Sopwith Camel - Top World War I Fighter

The iconic Allied aircraft of World War I (1914-1918), the Sopwith Camel entered service in mid-1917 and helped the reclaim the skies over the Western Front from the Deutsche Luftstreitkrà ¤fte (Imperial German Air Service). An evolution of an earlier Sopwith fighter, the Camel mounted twin .30 cal. Vickers machine guns and was capable of around 113 mph in level flight. A difficult aircraft for novices to fly, its idiosyncrasies made it one of the most maneuverable aircraft on either side in the hands of an experienced pilot. These characteristics helped make it the most lethal Allied fighter of the war.   Design Development: Designed by Herbert Smith, the Sopwith Camel was a follow-on aircraft to the Sopwith Pup. A largely successful aircraft, the Pup had become outclassed by new German fighters, such as the Albatros D.III in early 1917. The result was a period known as Bloody April which saw Allied squadrons sustain heavy losses as their Pups, Nieuport 17s, and older aircraft were downed in large numbers by the Germans. Initially known as the Big Pup the Camel was initially powered by a 110 hp Clerget 9Z engine and featured a visually heavier fuselage than its predecessor. This was largely composed of fabric over a wooden frame with plywood panels around the cockpit and an aluminum engine cowling. Structurally, the aircraft featured a straight upper wing with a very pronounced dihedral on the lower wing. The new Camel was the first British fighter to utilize twin .30 cal. Vickers machine guns firing through the propeller. The metal fairing over the guns breeches, which was intended to keep the weapons from freezing at higher altitudes, formed a hump which led to the aircrafts name. A nickname, the term Camel was never officially adopted by the Royal Flying Corps. Handling Within in the fuselage, the engine, pilot, guns, and fuel were grouped within the first seven feet of the aircraft. This forward center of gravity, coupled with the significant gyroscopic effect of the rotary engine, made the aircraft difficult to fly particularly for novice aviators. This was a significant change from earlier Sopwith aircraft which had been considered fairly easy to fly. To facilitate the transition to the aircraft, two-seat trainer variants of the Camel were produced. The Sopwith Camel was known to climb in a left turn and dive in a right turn. Mishandling the aircraft often could lead to a dangerous spin. Also, the aircraft was known to be consistently tail heavy in level flight at low altitudes and required steady forward pressure on the control stick to maintain a steady altitude. While these handling characteristics challenged pilots, they also made the Camel extremely maneuverable and lethal in combat when flown by a skilled pilot such as Canadian ace William George Barker. Sopwith Camel - Specifications: General Length: 18 ft. 9 in.Wingspan: 26 ft. 11 in.Height: 8 ft. 6 in.Wing Area: 231 sq. ft.Empty Weight: 930 lbs.Crew: 1 Performance Power Plant: 1 Ãâ€" Clerget 9B 9-cylinder Rotary engine, 130 hpRange: 300 milesMax Speed: 113 mphCeiling: 21,000 ft. Armament Guns: 2 Ãâ€" .30 cal. Vickers machine guns Production Flying for the first time on December 22, 1916, with Sopwith test pilot Harry Hawker at the controls, the prototype Camel impressed and the design was further developed. Accepted into service by the Royal Flying Corps as the Sopwith Camel F.1, the majority of the production aircraft were powered by 130 hp Clerget 9B engine. The first order for the aircraft was issued by the War Office in May 1917. Subsequent orders saw the production run total around 5,490 aircraft. During its production, the Camel was fitted with a variety of engines including the 140 hp Clerget 9Bf, 110 hp Le Rhone 9J, 100 hp Gnome Monosoupape 9B-2, and 150 hp Bentley BR1. Operational History Arriving at the front in June 1917, the Camel debuted with No.4 Squadron Royal Naval Air Service and quickly showed its superiority over the best German fighters, including both the Albatros D.III and D.V. The aircraft next appeared with No. 70 Squadron RFC and ultimately would be flown by over fifty RFC squadrons. An agile dog fighter, the Camel, along with the Royal Aircraft Factory S.E.5a and the French SPAD S.XIII, played a key role in reclaiming the skies over the Western Front for the Allies. In addition to British use, 143 Camels were purchased by the American Expeditionary Force and flown by several of its squadrons. The aircraft was also used by Belgian and Greek units. Other Uses In addition to service ashore, a navalized version of the Camel, the 2F.1, was developed for use by the Royal Navy. This aircraft featured a slightly shorter wingspan and replaced one of the Vickers machine guns with a .30 cal Lewis gun firing over the top wing. Experiments were also conducted in 1918 using 2F.1s as parasite fighters carried by British airships. Camels were also used as night fighters though with some modifications. As the muzzle-flash from the twin Vickers wrecked the pilots night vision, the Camel Comic night fighter possessed twin Lewis guns, firing incendiary ammunition, mounted on the upper wing. Flying against German Gotha bombers, the Comics cockpit was situated farther aft than the typical Camel to allow the pilot to more easily reload the Lewis guns. Later Service By mid-1918, the Camel was slowly becoming out-classed by new fighters arriving on the Western Front. Though it remained in frontline service due to development issues with its replacement, the Sopwith Snipe, the Camel was increasingly used in a ground support role. During the German Spring Offensives flights of Camels attacked German troops with devastating effect. On these missions the aircraft typically strafed enemy positions and dropped 25-lb. Cooper bombs. Replaced by the Snipe at the conclusion of World War I the Camel downed a minimum of 1,294 enemy aircraft making it the deadliest Allied fighter of the war. Following the war, the aircraft was retained by several nations including the United States, Poland, Belgium, and Greece. In the years after the war, the Camel became entrenched in pop culture through a variety of films and books about the air war over Europe. More recently, the Camel commonly appeared in the popular Peanuts cartoons as the favored plane of Snoopy during his imaginary battles with the Red Baron.

Analysis Of Stephen Crane s A Man Adrift On A Slim Spar

During the late 19th Century and early 20th Century, a form of thinking known as naturalism appeared. Naturalism is a subset of Realism, which is the truthful representation of material. Naturalism not only presents material truthfully, but also holds the view that events will follow the course of Nature, hence â€Å"Natural-ism†. This rising thought schema was in direct opposition to Romanticism, which was previously prevalent. Romanticism was focused upon imagination and possibility, and in romantic literature things usually ended well for the hero, while in naturalistic literature the hero, or the main character, did not always prevail. Stephen Crane is considered to be one of the leading writers of Naturalism and has many naturalistic viewpoints evident in his poetry. As a naturalist, Stephen Crane ridiculed the romantic and questioned the existence of a God. He viewed humanity as an ordinary, insignificant product of nature. Throughout various poems the idea of a cold and distant or non-existent God continually resurfaced. For example, in Crane’s poem â€Å"A Man Adrift on a Slim Spar† the line â€Å"God is cold† is repeated several times in lines 5, 15, 25, and 30. As the man is adrift at sea Crane ensures that we knew his belief of God, God is cold. Crane repeated and reiterated this over and over as if to say man is not as special as he would like to think he is. There is no Purgatory in the sky looking out for mankind, making sure he gets the best out of life. Crane took

Essay on Amy Tans Mother Tongue - 845 Words

Amy Tans Mother Tongue In Mother Tongue, Amy Tan talks about how language influenced her life while growing up. Through pathos she explains to her audience how her experiences with her mother and the Chinese language she came to realize who she wanted to be and how she wanted to write. The author, Tan, has written the books The Joy Luck Club, and The Kitchen Gods Wife. She is Asian-American, her parents are originally from China, but moved to Oakland, California. The audience in Tans essay is people 20-35 years old who are culturally diverse. Tan focuses on this audience in order reach out to those who are in her past situation. In her house, there were two languages spoken: English and Chinese. Tan knew how to speak†¦show more content†¦She wants the audience to know right away that even though she is about to tell you the story of a difficult childhood, she did reach her goal in the end. After making this statement, Tan dives into her past and how she came to be where she is today. Her mother is the next most important point of discussion. Her mother influenced her writing style as well as her beliefs about her culture and heritage. ?Just last week, I was walking down the street with my mother, and I again found myself conscious of the Engl ish I was using, the English I do use with her? (Tan, 2002, p. 36). The broken up English her mother uses is the next issue Tan focuses on. everything is limited, including people?s perceptions of the limited English speaker? (Tan, 2002, p. 36). Lastly, she talks about her education and the role it had on her deciding what she wanted to do with her life. ?Fortunately, I happen to be rebellious in nature and enjoy the challenge of disproving assumptions made about me? (Tan, 2002, p. 39). By structuring the essay in order of importance, Tan reinforces her message that you can be anything you desire even with a different culture than the norm. The main rhetoric appeal used by Tan is pathos, the appeal to emotion. Language becomes an obstacle for Tan because her mother speaks limited English. Amy must be an interpreter for her mother in instances where her mother cannot communicate effectively. ?And sure enough, the following week there we were inShow MoreRelated Amy Tans Mother Tongue Essay1106 Words   |  5 PagesAmy Tans Mother Tongue The Essay written by Amy Tan titled Mother Tongue concludes with her saying, I knew I had succeeded where I counted when my mother finished my book and gave her understandable verdict (39). The essay focuses on the prejudices of Amy and her mother. All her life, Amys mother has been looked down upon due to the fact that she did not speak proper English. Amy defends her mothers Broken English by the fact that she is Chinese and that the Simple English spokenRead MoreAmy Tans My Mother Tongue1796 Words   |  8 PagesIn â€Å"Mother Tongue,† Amy Tan describes how her mother’s English impacted her views of the world as she was growing up, which made her experiences more valuable. With Chinese parents growing up in America, Tan noticed some issues her mother came upon with the English language, such as how society assumes that language and intelligence are equivalent of one another. Describing her mother’s English, she explains the struggles of others compared to herself as â€Å"Some say they understand none of it, as ifRead MoreThis is a summary for Amy Tans Mother Tongue.773 Words   |  3 PagesSummary for Amy Tan s Mother Tongue The essay is chiefly about the writer s own rumination and judgment about how broken English compared to Standard English. Moreover it came to her sense that language not only authorizes individuals to participate as members of a designated community, it is also a essential key in enabling individuals to establish and define the dimensions of their identity. Though a lover of language and an erudite lover of language she is, she has never recognized thisRead MoreAmy Tans Mother Tongue and Jimmy Santiago Bacas Coming Into Language1011 Words   |  5 PagesAmy Tans Mother Tongue and Jimmy Santiago Bacas Coming Into Language In the course of reading two separate texts it is generally possible to connect the two readings even if they do not necessarily seem to be trying to convey the same message. The two articles, â€Å"Mother Tongue† by Amy Tan, and â€Å"Coming Into Language† by Jimmy Santiago Baca, do have some very notable similarities. They are two articles from a section in a compilation about the construction of language. The fact that theseRead MoreComparing Amy Tans Mother Tongue and Gloria Anzulduas How To Tame A Wild Tongue733 Words   |  2 Pagessimilar situations as Gloria AnzaldÏ a and Amy Tan. Going to high school where personal image is a big part of a student s life is very nerve racking. American Values are often forced upon students and a certain way of life is expected of them. Many times, in America, people look down on people who do not accept the American Way of Life. The struggle of fitting in and accepting the cultural background is a major point in both essa ys, _Mother Tongue_ by Amy Tan and _How to Tame a Wild Tongue_ by GloriaRead MoreMaxine Kingstons Making of More Americans and Amy Tans Mother Tongue: A Controversial Addition in Literature1298 Words   |  5 PagesMaxine Kingstons Making of More Americans like Amy Tans Mother Tongue has been a controversial addition to Asian American literature. The writer has tried to answer the critical question of Chinese American identity and hence been criticized for adopting an orientalist framework to win approval of the west. Similarly Rendezvous by Frank Chin and Mother Tongue by Amy Tan also speak of a culture that neatly fits the description of the Other in the orientalist framework. It appears alien, remoteRead MoreMother Tongue1199 Words   |  5 PagesRhetorical Analysis of â€Å"Mother Tongue† written by Amy Tan â€Å"So easy to read†(p.4). Amy Tan ends her essay, â€Å"Mother Tongue† with this short and even grammatically wrong sentence. She tells us this mother’s brief review is a proof of success of her writing. Why does she think that easiness is an essence of her writing? She suggests answers to this question by her essay. In her essay, Amy Tan effectively convinces her readers that â€Å"broken English† is not an inferior language, but justRead MoreMother Tongue By Amy Tan883 Words   |  4 PagesIn Amy Tan’s essay â€Å"Mother Tongue,† it is obvious that language plays an enormous role in our life. Language can influence and give us an insight into another culture different from our own. Amy Tan discusses the many ways in which the language she was taught and native to was important and powerful throughout her life. Language can be defined in various forms, but I hold and acknowledge Amy Tan’s explanation: â€Å"Language can evoke an emotion, a visual image, a complex idea, or a simple truth.† I canRead MoreMother Tongue By Amy Tan1553 Words   |  7 Pages(Date) â€Å"Mother Tongue† Response Essay In the essay â€Å"Mother Tongue,† Amy Tan emphasizes the idea that the language we are taught in childhood plays an important role in our lives. She writes about the profound effect language has on her life and how she is inspired by her mother’s â€Å"impeccable broken English† to become a writer (317). Tan describes her mother as an educated person who can read sophisticated and technical literature written in English with ease. However, Tan’s mother is oftenRead MoreMother Tongue By Amy Tan1306 Words   |  6 Pages Mother Tongue is a story that describes how Amy Tan’s mother was treated unfairly because of her â€Å"broken English†. As the second generation of Chinese immigrants, Tan faces more problems than her peers do. Her mom, who speaks â€Å"limited† English, needs Tan to be her â€Å"translator† in order to communicate with the native English speakers. Tan has felt ashamed of her mother â€Å"broken† language at first. She then contemplates her background affected her life and her study. However, she changes her thought

Descriptive Essay - Original Writing - 1717 Words

His palm imprinted through layers of my skirt and lace panties onto my arse cheek. Licking dry lips, I swallowed some lump in my throat, as my heart my hammered about to explode inside my chest. His breath flowed down my neck like liquefied heat, under my blouse, through my bra lace, as my hard nipples ached for his touch. For weeks, we’d been performing this naughty tango on the train. Two strangers, slaves to the public transportation. He’d get on and leave a few stops between mine. A small window of my time and one I’d look forward to each work day – just to see him. He was so much older than me, a real man’s man. Not a young man making a name for himself, but a man who owned himself and knew what he wanted. Here because of temporary roadworks. I’d learned a lot about him listening to his conversations. I know I shouldn’t have. Yet I couldn’t help but soak up his aura of power and maturity. In the beginning, he never saw me, used to give me a simple polite nod, he’d give to other passengers. His attention went to his phone or the flashier, confident women. Never me. Until I’d made the efforts for him to notice me. My blouse buttons opened lower than normal to give the hint of lace from the lingerie I’d bought for him. I’d take care to wear colours and styles he seemed to admire, sit where he’d stand, and examine him from afar. Until he really saw me. That day I was the deer trapped under the spotlight. Heat flushed my face, I couldn’t breathe, watching him, watch me.Show MoreRelatedDescriptive Essay - Original Writing1110 Words   |  5 PagesI don’t know how I got to where I am, but I’m here now, and I have to win if I want to live. I am in a game, and in order to live, I have to escape. That’s the thing, though: I don’t know how to escape. I was running for my life around this old house that looked like it came straight out of a horror movie. I doubled over and held my head in pain as I saw the static, which meant it was coming. I was being chased by what looked like a person but in no way acted like one. Just as it was about to appearRead MoreDescriptive Essay - Original Writing1102 Words   |  5 PagesIt is on days like this when we stop to think about our life. Small drops of rain begin to dapple the cobblestone pavement as people whip out their umbrellas for cover. I continue sauntering down the busy street, relishing the feeling of a light shower. Moving with the mass of pedestrians, I stop at a crosswalk where I wait for the stoplight to turn green. A flower shop employee across the street scurries to bring in the numerous bouquets and close the doors as rain starts rolling down the displayRead MoreDescriptive Essay - Original Writing914 Words   |  4 PagesDreamy I thought. Standing on the corner is a young guy with a smile. I see him here almost every day, so I linger for a while. He tells me his name, and I tell him mine. I m Ester, what s your name? I enquired. My names David .,He replied. We end up talking for a while and I asked him if he had ever left this city. He tells me of all these stories of the places where he s been, the distant lakes and mountains, and in valleys oh so green. I can see it in his eyes, he really has beenRead MoreDescriptive Essay - Original Writing974 Words   |  4 Pages I was used to moving round, having a mother who liked to travel more than making roots was something I had gotten used to. Still, I had never gotten used to the loneliness of an empty house when she was out exploring, or the feeling of leaving behind someone who could have meant something to me. Our most recent move was Oregon. It was pretty, and I didn’t mind it, but it was much different than Florida. Not only was it opposite sides of the country, it felt as if it were opposite worlds. InRead MoreDescriptive Essay - Original Writing1012 Words   |  5 Pageshave plenty of time in the next month to think about my feeling in regards to Kendrick. I needed to finish up the article and get it off to my editor. I should be able to get it done by tonight and send an email in the morning. I was thinking of writing my next article about the sea life around the Scottish coast. Since our salmon dinner last evening I thought I would do a piece about the commercial salmon farming that began in Scotland in 1969. In 2002 over 145,000 metric tons of farmed AtlanticRead MoreDescriptive Essay - Original Writing1561 Words   |  7 PagesThere’s something I need to say and what follows may not be something that you’d expect, it won’t be heartening or uplifting. If you remember today, I told you about going somewhere I wanted to go to†¦ I’m not sure if you believed and accepted what I now confess as untrue; it is partly. I needed to pull away emo tionally†¦ from you. You must have had fathomed that some degree of formality had seeped between us. Born of habit, formulaic greetings had become a routine. You presume that I’m a close friendRead MoreDescriptive Essay - Original Writing1387 Words   |  6 PagesI was wearing a beautiful blue dress with sapphire gems all around the chest area as I entered the ball with Ciel and Sebastian. I took a good look around here, the hallway was lined with gold. There was a servant ready to escort us to the ball room. Hello, come this way. He said, walking forward. Wow, this place is so fancy! I exclaimed, looking around. It s fake gold. Ciel bluntly replied, bringing my hopes down. I sighed. Ciel sounded like he wasn t in a very good mood. Ciel, lightenRead MoreDescriptive Essay - Original Writing1287 Words   |  6 Pages In the morning, Caireann woke me up. She stood above my bed, shaking my shoulder. I opened my eyes, looking at her. Then I looked across the room to her empty bed. Andy s empty bed sat in the corner. I swallowed, climbing out of bed. Sleep well? Caireann asked me, starting out the door. Yeah, I said, going over to our small dresser. I had the bottom two drawers. Andy had the middle two, and Caireann had the top. I pulled open the drawers, pulling on a colorful tank top and a grayRead MoreDescriptive Essay - Original Writing1345 Words   |  6 PagesLater that night, I was behind the wheel of my G-Wagon with Melissa in the passenger seat. She didn’t feel like driving since she was on the road all day and I understood so I didn’t mind when she asked me to. I had been tight-lipped. She kept eyeballing me as if she detected that something was bothering me but I just kept singing to my India Arie as if I was carefree. â€Å"So are you going to tell me what’s going on or no† Melissa said disrupting my own personal concert. I stopped singing and tookRead MoreDescriptive Essay - Original Writing1085 Words   |  5 PagesI WAS SITTING IN a taxi, wondering if I had overdressed for the evening, when I looked out the window and saw Mom rooting through a Dumpster. It was just after dark. A blustery March wind whipped the steam coming out of the manholes, and people hurried along the sidewalks with their collars turned up. I was stuck in traffic two blocks from the party where I was heading. Mom stood fifteen feet away. She had tied rags around her shoulders to keep out the spring chill and was picking through the trash

Outcome Based Practice free essay sample

yOutcome based practice, is defined by the Scottish Government as â€Å"an outcomes-based approach encourages us all to focus on the differences that we make and not just the input or processes over which we have control† (Scottish Government 2011). In 2011, the English Government launched is first framework of outcomes for adult health and social care. Within this framework, they stated â€Å"set of outcomes measures which have been agreed to be of value, both nationally and locally for demonstrating the achievements of adult social care†. The Social Care Institute for Excellence define ‘outcomes’ as follows: â€Å"Outcomes are defined as the impact, or end-results, of services on a person’s life; therefore outcomes-focused services are those that aim to achieve the priorities that service users themselves identify as important. † A study carried out at York University by Harris et al (2005) broke outcomes down into 4 sections, these being Autonomy, personal comfort, economic participation and social participation. We will write a custom essay sample on Outcome Based Practice or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Autonomy outcomes were broken down into the following sections by the above study: Access to all areas of the home; Access to locality and wider environment; Communicative access and Financial security Personal Comfort outcomes were broken down into the following sections by the above study: Personal hygiene; Safety/security; Desired level of cleanliness of the home; Emotional wellbeing and Physical health. Economic Participation outcomes were broken down into the following sections by the above study: Access to paid employment as desired; Access to training; Access to further/higher education/employment and Access to appropriate training for new skills (e. g. lip reading). Social Participation outcomes were broken down into the following sections by the above study: Access to mainstream leisure activities; Access to support in parenting roles; Access to support for personal secure relationships; Access to advocacy/peer support and Citizenship. When an outcome focussed approach is used, this should support the whole approach. This approach was researched and developed with people who were disabled, rather than those who were elderly. Although the information gathered can be used with disabled elderly people, it can be argued whether this information can be used with those who have mental illnesses or physical illness. Mark Friedman (2005) developed the Results Based Accountability approach. This approach works backwards by taking the steps needed to obtain the desired outcome, the necessary resources involved and how to recognise when the objective have been achieved. Friedman makes a clear difference between responsibility and accountability for a population group as a whole which he calls Population Accountability and responsibility for outcomes for a defined customer group which he calls Performance Accountability. Population accountability is both overarching and collaborative in nature and responsibility cannot therefore be allocated to any one organisation alone. To ensure successful outcomes for this population, this can only be achieved by partnership between services e. g. GP practices and local authorities. Performance accountability tells of the achievement of outcomes for service users at a more local level or to the work of a specific service or agency. Results based accountability differentiates between measuring the outcomes for the individual receiving the service as opposed to the processes for achieving them This is approach can be reviewed as being difficult to use as population accountability can only be used if outside agencies (GP services, local authorities) are willing to provide the information needed. If one agency is willing and another isn’t, a successfully partnership can’t be achieved and therefore, the approach becomes inconclusive. However, should the agencies work together; it can create an approach that becomes very efficient in the data it concludes. Outcomes Management comes from a large insurance based healthcare field in the US. Steinwachs et al (1994) carried out the research within thirteen care organisations looking at two conditions: asthma and cardiac angioplasty. Carrying on from this study, it has now been applied across a broader spectrum of health and social care. Brown et al (2001) described how the approach had been applied across mental health services within the US. Outcomes have now been reflected within the Essential Standards of Quality and Safety adopted by the Care Quality Commission. Since outcome based practice has come into force, the care industry has now become more personalised. Outcomes can have very positive effects on individual’s lives. The SCIE website have defined all their evidence into key points of what they believe can create positive effects. However, elderly people within ethnic minority communities have fewer studies focused on them, but what research has been carried out, indicates the same values and beliefs. SCIE have identified three outcomes they believe to have the biggest positive effect. These are: outcomes involving change, outcomes involving maintenance or prevention and service process outcomes.

I love u Essay Example For Students

I love u Essay Alexander Hamilton was a great man that will be remembered for being a great major general of the armed forces of the United States of America. As well as the secretary of the treasury. In 1769, at twelve years old he had a job as a clerk in a general store and Alexander dreaded spending the rest of his life there. He wanted something more for his future. He wished for a war to occur. He wanted to prove himself to be more worthy then a clerk. To his thinking, only some brilliant and heroic act on the battle field would give me a chance to achieve his hopes. He seemed to be doomed to a life of clerking. For one thing, he was at the bottom of a social ladder. His parents, who never married, separated when Hamilton was nine, and his mother was forced to support her two sons by running a grocery from one of the rooms in their tiny home. When she died two years later, the boys were all alone. There was not even a cousin who could afford to take them in. Hamilton’s future was also l imited by lack of education. Fortunately though, he had one great gift that could overcome all his disadvantages that was his genius. He got involved with a well to do merchant named Nicolas Cruger and earned his room and board as he learned the grocery business. He also learned how to bargain, how to figure foreign exchange rates, and how to evade the hundred of customs regulations. He also put his spare time to good use. When not at his desk, he wrote sentimental love poems and political essays. Many of these were published in the island newspaper. Hamilton published one of his letters, that captured a description of a storm that he witnessed. The editor of the newspaper Royal-Danish-American Gazette was impressed and not long after that, Hamilton found himself going to North America to attend college. Hamilton’s island education was not enough to earn him a place at an American college. He needed at least a year to study before he new enough Latin, Greek, and mathematics to enter Harvard, Yale, or the college of New Jersey at Princeton. Getting that extra education proved no problem for him. He had arrived in New York with letters of introduction to prominent citizens from Cruger. These people in turn introduced Hamilton to their friends and associates. One of these new acquaintances enrolled Hamilton in Dr. Barber’s Academy in Elizabethtown, New Jersey. Hamilton worked hard at his studies. He often stayed up past midnight doing his homework by candlelight. In 1773, after less then a year of study, he was ready for college. So Hamilton packed up his books and clothes and ferried back across the Hudson to King’s college. Hamilton intended to become a doctor and worked even harder then he had at Dr. Barber’s school. He found other interests at King’s as well. The college library was the largest Hamilton has ever seen, and soon he was reading his way through it. Stories about great emperors and their wars thrilled him, but he was most fascinated by books about politics and economics. Besides the classic works on those subjects, Hamilton also loved to read copies of debates in both the British parliament and the colonial assemblies. He even founded a debating society to discuss the issue he had read about. By the start of his second year at King’s college, politics and debate had become a far more important part of Hamilton’s life then a medicine or mathematics. The North American colonies were becoming very angry about the way the British Parliament kept making up new taxes for them to pay. By law, Englishmen could only be taxed by a legislature of their elected representatives, yet the Parliament taxing the colonies had no American members. Up and down the east coast, patriots claimed it was time for the colonies to rule themselves. Hamilton, a British citizen by birth, had been brought up to be loyal to the King and the Parliament. But the influence of his new American friends and the reading he had done converted him to the patriot cause. If Britain could brake her own laws, argued Hamilton, then Americans had no reason to obey them. Hamilton published his opinions in New York newspaper in 1774. That summer he aired his views in person at a huge rally in New York City ’s Hall. Despite his strong feelings, Hamilton could not tolerate mobs, he was very loyal to his friends no matter what their politics. One main night in 1775, a group of King’s college students rioted on campus. Hamilton was afraid of what they would do to his friend if they caught him. He forced his way through the crowd and climbed the stoop in front of the President’s house. Sternly, he told his classmates that their behavior was disgraced the very freedom they claimed to serve. A noble cause ,he reminded them deserved noble actions. .uea367044c723d2101bfb155422156589 , .uea367044c723d2101bfb155422156589 .postImageUrl , .uea367044c723d2101bfb155422156589 .centered-text-area { min-height: 80px; position: relative; } .uea367044c723d2101bfb155422156589 , .uea367044c723d2101bfb155422156589:hover , .uea367044c723d2101bfb155422156589:visited , .uea367044c723d2101bfb155422156589:active { border:0!important; } .uea367044c723d2101bfb155422156589 .clearfix:after { content: ""; display: table; clear: both; } .uea367044c723d2101bfb155422156589 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uea367044c723d2101bfb155422156589:active , .uea367044c723d2101bfb155422156589:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uea367044c723d2101bfb155422156589 .centered-text-area { width: 100%; position: relative ; } .uea367044c723d2101bfb155422156589 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uea367044c723d2101bfb155422156589 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uea367044c723d2101bfb155422156589 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uea367044c723d2101bfb155422156589:hover .ctaButton { background-color: #34495E!important; } .uea367044c723d2101bfb155422156589 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uea367044c723d2101bfb155422156589 .uea367044c723d2101bfb155422156589-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uea367044c723d2101bfb155422156589:after { content: ""; display: block; clear: both; } READ: Motor Parts Corporation EssayHamilton did more than make speeches and write pamphlets for the colonies cause. He also joined a militia company. Every school day in 1774-1775 he and his debating society friends turned out to practice their marching in the local churchyard. Hamilton’s unit cold themselves â€Å"The hearts of oak.† They wore short green jackets and leather caps which bore the patriotic words â€Å"Freedom or Death.† By May 1775, the American war for Independence had begun. The war Hamilton had wished for when he was twelve was there for him at eighteen, and he embraced it eagerly. As a boy he had wanted to fight only to improve his luck in life. As a young man, however, Hamilton had more then a personal glory on his mind. He now wanted to free America from the tyranny of the British government. Hamilton’s war began in New York in August 1775 when the heart’s of oak captured the British cannon from the fort on Manhattan’s southern tip and brought them to the American camp farther north. Despite the cover of silence and darkness, the British new what happened. They were not about to let a group of young rebels steal their guns. From a warship in the harbor they bombed the Americans. The panic and confusion of his fellow New Yorker’s did not stop Hamilton. He calmly pulled his gun to American ground, and then returned to the fort to get another. Soon after thiBibliography:Book on Library