has ever been experienced in New England occurred in Massachusetts along the Merrimac river; Saturday, August 14, 1773. It commenced its havoc a few rods above Deer island, and took its course up the northern bank of the stream.

Cotton Mather thought that New England suffered as much as any other portion of the world from lightning, or, as he termed it, thunder, it being in his day generally supposed that thunder and not lightning caused the damage. Lightning had struck buildings, trees, animals and people from the time of the earliest settlement, but it does not appear to have caused very much damage in any one season until 1768. The scattered buildings and people had but slight chance of being injured by lightning on account of their small number and wide separation.

THE summer of 1740 was cool and wet. An early frost injured much of the corn crop, and the long season of rain which followed hindered its ripening. One-third of it was cut when green, and the rest was so wet that it very soon molded. There was, therefore, very little seed cor in New England for the next spring's planting, and the amount of dry corn for the winter's consumption was also small. The rain of the summer and fall flooded the lowlands of the country everywhere.

The "gift" of Whipping was practised in the Church, and as an instance of it, I will give an account of an affair, that happened about this time. Noah Wheaton, a man of eminence in the Society, whipped a girl, by the name of Elizabeth Cook, in a very inhuman manner. What augments the turpitude of this affair, is, his stripping her naked, and then whipping her in a manner, that would be too unpleasant to relate: suffice it to say, the effect of his treatment was such, that she was unable to make up her bed for more than a year. A. Cook, the girls father, on hearing of this conduct, demanded satisfaction of Wheaton, by a process of law. He, accordingly, prosecuted Wheaton, for his treatment of the girl; and her sister, who was present during the affair, was summoned to appear, as an evidence. Prior to her Appearance at court, she went to Whittaker to receive advice, relative to the business. Whittaker answered her; "I cannot tell you what to say, because I do not know, what questions will be asked you, but speak the truth, and spare the truth, and take care not to bring the gospel into disrepute." She, accordingly, testified that her sister was not naked. Circumstantial evidence for the affirmative clearly proved that the girl was naked, during the infliction of the punishment; and her sister was again questioned, upon which, she still declared that she was not naked: because she had fillet (a ribbon with which the hair is tied) on her head.

Schools will punish students who do not display proper behavior, but they rarely model the right behavior, rendering the punishment useless. Social studies content allows for character exploration as a reasonable tangent, making it the social studies teacher's responsibility to incorporate it when possible.

Here is a description of Contextu via Richard Byrne's Free Technology For Teachers posting: Ken Halla, the blogger behind the US History Teachers Blog, has been working on an excellent new site for students of US History. The new site is called ContextU and its purpose is to help students see the greater context for significant events in history. The first iteration of ContextU is focused on the American Civil War. On ContextU students select from a table of contents an event, piece of legislation, or theme to see it in the context of other events, pieces of legislation, and themes leading to the start of the Civil War. Through timelines, Google Maps, diagrams, flow charts, timelines, and text ContextU provides context for each chosen event, piece of legislation, or theme. Students can jump from event to event or from theme to theme by following the hyperlinks within each diagram.

Timelinr is a simple web 2.0 application used for creating timelines online. You just need to enter the start year and end year of the timeline (range) and add events to the timeline and then click 'Create Timeline'. Timelinr will generate the Timeline based on the input you gave and it will return the HTML for your Timeline, which you can copy and use it anywhere!

Zero Hour is a digital archive for teachers and students studying Australians in the First World War. It was presented today at the HTA Conference by Michael Molkentin and it is so good!!!! Check it out! It's got a teachers section (with a sample assessment task and marking criteria, plus other lesson ideas). I can't wait to use it in my classes!

This is not a work of fiction, as the scarcity of old American manuscripts may induce some to imagine; but it is a faithful copy from a diary in the author's own handwriting, compiled soon after her return home, as it appears, from notes recorded daily, while on the road. She was a resident of Boston, and a lady of uncommon literary attainments, as well as of great taste and strength of mind. She was called Madam Knight, out of respect to her character, according to a custom once common in New-England; but what was her family name the publishers have not been able to discover.

Monday is President's Day in the United States. In celebration of that day, Google has published a new kmz file containing images and links to information about each former President of the United States. You can download the file and launch it in Google Earth or view it here using the Google Earth browser plug-in. The file shows where each president was from, offers an image of each president, provides a link to more information about each president, and shows how many states were in the Union when each president was elected.

Welcome to Trailblazing, an interactive timeline for everybody with an interest in science. Compiled by scientists, science communicators and historians - and co-ordinated by Professor Michael Thompson FRS - it celebrates three and a half centuries of scientific endeavour and has been launched to commemorate the Royal Society's 350th anniversary in 2010. Trailblazing is a user-friendly, 'explore-at-your-own-pace', virtual journey through science. It showcases sixty fascinating and inspiring articles selected from an archive of more than 60,000 published by the Royal Society between 1665 and 2010.

Colonial Sense visited the home of our first President, Mount Vernon on October 5, 2011. Our first part at the tour was taken in the interior of George Washington's Mansion. As a three year old in 1735, George lived on the property with his father, Augustine Washington, and family. Augustine acquired the property from his sister in 1726. The Mansion at Mount Vernon did not exist as we know it today, although a home existed on the site. By 1740, the property was given to George's older half-brother, Lawrence Washington. Prior to his death in 1752, Lawrence razed the original house and built a new one and one-half story home wider and longer likely on the site of the original foundation. The initials "LW" were found on a small rectangular stone in the partition wall of the Mansion basement. The stone would have been originally as a foundation corner of Lawrence's newly constructed home. It would have been moved into the wall by George Washington during the reconstruction of the basement in the 1770's.