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Ancient Greek texts in translation

As in title

In our first chapter we said that there was little evidence that rushlighting was ever used in Colonial America. The same cannot be said about Betty lamps. The name "Betty lamp" was often used for a type of lamp that included a crusie, Phoebe, or slut lamp. Colonial Sense will make distinction between the different types. The first lamps were brought over from England and Holland with the Pilgrims. Captain John Carver, the first Governor of Plymouth Colony, brought with him a Dutch iron betty lamp purchased in Holland. The simplest form of lamp brought with the colonists was an iron saucer with one or two lips at the edge to hold a wick. The lamp had similar form to the Greek, Roman, and Assyrian versions. There was a need for lighting in the early days of our country. Edward Winslow, the second Governor of the Plymouth Colony, wrote a letter back to the prospective colonists in 1621 stating, "Bring paper and linseed oil for your windows, with cotton yarn for your lamps."

This collection offers many sources and textual excerpts, with some annotation and discussion, identifying deaf men and women through more than 700 years of Turkish history, and sign language through 500 years, up to the present. Most of the excerpts are situated in the regions of Istanbul and Edirne between 1300 and the 1920s, when 'deaf- mute' people worked at the court of the Ottoman sultans. In the past 150 years some other cities of the Ottoman Empire, and of modern Turkey, come into focus. Evidence appears for deaf servants developing a Sign Language probably from the late 15th century onward, and teaching it to younger deaf people, and also to some hearing people. Sign language is seen becoming established in some households, harems and working places of successive sultans, viziers and minor court officials. Deaf people who had retired from service and were living in the cities and towns also returned for social contact with the deaf people currently serving the Ottoman court. The most recent half century has seen more significant development of formal education for deaf children, and the beginnings of a rediscovery and official recognition of the value of sign language. The strengths, weaknesses and contradictions of different kinds of evidence are scrutinised and discussed, and some popular myths are seen to lack any solid basis.