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The 'Two Cultures' in Nineteenth-Century Portugal: Scholarship v. Science in Higher Education
Luisa Leal de Faria Faculdade de Letras da Universidade de Lisboa email@example.com
In the nineteenth century, the Portuguese intelligentsia addressed one of the issues that confronted them with other European countries: the need to face the challenges of industrialisation through educational reform. This paper focuses on the main issue of university reform at a time when the only university in the country, Coimbra, showed signs of excessive conservatism both in its syllabus and teaching methods, and was confronted with new proposals for the introduction of technological disciplines at the creation of polytechnical schools. A parallel will also be drawn with the ongoing debate on the same subject in England.
University, education, culture, tradition, science
In the well-known Reith Lecture of 1959, C. P. Snow stressed what appeared to him to be a major cultural problem in Western society: it was "increasingly being split into two polar groups the literary intellectuals and the scientists"(Snow 1978: 3-4). For Lord Snow, a huge gap had evolved between these groups, separating them into two different cultures, which did not communicate with each other and, worse than this, could even be hostile to each other. This polarisation generated an immense intellectual loss. For Snow, the situation required drastic measures, involving the breaking of a longstanding pattern of education at all levels. This pattern was set in the nineteenth century, when education became both a major social problem and a major solution for social problems. Different diagnoses were made of the social situation and different solutions were attempted, involving a broad range of responses: from childhood to adult education; from innovation in methodology to innovation in content; from reform of the old institutions to the creation of countless new ones. But, already in the early nineteenth century, the main line of argument was whether education should focus essentially on the formation of the character through the study of the classics, or whether it should follow utilitarian guidelines and prepare young people for a useful profession, helping to increase technological capabilities and to meet the challenges of industrialisation. Or, to quote the words of Robert J. C. Young: A sublime elevation versus a rational ground, a glorious truth versus vulgar utility, knowledge for its own sake versus debasing instrumentality, quality of mind versus practical needs, the universal versus the particular: such were the terms of the debate which, in spite of local variations, has remained the basis of discussions of university education from that day to this (Young 1996: 188). This paper seeks to compare the way the English intelligentsia pondered the role of education in general and of the universities in particular, in the decades of swift industrial change from roughly the 1820s to the 1860s, with the concerns shown by the Portuguese intelligentsia in relation to the same subject. Roughly the same questions were raised, and, as Robert Young said, they still remain much the same today. We can perhaps summarise the main problems faced then and now under three main headings: 1) the opposition between literary and scientific knowledge; 2) the nature of the institutions of higher education dedicated either to the one or the other, i.e. universities and technical schools; and 3) the nature of state intervention in institutions of higher learning. We could, of course, extend this discussion into other relevant areas, such as the relationship between teaching and research, the awarding of academic degrees, careers in higher education, social access to the university and to technical institutions, and many others. We would probably find that the nature of these problems has not changed significantly in the past 150 years. In the second half of the eighteenth century, a group of dissenting academies had already begun to create alternatives to the more conservative universities. Many elected English as the medium of instruction instead of Latin, and were concerned with the study of the natural world. Students were encouraged to specialise and Natural Science was taught through experimental methods. The seeds of what was later to develop, in the works of Jeremy Bentham, into utilitarianism and chrestomathic education, had already been sown in dissenting academies by Joseph Priestley, who outlined the doctrine of the greatest happiness of the greatest number. Many students went from these academies to Scottish or continental universities, where the natural sciences were taught, and on their return applied their knowledge to local industries. At the end of the eighteenth century, we can already notice that English and Scottish universities offered not only different syllabuses, but also that the nature of the institutions was quite different. As Elie Halevy points out, "when a boy left school he proceeded to the University. He became a student at one of the four Scottish universities, Edinburgh, Glasgow, St. Andrews, Aberdeen, or an undergraduate of Oxford or Cambridge. To the two terms correspond two distinct types of university" (Halevy 1987: 469). The Scottish universities offered entrance at about the age of fourteen, whereas Oxford and Cambridge admitted undergraduates at more or less the age of eighteen. Therefore, the Scottish universities could hardly be regarded as institutions of higher education. On the other hand, the course of studies, which took four years, or four "sessions", as they were called, was almost exempt from the study of the classics and focused mainly on a philosophical education. The first session was spent on the study of Latin and the beginnings of Greek. The second was devoted to Logic and the third to Moral Philosophy, which included the philosophy of history and political economy. The fourth session was dedicated to the study of natural philosophy, i.e. physics and chemistry. In addition, there was a special course in mathematics during the second and third years, which served as a basis for the study of natural philosophy. "It is the curriculum, comprehensive without being overburdened, of a superior type of secondary education. England did not possess its equivalent," stresses Halevy (id.).1 The students who wanted to follow a profession, whether in the ministry, law or medicine, would then progress to a specialised school and receive professional training. It is worth mentioning that the medical schools of Scotland were particularly famous. Other characteristics marked a distinction between Scottish and English universities: in Scotland, the students were non-collegiate, living in lodging in town and only attending the lectures, which were public, for twenty-two weeks, the duration of each session. The fees were payable to the professors, a system that Adam Smith praised in the fifth book of the Wealth of Nations as stimulating free enterprise and competition, thereby increasing the quality of the lectures. On the other hand, the universities of Oxford and Cambridge, heavily endowed by the Church of England and private funding, seemed to favour idleness and a lack of interest on the part of the tutors and fellows, who earned their salaries whether they lectured or not (Smith 1998: 422, 588 n.). In spite of occasional interest shown by the two universities of Oxford and Cambridge in the study of the natural sciences in the eighteenth century and the endowment of chairs in fields such as botany and experimental philosophy, together with the creation of laboratories and observatories, the fact remains that, in the early decades of the nineteenth century, education in both universities was mainly dedicated to the study of the classics as the proper knowledge for a gentleman. Nevertheless, the torpor into which both universities had fallen began to be shaken, as criticism began to mount in articles published in the Edinburgh Review, for instance, in 1810, which elicited a vehement response from E. Coppleston2, or in comparisons with the Scottish and German universities, and even with the reforms of the French higher education system promoted by Napoleon.3 But the main challenge to Oxford and Cambridge came from within England, and not from without. Until the mid-1820s, the alternatives to the Anglican universities had been mainly the Dissenting academies, which had no university status. But, in 1826, a new University was formed, this time with a secular orientation. The Benthamites and the dissenters founded the University of London in 1826, as an alternative to the somnolence of Oxford and Cambridge (Hobsbawm 1980: 339). It started in a disused rubbish dump on Gower Street and was at first little more than a joint-stock medical school, for, by 1834, more than half of its students were studying medicine and attempts to enlist further professional groups such as mineralogists, engineers, designers and educationalists had failed (Armytage 1964: 103). But, nevertheless, a revolution had been started: London University was the first to admit students without a religious test, and it stressed its secular and utilitarian orientation. Besides, it was a non-residential university and its funding was run on private lines. The radicals, Brougham, Birkbeck and Francis Place, provided the secular and utilitarian frame of the syllabus, Isaac Goldsmith, the financier and philanthropist, the main funding.4 The challenge set by the Godless curriculum of London University was enough to stimulate the Church Party, which founded Kings College, in the Strand, in 1828, followed by Durham University in 1834 (cf. Perkin 1994: 298). Kings, though specifically Anglican and offering religious and moral instruction, made similar concessions to preparation for the professions and enrolled a majority of medical students, as London University had done. Both colleges appointed professors who were not only scholars but were also distinguished in the applied sciences. Among the first five professors at Gower Street, three were graduates of the University of Edinburgh: Anthony Panizzi, who later built the great reading room of the British Museum; Leonard Horner, who founded the Edinburgh School of Arts; and J. R. McCulloch, the expositor of the Wages Fund theory. Kings College enlisted the services of J. F. Daniel, the inventor of the hygrometer, who took the chair of Chemistry, and Charles Wheatstone, the pioneer of spectrum analysis and submarine telegraphy, who took the chair of Physics. The two colleges were joined by charter in 1836, under the name of London University, and the institution at Gower Street became known as University College. The new university was organised in a completely different way from Oxford and Cambridge: not only did it stress its emphasis on professional education, but it was also concerned with offering opportunities for higher education to the middling and lower classes. By 1851, it was offering degrees to 29 general colleges and 60 medical schools spread all over England. Harold Perkin sums up the challenge posed by the Benthamites to the conservative forces in English society: [I]n spite of the failure of the Benthamites and their allies to create alternative systems of education for the various classes capable of completely replacing those of the aristocracy and its Church, they were able to stimulate the latter to reform and extend the existing provision and to do so in accordance with the spirit of the entrepreneurial ideal (Perkin 1994: 294). The project behind this new departure was Jeremy Benthams Chrestomathia, which means useful knowledge. The full title of the work, Chrestomathia, Being a Collection of Papers explanatory of the Design of an Institution, proposed to be set on foot under the name of the Chrestomathic Day School, or Chrestomathic School, for the Extension of the New System of Instruction to the higher Branches of Learning. For the Use of the middling and higher Ranks in Life, shows that it served more than one purpose. It was, on the one hand, a blueprint for a new kind of school, to be built on the panoptical plan5 and managed under new guidelines. On the other hand, it set forth a new programme of studies, which, according to its author, would afford access to reasoning and knowledge, guaranteed to produce the happiness of the greatest number. The syllabus provided in Chrestomathia was conceived for the instruction of children up to the age of fifteen, but it could be expanded and followed along more specialised lines in further education. Since the chrestomathic project formed the basis of a whole concept and philosophy of education, developing into higher education, it is important to look at the main lines of the argument and follow its impact on the Portuguese system of education. Bentham gives full credit to a few predecessors, who had developed what he calls the scholar-teacher principle, above all Dr. Lancaster and Dr. Bell. The system consisted in the employment of the most advanced, and in other respects most capable, among the scholars themselves as teachers to the rest (Bentham 1994: Chrestomatic Tables: Table II, 8)6. This system, which included another two degrees, scholar-tutors and scholar-monitors, was designed to enable one single Master to be in command of a room of 1000 pupils. The advantages of the system are fully presented by the author, who stresses that the application of this principle is not a make-shift occasionally employed, as under the old system, for want of a supply of grown-up under-Teachers, - but an essential feature, operating to the complete and purposed exclusion, of all such naturally reluctant and untractable subordinates (id.: 9). The enforcement of discipline was another main feature of the new project. Bentham was against corporal punishment and devised an intricate system of rewards and punishments that worked psychologically, in large part through the effects of the panoptical architecture of the school, which provided the means for a constant inspection of individual work and performance. By means of this system, large numbers of students would then be fully instructed in a course of studies which was completely secular, designed to provide useful encyclopaedic knowledge and be open to boys and girls on an equal footing.7 But what is also interesting in Chrestomathia, though much less stressed in comments on the work, is the second part, which Bentham calls An Essay on Nomenclature and Classification: including a critical Examination of the Encyclopaedic Table of Lord Bacon, as improved by DAlembert; and the first lines of a New One, grounded on the Application of the Logical Principle of Exhaustive Bifurcate Analysis to the Moral Principle of General Utility. Here, Bentham devises a whole system of thought designed to replace the long line of logical thought from Aristotles Organon to Bacons New Organon and the work of the French Encyclopaedists, which was grounded on Bacons The Advancement of Learning. Benthams project consisted in the development of a system of logic based on Eudemonics, i.e. felicity, conducive to the well-being of the greatest number: once a pupil at the chrestomathic school could master the system, he or she would attain the desirable state of happiness. So, besides providing for the useful professions, the chrestomathic school sought to be an instrument of universal bliss. The monitorial system itself was highly praised in Portugal. Several writers refer to the merits of the Madras system and describe how Bell and Lancaster had devised this interesting process of multiplication in the school room. The first sign of its impact on Portuguese soil appeared on the island of Madeira in 1817, barely one year after the publication of Chrestomathia. An English merchant, Joseph Phelps, created a society for the promotion of the scholar-teacher system, according to Lancasters method, and, on 1 December 1832, he opened a school for both sexes, to which 135 pupils were admitted8. By then, the system had already been enforced by law in Lisbon in 1824, and in 1826 it was extended to the whole country. As far as we can read in the documents of the time, the reasons for the Portuguese acclaim for Lancasters method were practical ones: it was not the philosophical concept behind Benthams proposals but the expedient means of providing a great number of teachers at short notice that attracted the praise of the Portuguese. Besides, there were some who thought that the method was congenial to the Portuguese, who had long before adopted the "happy method" of having the more advanced students teach the more backward and form among themselves the sabatinas, or repetition of questions and answers9. Teófilo Braga, one of the Portuguese scholars belonging to a highly creative generation of writers who studied at the University of Coimbra, and who, like most of the Portuguese intelligentsia of the nineteenth century, deeply resented Britains political, military and economic power over Portugal at the time, nevertheless highly praised the advances made in the "sciences of education" all over Europe through the works of Fellenberg and Pestalozzi, and also that of the British scholars, Bell and Lancaster. Like many of his contemporaries, Braga was persuaded that Portugal could face the challenges of industrialisation only through education, that education should be open to all classes and that the State should support the education of the working classes. He also thought that the process should be conducted along secular lines and that it should follow a system, i.e. there should be a philosophy of education running from the basegeneral education for allto the topuniversity education. At all levels, education should be concerned not with "knowledge for its own sake", as Newman was to put it in the 1850s, but with a purpose: preparation for a profession. Oxford and Cambridge offered degrees for the Church and a literary education for gentlemen. The University of Coimbra offered courses in Theology, Medicine, Mathematics and Law, just like most European universities at the time, but, in the nineteenth century, a majority of students followed Law. Most Portuguese writers who were critical of the University charged it with giving excessive emphasis on the study of Law and credited the backwardness of the political ruling class to the theological character of the University, seeing the power of a degree in Law as a simple instrument for achieving a sinecure and a lifetime in public service. In contradiction to this practice, the country needed engineers, chemists and all sorts of professionals in the natural and applied sciences.10 In Portugal, as in Britain, a number of institutions with a more professional and applied profile had already sprung up: schools of medical sciences, veterinary sciences, polytechnical institutions giving courses in engineering, both military and civil, accounting and many others. But these did not possess university status. The Academies, where scientific research was conducted on experimental lines, had developed in England from the foundation of the Royal Society in 1660, and Portugal could boast of two Academies, both founded in the eighteenth century, The Royal Academy of History (1720), and The Royal Academy of the Sciences (1779). But the Portuguese Academies were to cooperate closely with the University and become entangled in the political strife of the nineteenth century, thereby losing sight of their scientific purposes to some extent.11 The attempt to overthrow the practices of Portuguese education took its inspiration from abroad. Many Portuguese were exiles in England and France during the civil wars of the nineteenth century and were in touch with the latest reforms and experiments in the field of education. We have already mentioned the educational theories that circulated in Portugal and were sometimes adopted by law. The experiments undertaken in Germany and the creation of the University of Berlin were welcomed as projects based on philosophical grounds, as the works of Humboldt and others stressed the need to reconcile teaching and research, and to guarantee the independence of the University from state intervention. The French initiatives, which were an outcome of the French Revolution, were also often quoted as examples of a radical reform that abolished the old Sorbonne and its ecclesiastical teaching and replaced it with various new institutions with no religious orientation, geared towards the new sciences and technologies. State intervention and centralisation did not seem to bother the Portuguese, who always relied on the State to dictate reform, particularly when the university seemed unable or unwilling to do so. The liberal English model of the university based on the college system was absent from both implicit and explicit examples of possible models for university reform in nineteenth-century Portugal. In my view, the reason for this absence derives from the fact that Oxford and Cambridge retained their ecclesiastical and classical outlook well into the middle of the century. Oxford, in particular, remained close to the spirit that inspired the Oxford Movement in the 1830s, and Arnold could still say, in the late 1860s, "Oxford, the Oxford of the past, has many faults; and she has heavily paid for them in defeat, in isolation, in want of hold upon the modern world We have not won our political battles, we have not carried our main points, we have not stopped our adversaries advance, we have not marched victoriously with the modern world" (Arnold 1971: 62). Newman, on the same side of the debate, defended an idea of a university where theology was, with philosophy and the classics, the core curriculum for the education of the gentleman, and where knowledge would be non-utilitarian and science considered a skill not requiring much intellectual power. In a conference titled "Knowledge Viewed in Relation to Professional Skill" he debated both points of view at length, opposing a utilitarian and liberal education and the university (Newman 1962: 114-135)12. Coleridge had already denounced the initiatives of the Benthamites as the symptoms of a disease that threatened to kill the culture of the country (Coleridge 1972: 53). John Stuart Mill, who was emphatically critical of the Universities of Oxford and Cambridge, nevertheless recommended that Ancient Literature form the main part of a university curriculum, together with History, Logic and Philosophy of the Mind. He referred briefly to the natural and applied sciences as "all those sciences, in which great and certain results are arrived at by mental processes of some length and nicety sciences of mere ratiocination, as mathematics; and sciences partly of ratiocination, and partly of what is far more difficult, comprehensive observation and analysis" (Mill 1981: 102). In the latter group, he stressed only those "which relate to human nature". The concerns about a scientific education at the university would acquire a persuasive apologist in T. H. Huxley, who criticised the Newman/Arnold concept of liberal education, and called the universities of Oxford and Cambridge simply "boarding schools for bigger boys" (Huxley 1971: 93). From the 1860s onwards, many more thinkers and politicians sided with Huxley, and the universities began to make major changes in their curricula. New universities were created, often by granting university status to colleges, as at Manchester in 1877, Sheffield (1897), Birmingham (1900) and Liverpool (1904). In Portugal, by 1823, the idea that education deserved a comprehensive reform from primary school to the university had already been stated by Mousinho de Albuquerque in a work entitled Ideas about the Establishment of Public Instruction. According to the author, education should proceed from the level of primary schools for both sexes in each parish, to secondary schools in each district, to Lyceums in each provincial capital and to Academies, in the cities of Oporto, Coimbra and Lisbon, each with five full faculties: Exact Sciences, Natural Sciences, Medicine, Law, and Letters. This project was not followed until ten years later, in 1833, when a Royal Commission was appointed to design a new and comprehensive reform. The Secretary of the Commission, Almeida Garrett, propounded the most advanced ideas about education and instruction that circulated in Europe and conceived a "great, simple and uniform framework," in which every aspect from the various degrees in education to the management of institutions was contemplated. Teófilo Braga commented on the project by saying that Garrett was introducing the "polytechnical spirit" into Portugal. In fact, he devised a reform of the University, and the creation of Polytechnical Academies, both military and civil, the School of Civil Building and Engineering, and a number of Institutes annexed to the Faculties of Mathematics and Natural Philosophy, as well as new provisions for the study of the Arts. The Polytechnical Academies were to complement the Faculties of Mathematics and Philosophy, thereby giving them "a purpose, a social application they did not possess until now, appearing more like institutions of academic luxury than professional establishments of public utility." (cf. Braga 1892-1902: 109). Impressed by the reforms he had witnessed in France, Guilherme Dias Pegado, a professor of Mathematics at the University of Coimbra, devised a scheme for the reform of the University on French lines, and advised the transformation of Coimbra into the "University of Portugal", concentrating all schools and faculties in one single national project. Both thinkers were already concerned with the space allowed for Portuguese and contemporary literature at the university and advanced the idea of the creation of a Faculty of Letters, which only came into being in 186013. In 1836, another Mathematics professor from the Royal Naval Academy, Albino de Figueiredo e Almeida, published a Project for the Reform of Public Instruction, in which he defended the idea that education should comprise the complete circle of science, i.e. theory, practice and application . The project contemplated the creation of a university in Lisbon, where the "sciences, the arts and the letters" would be taught. The author was influenced by the Course of Positive Philosophy started by Auguste Comte in 1826, and who, from 1829 to 1836, had proceeded to systematise the entire order of knowledge, a process which preceded the birth of the discipline of Sociology. The idea of transferring the University from Coimbra to Lisbon highlighted the concern for a centre for higher education to be situated in a larger city, which would server to stimulate activities. In the 1830s, the conflict between the University and the proponents of a secular and technical education was in full swing. The secretary of state Rodrigo da Fonseca Magalhães had presented the government with a proposal to create an Institute for the Physical and Mathematical Sciences. The project consisted in uniting the schools and institutes of higher education involved in the fields of the natural and applied sciences, management, civil and military engineering, draughtsmanship and other subjects, into one single institution for higher learning which would further be equipped with laboratories for physics and chemistry, a botanical garden and an astronomical observatory. The opposition of the University, with great influence over the new cabinet, succeeded in aborting the project nine days after it had been approved.15 The University of Coimbra showed the most emphatic rejection of the prospective Institute. But, instead of trying to reorganise its courses of studies according to the new developments in the sciences, it fought to retain its privileges. One of the Rectors of the University, Villa Maior, wrote at length about these years and confess that the state of the university in 1835 was so discouraging that those who despaired that it would ever regenerate itself and who recognised the need to create institutions for higher education in the sciences found it expedient to propose its transfer to the capital16. He further writes that these ideas began to awaken an ill-disguised envy amongst the body of Professors at Coimbra, who were afraid that the competition from new schools might endanger the supremacy of their university. As a result, the ensuing reforms were limited to the improvement of scientific institutions in Lisbon and Oporto, without touching the university. The failure to achieve a comprehensive law to reform the University was greeted in Coimbra with uproarious demonstrations of satisfaction. Villa Maior nevertheless stresses that the campaign of the "conservative professors of Coimbra" against the "promoters and defenders of the Institute in Lisbon" was badly managed, highly passionate, ill-timed and exceedingly unfortunate. In his opinion, the university had nothing to fear from the new Institute, since the "professional learning at the university is of a different kind, and for different purposes and the competition should, anyway, be of advantage because it excites the desire for improvement." His criticism is best summarised in the sentence: "To prevent the creation of a centre of useful and necessary education is always a crime".17 Alexandre Herculano, another important essayist, historian and novelist of the nineteenth century, deplored the triumph of the university, and said that the tombstone had fallen upon physics, chemistry, mathematics, astronomy, and that on it sat rejuvenated the old disciplines and old methods. "The question of the Polytechnical School summarises and represents the immense question of the system of national education which was, and which will be: the question between the education and improvement of the agriculturists, the artisans, the industrialists on the one hand, and the propagation of the lawyers, casuists and prigs on the other; the question between work and idleness; the question between the farmyard and the cathedral choir; between the printer's blade and the metaphor of the sermon; between the steam engine and the prattle of the boaster." The project of the Polytechnical School was revived by the Society of the Friends of the Letters (Associação dos Amigos das Letras), which in 1836 published a small volume called The Question of the Reform of Higher Education in Portugal, in which a full reorganisation of the university was contemplated and universities or faculties were to be created in Lisbon and Oporto, thereby making several of the schools in Coimbra redundant. For instance, theology should be taught by the Church in seminaries and not at the university; the Faculties of Canon Law and Law should be united in a single school, to remain in Coimbra until such time as state funds allowed for the creation of two Faculties of Law, one in Lisbon and the other in Oporto, where a four-year degree course in Law would be taught. The Medical Schools in Lisbon and Oporto should be improved and allowed to give degrees in Medicine, Surgery, Obstetrics and Pharmacy, thereby making the School of Medicine in Coimbra redundant. And then a new Institute for the Physical and Mathematical Sciences should be created, where Management and Engineering would be taught, as well as the core scientific disciplines in Mathematics and Philosophy, leading to the award of doctoral degrees in the Sciences. This institution would make the Faculties of Mathematics and Philosophy redundant. In 1837, the Polytechnical School was at last created through the efforts of the Minister of War, Sá da Bandeira, and the University of Coimbra was reformed in 1836. But the reform of the University attracted the usual criticism: for some it went too far; for others, not far enough. The Faculties of Theology and Law were highly critical, but the Faculties of Medicine, Philosophy and Mathematics welcomed a reform that showed concern with the improvement of the natural sciences.18 In 1844, another reform was to follow which would reinforce the power and influence of the University over every other institution for education: a Supreme Council, operating as a kind of Ministry of Education, was constituted. Its president was the minister of the realm and its vice-president the Rector of the University; the other members were university professors. This close association between the Government and the University, based on the French centralising model, aimed at creating a co-ordinating centre for the entire cycle of education. But many viewed it as "anti-liberal", "anti-political" and "anti-scientific" (in Silvestre Ribeiro, vol. 9: 197), operating as "the eye of the government, and its main agent, upon all things relating to education" (id.: 217). For these critics, it was a true calamity for education in Portugal; the professors in the Council promoted the fetishism of the University, and approved inept textbooks which atrophied entire generations, since these textbooks were the only objects of examination all over the country and were slavishly learnt by heart in order to satisfy bovine examiners" (Braga 1892-1902: 158). As the sole authority upon all things concerning education, which also meant having authority over itself, the university tended to stay put and resist change. In 1858, the Supreme Council presented a report stating that, except for primary education, education in Portugal did not need extraordinary reform measures, and that, under the august protection of the King, and in full obedience to the laws of the country, it would progress with splendour and public profit (in Braga 1892-1902: 161). Yet, the opinion of foreigners travelling through Coimbra at the time registered the medieval outlook of the students, the professors, and of the University in general: "who would believe that there still exists in Europe a place where the students dress like Doctor Faustus and Paracelsus, speak Latin, call themselves the sons of the Muses and play the guitar in the moonlight under the windows of their beloved?" Or another impression from 1878, based on the photographs sent by the University to the International Exhibition in Paris: "here is the Doctor, red hood and black cap, wide eyed, jolly-faced he is truly the mediaeval Doctor As a frame to this picture, add those figures, much more of that time than of ours, of the beadle and the halberdier" (id: 161-2 n). Coimbra looked anachronistic to most contemporaries. The fact that all institutions for higher education in the country were controlled by the University led to the comparative inefficiency of the Polytechnical Schoolstheir "denaturation", according to Bragathat is, their inclination towards theoretical courses, following the decline of their more practical purposes. In 1852, the government created a new Ministry of Public Works, and by decree, this Ministry created the Industrial Institute of Lisbon and the Industrial School of Oporto, as well as the General Institute of Agriculture. Many reforms and the foundation of new schools dedicated to useful learning were to follow until the end of the century. But the political turmoil into which the country had been plunged prevented the completion of these projects and many never saw the light of day, even after legal ratification. This was the case with the provincial schools of technology founded in Guimarães, Covilhã and Portalegre. Others were truncated through a lack of funding and yet others were corrupted by the theoretical bias of the teaching. Yet another important development in higher education in Portugal was to take place at the end of the 1850s: the project for a Faculty of Philosophy and Letters in Lisbon. The young King, Dom Pedro V, was the main architect of what was created in 1860 as the "Curso Superior de Letras". The scientific background to the institution was the "linking of philosophy with philology; both disciplines of thought would impregnate and fertilise each other, joining scholarship and synthesis in a way which should lead to the correction of the mean spirit of specialisation that affected the harmony of modern consciousness" (Braga 1892-1902: 198). The document in which the King recommended the creation of the new institution for higher education is in itself a manifesto regarding the state of education in Portugal. Dom Pedro saw the new institution as a principle of reform for Higher Education through the study of literature, ancient and modern, and the study of history. And he located the institution in Lisbon, because the schools are situated where they best can recruit their staff and best may serve the intellectual development of the people (id: 201). The new institution served no utilitarian purpose. It did not prepare for a profession and could remain completely independent from the pressures that the University of Coimbra suffered when it released into the world batches of law graduates who saw their bachelors degree merely as an instrument for promotion in public office. The latest developments in philosophy, philology and history in Europe defined the early programmes of the Course. The King wanted the Faculty to be experimental in the sciences of language and society and he himself would attend the first lectures that were given. Unfortunately, Dom Pedro died at the age of 24, barely eleven months after the formal opening of the institution. Afterwards, it began to acquire some of the characteristics of a teacher training college for secondary education and its more creative purposes were impaired. According to the most creative writers of the late nineteenth century, education in Portugal suffered from a deficit of pedagogical thought, from the absence of a system of education and from a very defective systematisation of the sciences. For the Portuguese intelligentsia, the university in particular lacked subjection to any philosophical principle in its ordering of the sciences. The works of Auguste Comte, T. H. Huxley and Herbert Spencer provided the scientific basis on which Teófilo Braga founded his Integral System of Public Instruction (Braga 1892-1902: 232-7), in which he expressed his ideas about the ordering of the sciences and their correspondence into institutions dedicated to their research and teaching. But such projects were not put into practice. The various degrees in education remained comparatively isolated from one another and the University of Coimbra was to retain its status as the only university in Portugal until the end of the monarchy and the beginning of the republic in 1910-11. In spite of the fact that the Faculty of Philosophy had, since 1844, included the study of sciences such as Physics, Chemistry, Zoology, Botany, and also Mineralogy, Geology, Mining, Agriculture, Rural Economy and Veterinary Science, the university retained its theoretical bent. Furthermore, the new disciplines seemed to be included without any real care for their content and sequence in the syllabus, more like a half-hearted concession to the pressures of the time than a true revision of content and methods. Education for the professions, on the other hand, was the subject of a considerable number of initiatives, although "polytechnical" education remained in an uncertain position with regard to its academic status. Apart from the repeated complaint that there was not a full and satisfactory philosophical system for the ordering of academic disciplines in the Portuguese institutions of higher learning, we can perceive another line of thought which is of interest: the dependence of education upon state funding and state decisions. From the above, we can see, time and again, that the various processes of reform in the nineteenth century were all dependent upon state legislation and that the upheavals in government and cabinet decided which institutions were created and which were suppressed, as well as which disciplines and chairs. Even the University, in spite of enjoying great financial autonomy at the beginning of the century, gradually lost some privileges and was, as we saw, forced by the government to introduce some reforms. This dependence on the government represented, for many, a grievous limitation of the liberal spirit that was meant to shape higher education. The conflict between "knowledge as its own end" and vocational education took on different shapes in England and in Portugal, but in both countries it was perhaps the main bone of contention in the debate about higher education that took place during the nineteenth century. As the need for specialisation grew, as new sciences struggled for recognition as independent disciplines at the University, literary and scientific education was unable to find a middle way, where both points of view could be balanced. In the late 1950s, C. P. Snow denounced "the two cultures" as a major impoverishment in the general culture of the century. Fifty years later, the debate is still open.
1 Thomas Carlyle is a well-known example of a student at Edinburgh University at the beginning of the 19th century. He was admitted in November 1808, one month before he turned fourteen. His impressions of the university can be found in Sartor Resartus and in some essays, namely his Address to the students of the University when he was elected Rector in 1866. The first volume of his biography by James Anthony Froude also contains a description of the conditions of life at the University at that time. 2 Writing in the Edinburgh Review in 1809, Sydney Smith attacked the classical education that formed the syllabus at Oxford. The grounds for his criticism were the lack of utility for future life afforded by the great system of facts with which [the student] is the most perfectly acquainted. And these were the intrigues of the Heathen Gods: with whom Pan slept? with whom Jupiter? whom Apollo ravished? Now, this long career of classical learning, we may, if we please, denominate a foundation; but it is a foundation so far above ground, that there is absolutely no room to put any thing upon it. In 1810, Edward Coppleston, Professor of Poetry, published A Reply to the Calumnies of the Edinburgh Review against Oxford, followed by a second, and then a third, reply. Among his arguments in defence of the Oxford syllabus was the idea that classical literature provided a common culture and a common link between conflicting sets of ideas, as well as unprejudiced feelings, and this was the utility of a classical education: And thus, without directly qualifying a man for any of the employments of life, it enriches and ennobles all. (Cf. Young: 188). 3 In Germany, the creation of Berlin University, and the publication of the works of Humboldt, Schelling and Schleiermacher provided a new model for the University, where both teaching and research were to be conducted, free from state intervention. In France, under strong state direction, the Sorbonne was dismembered and polytechnical institutions were created, such as the Grandes Écoles. 4 Both Birkbeck and Brougham came from Scottish universities. Birkbeck had been professor of chemistry and natural philosophy in Glasgow, before he became a physician in London, where he played a leading part in the formation of the London Mechanics, or Birkbeck, Institute in 1824, now Birkbeck College. Brougham was a graduate of the University of Edinburgh and was one of the founders of the Edinburgh Review. 5 The panopticon was a circular building, conceived to ease the tasks of surveillance and discipline. Benthams project could be applied to schools, prisons, workhouses, hospitals or barracks, ensuring that discipline could be maintained without recourse to physical force. Michel Foucault devotes a chapter to Panopticism in Discipline and Punish: The Birth of the Prison. Translated rom the French by Alan Sheridan. London: Penguin Books, 1991. 6 Our edition of Benthams Chrestomathia is a reprint of the first edition of 1816, where, from page 68 onwards, Table II is introduced, without pagination, after which the pages are once again numbered, starting with page 2. 7 Dickens gives a vivid description of a school based on the utilitarian model in the opening chapters of Hard Times, where not only the schoolmaster and the pupils, boys and girls, are featured, but also Mr. Gradgrind and a third gentleman, who was probably a caricature of Henry Cole. 8 Teófilo Braga, História da Universidade de Coimbra, vol. IV, p. 31, and José Silvestre Ribeiro, História dos Estabelecimentos scientificos, litterarios e artisticos de Portugal nos sucessivos reinados da Monarquia, vol. V. pp. 262-5. Silvestre Ribeiro dedicates several pages to the subject and gives the highest praise to the method and the initiative of Mr. Phelps, assisted by Mrs. Phelps. 9 Cândido Xavier, in Annaes das Sciencias, das Artes e das Letras, Paris, 1818-22, Tomo II, p. 6. 10 The University of Coimbra underwent a full reform in 1772, through which two new faculties were created, in addition to the existing faculties of Theology, Canons, Law and Medicine: a Faculty of Mathematics and a Faculty of Philosophy. This reform possessed an unquestionable modernising intention according to the interest paid by the Enlightenment to Natural Philosophy. Nevertheless, this reform was criticised by many and, in the nineteenth century, writers such as Theophilo Braga attributed to it the spirit of the compendium, i.e. the introduction of set textbooks that discouraged scientific renewal and the development of the critical mind. 11 Veríssimo Serrão quotes the purpose of the Royal Academy of the Sciences as being for the advancement of National Instruction, the perfecting of the Sciences and the Arts and the furtherance of popular Industry. He says, furthermore, that both Academies received the valuable cooperation of the University of Coimbra in the parallel work that they developed in favour of the national culture. In História das Universidades, p. 123. 12 Newmans discourse has, as its background, the attacks made by the Edinburgh Review on the University of Oxford and the responses made by Coppleston and others, as mentioned above. 13 Guilherme Dias Pegado, Organização Geral da Universidade de Portugal, Coimbra, 1935 (in 4º, xxxi pp. report, plus 48 pp. regulations). 14 Albino Figueiredo e Almeida, Projecto de reforma da Instrução publica, 1836, in 8º, lxxii, 84 pp. 15 The arguments presented by the University are fully rendered in Silvestre Ribeiro, op. cit., vol. 9, pp. 103-9. 16 Visconde de Villa Maior, in Instituto. Revista scientifica e litteraria, Coimbra, vol. XLIV, p. 396, apud Teófilo Braga, op. cit., pp. 123-4. 17 Teófilo Braga treats this question at length. See pp. 122 ff. 18 For a detailed appreciation of the changes made in the organisation of the Faculties and the syllabuses of all the courses, see Silvestre Ribeiro, op. cit., vol. 9, pp. 124-31.
Armytage, W. H. G. (1964). Four Hundred Years of English Education. Cambridge, Cambridge University Press. Arnold, Matthew (1971). Culture and Anarchy. Ed. and intro. by J. Dover Wilson. Cambridge, Cambridge University Press. Bentham, Jeremy (1994). Chrestomathia and Chrestomathia, Part II. Intro. Jeffrey Stern. Bristol, Thoemmes Press. Braga, Theophilo (1892-1902). Historia da Universidade de Coimbra nas suas relações com a instrução pública. 4 vols. Lisboa, Academia Real das Ciências. Coleridge, S. T. (1972). On the Constitution of Church and State According to the Idea of Each. London, J. M. Dent & Sons Ltd. Halevy, Elie (1987). A History of the English People in 1815. Intro. by Asa Briggs. London and New York, Ark Paperbacks. Hobsbawm, Eric (1980). The Age of Revolution: Europe 1789-1848. London, Abacus. Huxley, T. H. (1971). A Liberal Education; Where to Find It, in T. H. Huxley on Education: A Selection from His Writings. Intro. and notes by Cyril Bibby. Cambridge, Cambridge University Press. Mill, John Stuart (1981). Civilization, in The Victorian Prophets: A Reader from Carlyle to Wells. Ed. and intro. by Peter Keating. Glasgow, Fontana Paperbacks. Newman, John Henry Cardinal (1962). The Idea of a University, Defined and Illustrated: In Nine Discourses Delivered to the Catholics of Dublin in Occasional Lectures and Essays Addressed to the Members of the Catholic University. Ed., intro. and notes by Martin J. Svaglic. New York, Holt, Rinehart and Winston. Perkin, Harold (1994). Origins of Modern English Society. London and New York, Routledge. Ribeiro, José Silvestre (1871-1889). História dos Estabelecimentos scientificos, litterarios e artisticos de Portugal, nos sucessivos reinados da Monarquia. 18 volumes. Lisboa, Academia Real das Sciencias. Serrão, Joaquim Veríssimo (1983). História das Universidades. Porto, Lello e Irmão. Smith, Adam (1998). An Inquiry into the Nature and Causes of the Wealth of Nations: A Selected Edition. Ed., intro. and notes by Kathryn Sutherland. Oxford, Oxford University Press. Snow, C. P. (1978). The Two Cultures and a Second Look: An Expanded Version of the Two Cultures and the Scientific Revolution. Cambridge, Cambridge University Press. Young, Robert J. C. (1996). Torn Halves: Political Conflict in Literary and Cultural Theory. Manchester and New York, Manchester University Press.
Copyright 2004, ISSN 1645-6432 e-JPH, Vol.2, number 1, Summer 2004


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A GOP tax-writer is lobbying against a new requirement that banks disclose interest disbursed to foreigners, a regulation that has drawn sharp rebukes from Republicans.
Rep. Charles BoustanyCharles BoustanyLobbying World Former GOP rep joins K Street lobbying firm Capitol Counsel Yoga lobby fighting certification for teachers MORE Jr. (R-La.), the chairman of the House Ways and Means oversight subcommittee, is pressing Treasury over whether the rule is a significant regulation, saying previous answers from the department were insufficient.
Republicans also worry that the regulation could allow unstable or authoritarian governments to get their hands on their citizens' financial information.
"Rather than continuing to request the specific deposit information when it is needed, the department is now burdening banks with new reporting requirements regardless of whether the information is requested by a foreign government," Boustany told Treasury Secretary Timothy Geithner in a letter dated and released Friday.
But Treasury officials say the provision, scheduled to go into effect in 2013, will be a key tool against tax evasion, going hand-in-hand with a U.S. mandate that foreign banks report back on Americans' holdings.
"These regulations, by requiring reporting of deposit interest to the IRS, will ensure that the IRS is in a position to exchange such information reciprocally with a treaty partner when it is appropriate to do so," the finalized April regulation said.
Emily McMahon, an acting assistant Treasury secretary, also said in March that critics were wrong to assume that the rule will cause foreigners to pull their funds out of U.S. banks, or that financial information would be shared with corrupt governments.
"Nonresidents have many reasons for depositing money in U.S. banks, including the strength and stability of our financial institutions and the quality of our regulatory supervision," McMahon wrote in a letter to the Miami Herald.
The IRS had pulled back on a similar regulation after it was proposed late in the Clinton administration.
Boustany's letter comes more than seven months after a previous message to Treasury, in which he expressed doubt that the then-proposed regulation would serve a "compelling tax collection purpose."
Because the federal government largely doesn't tax foreign-held deposits in U.S. banks, Republicans argue the rule is instead intended to help other countries with their collection process.
In his newest letter, Boustany also demands that Treasury support its assertion that the new regulation is not significant. That request comes as Republicans have spent much of this Congress blasting Democrats and the Obama administration for imposing excessive regulations that hurt the economy.
Lawmakers in Florida are among those particularly concerned about the rule, with all of the Democrats and Republicans in the Sunshine State delegation lobbying against the provision with the White House last year.
Sen. Marco RubioMarco RubioSenators introduce new Iran sanctions Senate intel panel has not seen Nunes surveillance documents: lawmakers With no emerging leaders, no clear message, Democrats flounder MORE and Rep. Bill Posey, both Florida Republicans, have introduced measures to roll back the reporting rule.
Rubio said the regulation would force billions of dollars out of Florida after it was finalized in April, and Posey said the administration should have better studied the economic impact of the regulation.
"They are basically telling foreigners that their money is no longer welcome in the United States," Posey said.
But liberal groups like Citizens for Tax Justice have said that the rule is but one step in battling money laundering, shell corporations, bank secrecy and the like.
And while GOP skeptics have expressed concern that the U.S. will exchange information with Mexico and Venezuela because it has tax treaties with those countries, administration officials have said they will only share with governments they believe can adequately keep that information confidential.
"We think you're going to find it reassuring in the sense that it's not going to carry the risk you're concerned about," Geithner told Rep. Mario Diaz-Balart (R-Fla.) at a March hearing.
In a statement sent on Friday, Treasury said that Venezuela had not met requirements under their treaty with the U.S. that requires not only confidentiality, but also that exchanged information is only used for the administration of tax laws.
"Accordingly, the United States does not, and has no plans to, exchange information with Venezuela," the department said.

subset: commoncrawl


text:
Authorities in Texas yesterday said they had received claims that a mass grave containing up to 30 bodies had been discovered.
The Liberty County Sheriff's Office was seeking a search warrant after a tip-off of a "violent crime scene" between Hardin and Daisetta, about 70 miles north-east of Houston.
A Sheriff's Department spokesman, Rex Evans, told the Associated Press his office received a report yesterday that there were bodies in the home. He told the Houston Chronicle that no bodies had been recovered shortly before 6pm local time. Local media had earlier reported the Sheriff's Office saying 25 to 30 bodies had been found, and CNN reported a federal source saying there were at least 20 bodies, including those of children, at the site.
"We only received information of a possible crime scene here at this location. Upon our arrival we determined that there was a need for a search warrant," said Captain Evans.
FBI spokeswoman Kim Barkhausen in Houston confirmed to Reuters that the FBI had been asked to help with the investigation, but would not elaborate. Sheriff's deputies had closed down a rural intersection at the scene.


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Tue May 29, 2012, 01:19 PM
Mugsy (1,773 posts)
Did Staples Founder & Romney friend toss Mitt a lifeline in exchange for criminal case dismissal?
After a bit of research, I came across some interesting Quid Pro Quo from Romney's time as governor:
As we all know, Romney, while working at Bain, provided "Tom Stemberg" with the venture capital necessary to start "Staples" in 1986 (I can't confirm, but it appears Romney and Stemberg were already friends at the time). Years later, after Romney became governor of Massachusetts, he was widely criticized for not preventing a November 2003 merger between Proctor & Gamble and Gillette that cost the state of Massachusetts 4,000 jobs. Months later, Stemberg... now the head of "Citizens Financial Group" and recently merged with "Charter One Bank"... threw Romney a lifeline, proposing a "jobs program" in which CFG offered Small Business loans at just 2.5% (the going rate at the time was 5.5%) to anyone promising to create "one job for every $25,000 borrowed". CFG appears to have agreed to assume ALL the risk, asking nothing in return. Naturally, the Romney administration jumped at the deal. The next year, CFG was indicted for "fraud" on an unrelated issue (see story at link below), and with my limited resources, I can find no verdict in the case nor if it even went to trial. To make matters worse, the year after that (2005), two former employees of CFG (and three others) were indicted for Insider Trading, profiting off advance knowledge of the "Charter One" merger which they learned from "a friend" still working at CFG. The verdict in that case was not passed (delayed?) until 2009. It all seems rather suspicious and should be followed up on. http://mugsysrapsheet.com/2012/05/28/romney-has-a-post-bain-record-lets-look-at-it/
4 replies, 1885 views
Always highlight: 10 newest replies | Replies posted after I mark a forum
Replies to this discussion thread
4 replies | Author | Time | Post |
Did Staples Founder & Romney friend toss Mitt a lifeline in exchange for criminal case dismissal? (Original post) |
Mugsy | May 2012 | OP |
pnwmom | May 2012 | #1 | |
AllyCat | May 2012 | #2 | |
monmouth | May 2012 | #3 | |
jenmito | May 2012 | #4 |
Response to Mugsy (Original post)
Tue May 29, 2012, 01:44 PM
AllyCat (9,911 posts)
2. Hmmm....how does something like this get investigated? Looks funny to me.
But then, everything with RMoney looks strange to me.
Response to Mugsy (Original post)
Tue May 29, 2012, 01:48 PM
monmouth (21,078 posts)
3. I would imagine Tweety would enjoy looking into this bit of news. He has a good staff..n/t
Response to Mugsy (Original post)
Tue May 29, 2012, 02:25 PM
jenmito (37,326 posts)


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Home Decor
Adding Style with Benches
For sheer versatility in serving a number of uses, it's difficult to imagine a more hardworking category of furniture than benches. For occasional seating, storing an extra blanket, or serving as a perch for guests' items, a bench can fill the job with style and panache.
Benches have such a wide variety of uses; you'll find them to be a helpful and beautiful addition to any room in your home. And they also the advantage of being easily moved, so you can quickly place your bench in a new location as your needs change. In addition, benches can also be graceful and beautiful to look at, so they enhance the overall look and feel of a room by making a stylistic statement.
It's really impossible to choose just one room where benches are most often found; these pieces of furniture are equally at home in any room. Starting from the entryway to the farthest bedroom or bathroom, a bench can add its weight in gold in terms of usefulness and appearance.
In an entryway, a bench provides an invitation for guests to come in and have a seat. But not only are entryway benches an indication of welcome, but they also provide the perfect spot to store a guest's coat or purse. A bench in the entryway can also offer a place for you to place your keys, mail, or a grocery bag as you arrive home from a long day out.
Moving into the other rooms of your home, a bench can provide elegant seating as a part of a conversation area in your living room. One of the best features of a backless bench is that it doesn't block the visual flow into a conversation area as would a sofa or chair with its back facing you. Benches can also provide excellent seating at a dining table; in fact, adding a bench to your dining room set creates visual interest and a bit of an eclectic look.
You'll also find that a bench is ideal for mimicking the inviting look of a window seat when you place it under a window. This function would work in any room, from a living room to a breakfast area to a home office or bedroom.
Speaking of bedrooms, benches are the perfect solution for holding extra blankets, a bedspread, or a duvet when it's time to sleep, and the convenient placement of these items means that making your bed the next morning is a piece of cake. You'll also find that the graceful lines of a bench can add to the feeling that you are creating in your bedroom, whether you are going for a peaceful and restful vibe or more of a romantic look.
post your comments
It's the funniest thing – we have a beautiful bench placed near the front door by the window. Everyday around 4:00 P.M. our dog Pinky jumps up on the bench to wait for my arrival. When I get home she jumps and twirls and yelps until I pick her up from her bench.
You can never have too many places to sit! Adding a bench is a great idea.
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Samurai Jack Intro - Remake Latino
Samurai Jack Opening remake by latin animators
4.40 / 5.00 7,667 ViewsIn this movie I tried to use some different styles of animating.
It shouldnt be too difficult understanding it after watching it for the second time.
Because of file size issues I split it into 2 parts, please watch and review them both as the same movie.
Most Excellent
Reminds me of The Ring and other gothic movies like that, very good.
Your work is awesome.
After I watched part 1, I immediately watched part 2. Since it is one story, you should put the two pieces together in one flash for those of us who have high speed internet connections. Anyhow, after I watched both parts, I checked out your other works. Sanctuary, The Origin of Love and The Tree. I could go on about how they're all great and that you have a talent to convey your imagination into your projects, but instead, I'll just say this: Make more.
some parts make me piss myself. I really freaked out at some parts, but it was a fantastic flash! such a great flash from a demented mind can made people go wow!
Scariest flash movie ever........
your going on my favorites for this :)
Neat Plot.
AS far as i see it, the imp eats a persons mind.
As it eats the pysche, trauma occurs to the pysche, causeing nightmare to happen. Then as he completely eat a section of the mind, the area goes blink. (Thats the creeping white noise)
The little girl is trying to escape from the damaged areas, but its too late, as the imp devoures here entire mind. Hence she wakes up as a zombie.
Think of that movie "Enternal Sunshine of the Spotless Mind"
Well, at least thats my take on it. Essay over, do i get a grade?


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SINC is pleased to extend a formal invite for the upcoming Boston IT Leaders Dinner taking place on April 25th, 2017 at Mooo… located at 15 Beacon Street, Boston, MA 02108.
The goal of the Dinner will be to foster great relationships with new peers in the Boston IT community, all while enjoying education and open discussion on progressing IT strategy through the new enterprise IT stack. The sections will be short, to the point, and moderated by attending CIOs/Senior Executives from today's leading technologists.
Boston IT Leaders Dinner Agenda – April 25th, 2017
Arrival (Refreshments available)
5:00pm – 5:30pm
TBD Welcome Activity
Session Begins
Introduction (10 minutes)
The peer executive will engage the audience for brief introductions and discuss the format and key take aways from the guided interactive conversation and dinner discussion.
Guided Interactive Conversation (35 minutes)
Business transformation and today's CXO
C-suite executives today need to embrace new software-defined business models for the evolving workplace and workforce that combine virtualization, mobility management, networking and SaaS solutions so businesses and people can work better together. We will look at challenges in education, adoption and hiring the right skill sets to support this inevitable change.
Leadership and building a culture of innovation
Big institutions are failing. But smart, inspired leaders can drive the changes needed across an organization to win in today's digital economy. What strategies are working? What companies are providing the partnership, collaboration and tools needed to support the process?
Developing the next generation IT leaders
The workplace has changed. And the millennial generation has expectations on where, when and how they work best….and it isn'y just about money. What do we as leaders need to do to attract, retain and cultivate our own successors?
Join your peers and visionaries from the IT industry for this executive guided interactive conversation to discuss the ingredients of the IT Organization.
Open Forum Discussion (45 minutes)
The discussion will be based on the list of challenges, problems discussed already and will take the format of group brainstorming and open discussion to come up with possible suggestions and solutions to common challenges at the Executive IT level. We will also touch on a variety of other topics, including, but not limited to:
Hiring and growing people with the right skill sets
New age datacenter technologies and product innovations
Modern application life cycle
Building a sustainable hybrid cloud strategy
Continuing to innovate with flat IT budgets
Dinner service
For additional information on the supporting company please see the following CNBC interview with Dheeraj Pandey, Nutanix CEO:
Dheeraj Pandey – CNBC Interview
Mooo… located on Boston's Beacon Hill, is a modern steakhouse adjacent to the luxurious XV Beacon Hotel. Chef/Owner Jamie Mammano uses his culinary expertise to create classic, yet modern steakhouse dishes. The warm modern décor provides a relaxed, sophisticated atmosphere. To learn more about the restaurant, please click the link below:
As a member of the Boston IT community we hope you will join us for this exciting Dinner and please confirm your attendance via the link below.


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Brand new construction building. Flooring is done. 35 Minutes to International Airport, Close to Thane, Mulund West Check Naka,to Mulund Station. Close to Eastern Express Highway and 30 to 40 mins from Western Express Highway. 2 lifts and 2 more coming up with Goods Lift. 1 Reserved Covered parking. Some of the renowned tenants in the building are LIC on 3 floors, Reliance Showroom on ground and first floor, Kelkar Attarwale. Facing East West. Square rectangular space. Close to Wochardt Hospital, Mulund Commerce College and ATM. Amenities/Features : Security personnel Power back up Rain water harvesting Power back up Fire alarm system Maintenance staff Water storage Food Court in R-Mall next to it.
You can understand below how far are you away from various conveniences like grocery shops, medical shops, bars, restaurants, clubs, malls, bus stops, railway stations, metro stations, schools and hospitals in Mulund West, Mumbai. These are important factors in the relocation process when you either buy or lease a property in Mumbai. This information is also very useful while you are relocating to a new location in Mumbai on Lease or Rent or buying a Real Estate for the first time in Mumbai. The walk score is very useful while searching both Residential and Commercial Properties in Mumbai. The walk score gives a score to each location and even shows you how far are the conveniences from each property listed on www.realestatemumbai.com in Mulund West, Mumbai.
Please fill in the Form below to set up a site visit for Office Space Office available on Leave and License/Rent in 360 Degrees Bussiness Park, LBS Marg, Next to R-Mall, Mulund West, Mumbai.
Team Real Estate Mumbai will immediate connect with you to set up a site visit.
Sample flats - Woo the Housewives My colleague Indu Sadh an accomplished housewife and a property advisor for 5 years in the business when started on could not relate to floor plans. She would b
Changing Lifestyles and Skyline of Mumbai Mumbai – The Financial Capital of India has been the center of attraction and a trendsetter for fashion, food, lifestyle and of course Housing in today's d
Non-Resident Indians usually plan for the future and for them getting in early in a project is vital * If you are going to a good branded developer, the risk is mitigated in a short span of time as s
Eastern Suburbs - The New Favourite for Home Buyers Eastern Suburbs have come out a long way and with numerous top Developers constructing in Chembur, Ghatkopar, Vikhorli, Kanjur Marg, Bhandup and


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Prepology: Simple definition, the art of survival and being in control of your future to the extent that you can! Life comes at us in both a predictable and un-predictable way and while you can shape it to some extent with the decisions that you make we are still just rolling the dice in the big game of life so lets put the odds in your favor. Oscar.... Your comments, stories or experiences are welcome.
Cabin Update: Main Floor T&G WIth A Twist.
Here is another angle from the ground, while we were up in the air we also go the logs wired for the two chandelier's and the fan that will go in the middle, also out of view is the location for the smoke detector. In the left hand beam we also have two light drops that will go over the island,
For insulation we are using an R-30 and above that we are using 1" Styrofoam that is just below the flange and leaves a 7/8'S gap for the ventilation to the ridge vent.
Some dumb guy doing insulation work, the BCI's are on 24" centers so it actually goes pretty fast. As always questions and comments are welcome so please do not hesitate and you can also see previous post's of this build on the update page here.
2 comments:
- Anna L. Walls said...
45 degrees sounds like it's own nightmare - I'd have thought of 90 degrees first myself but it does look nice and the zigzag aught to be really nice.
- April 29, 2011 at 9:21 PM
- Scott R said...
Hi Anna, actually by doing it at a rough 45 we did not have to worry about how it looked in relationship to the log, we had some up at a 90 and it just looked like it was running off at an odd angle because the log tapers. I think this was is actually easier because it disconnects it from the log and there is no clear line that doesn't look wrong and it is also a lot easier to scribe the end in to the log with the shorter end piece, but I tell ya I am glad I only have to do this once, lol. Appreciate you stopping by Anna and you have a great day.
- April 30, 2011 at 5:59 AM


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Washington County employees could reap the benefits of short-term disability insurance in the near future, as county officials listened to a pitch to adopt a county-wide plan on Monday.
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Auto Insurance Get A Quote Get a Quote Auto Insurance Home Insurance Personal Umbrella Boat Insurance ZIP Code is required. ZIP Code is not valid. We're sorry, coverage is not available using the ZIP Code provided. ZIP Code Retrieve a Saved Quote Already a Member? Retrieve a Quote Contact Us Find An Agent Agent Name OR ZIP Code FIND AGENTS NEAR YOU
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The general trademark of a manufacturer by which the consumer knows its products. A manufacturer can have multiple brand names. Some manufacturers license their brand names to other producers.
Product name:
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The brand's unique identifier for a product. Multiple product codes can be mapped to one mother product data-sheet if the specifications are identical. We map away wrong codes or sometimes logistic variants.
Hand-held camcorders allow you to record your own video and make photoshots. You can always have such cameras with you to record the important moments of your life and share them with friends or family. You can even make your own movie!
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created by Canon: a data-sheet is imported from an official source from a manufacturer. But the data-sheet is not yet standardized by an Icecat editor.
created/standardized by Icecat: the data-sheet is created or standardized by an Icecat editor.
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Long product name Canon MV600 0.8MP CCD:
The short editorial description of Canon MV600 0.8MP CCD
Camera MV600
Marketing text Canon MV600 0.8MP CCD
:The official marketing text of Canon MV600 0.8MP CCD as supplied by the manufacturer
All the benefits of digital filmingThe MV600 gives you all the benefits of digital filming and still images in an easy to use package. High image quality combined with the versatility only digital technology can offer, make this affordable camcorder irresistible.
800,000 pixel CCD with up to 18x Optical/360x Digital zoom
The lens technology, which Canon has been developing for 60 years means that whether you're recording videos or shooting VGA still images, all 800,000 pixels will make every image startlingly clear.
Packed with features and accessories
With the extensive features and accessory range of the MV600, you'll have no excuse for missing the perfect filming opportunity. The Night Mode lets you film in low light conditions.
Multi Architecture Camera System (MACS) means every output is optimised.
Everything you record with the MV600 is routed to the appropriate storage media with the best possible results. For instance, videos are sent on the optimum route to miniDV tapes.
With DV Messenger, you can link up with another camcorder, anywhere in the world.
The MV600 comes complete with DV Messenger software, a service you can use in conjunction with Windows Messenger available on Microsoft Windows XP®. DV Messenger enables you to exchange files and have live conversations using your camcorders as webcams.
Short summary description Canon MV600 0.8MP CCD:
This short summary of the Canon MV600 0.8MP CCD data-sheet is auto-generated and uses the product title and the first six key specs.
Canon MV600, 0.8 MP, CCD, 25.4 / 6 mm (1 / 6"), 18x, 360x, Mini-DV
Long summary description Canon MV600 0.8MP CCD:
This is an auto-generated long summary of Canon MV600 0.8MP CCD based on the first three specs of the first five spec groups.
Canon MV600. Total megapixels: 0.8 MP, Sensor type: CCD, Optical sensor size: 25.4 / 6 mm (1 / 6"). Optical zoom: 18x, Digital zoom: 360x. Camcorder tape type: Mini-DV. Display diagonal: 6.35 cm (2.5"), Display: LCD. Viewfinder screen size: 0.33"
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Image sensor
Total megapixels*
A megapixel (MP or Mpx) is one million pixels, and is a term used not only for the number of pixels in an image, but also to express the number of image sensor elements of digital cameras or the number of display elements of digital displays. For example, a camera that makes a 2048 × 1536 pixel image typically uses a few extra rows and columns of sensor elements and is commonly said to have "3.2 megapixels" or "3.4 megapixels", depending on whether the number reported is the "effective" or the "total" pixel count (as opposed to the 2048 × 1536 = 3,145,728 finished image pixels).
Sensor type*
A sensor is a convertor than measures a physical quality (light, temperature etc.) and displays this electronically on a device.
Optical sensor size
Optical sensors are electronic detectors that convert light, or a change in light, into an electronic signal. They are used in many industrial and consumer applications e.g. lamps that turn on automatically in response to darkness. Optical sensors come in many sizes.
Lens system
Optical zoom*
Indicates the optical zoom capacity, which is the number of times that the picture can be enlarged with the optics of the camera.
Digital zoom*
Indicates the digital zoom capacity, the number of times that the picture is enlarged thanks to digital technology.
Camcorder tape type*
The type of tape used to record images from a camcorder, e.g. VHS, Video8.
Display diagonal*
Size of the display for this product, measured diagonally, usually in inches.
6.35 cm (2.5")
The description of display that can includes display type, resolution, size etc.
Viewfinder screen size
Ports & interfaces
S-Video out
The port (socket) where the output for the S-Video is connected.
S-Video in
DV port
Allows to send digital video from the computer to the camcorder and record back onto tape.
Battery technology
The type of battery in the device, e.g. nickel–cadmium (NiCd).
Lithium-Ion (Li-Ion)
Operational conditions
Operating temperature (T-T)
The minimum and maximum temperatures at which the product can be safely operated.
Weight & dimensions
The measurement or extent of something from side to side.
58 mm
The distance from the front to the back of something.
103 mm
The measurement of the product from head to foot or from base to top.
147 mm
Weight of the product without packaging (net weight). If possible, the net weight is given including standard accessories and supplies. Please note that sometimes the manufacturer leaves out the weight of accessories and/or supplies.
520 g


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Forum | Topics | Replies | Last Post Info | |
The Ballad of Gay Tony
For discussion of everything relating to the second downloadable content pack for Xbox 360, dropping October 22nd on the Xbox Live Marketplace. |
10 | 138 | Sep 1 2009, 12:07 PM In: IGN Hands-on Article By: LMOZ91 |
The Lost and Damned
For discussion of everything relating to the Lost and Damned downloadable content for XBox 360. WARNING: Forum may well contain spoilers. Read at your own risk. |
71 | 567 | Sep 6 2009, 02:02 PM In: i need help By: burland |
Discuss the gameplay and the story, ask for help on missions, share your opinions, and just about everything else that doesn't fit in any of the other forums. If you're missing a small amount of percentage (e.g. 1.25%), try reading our 100% Completion Breakdown Guide before asking about it on the forums. WARNING: Forum may well contain spoilers. Read at your own risk. |
1,154 | 10,678 | Sep 8 2009, 06:20 PM In: GTA IV rebirth... By: TheAnalogKid2112 |
Hints N' Finds
Go nuts and tell everyone what you found in the game! Glitches? Secrets? Tips and Tricks? Post them here, who knows, if they're new and good they may well be posted on the site! WARNING: Forum may well contain spoilers. Read at your own risk. |
352 | 3,604 | Sep 7 2009, 04:02 PM In: getting people arrested By: bOnEs |
Multiplayer Discussion
Discuss everything to do with the multiplayer element of GTA4 - share your ideas, boast about your stats, arrange meet-ups with other members, etc. Roam free in the city, race against other players or work together for the mafiya, there's everything to be had in this 16-player battleground! |
243 | 2,572 | Sep 8 2009, 06:54 PM In: Zombies Vs Humans By: Ex-PS Fanboy |
GTA 4 PC Discussion
For all discussion related to GTA 4 on PC. |
129 | 694 | Sep 5 2009, 10:58 AM In: well... that was pretty soon f... By: djnefilim |
Downloadable Content / Next GTA Discussion
If you've got an opinion on what should be in GTA4's downloadable content, or want to discuss the possibilities for the next game which will follow Grand Theft Auto IV, do it here! |
109 | 1,623 | Sep 7 2009, 04:00 PM In: What if in Agent.... By: bOnEs |
GTA4 Guides
All guides for GTA4 will be posted here and shown on our website. You will be able to add comments to guides if you have anything useful to input, otherwise we recommend you use the GTA4 Guides Section on the website to read any of the guides. |
139 | 348 | Aug 22 2009, 05:12 PM In: A Dish Served Cold By: mikam99 |
Lo-Fi Version | Time is now: 30th March 2017 - 10:46 PM |


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by Carlo Santos, Feb 23rd 2010Chu-Bra!!
Episodes 1-5 streaming
Synopsis: | |||
It may be Nayu Hayama's first day at middle school, but there's at least one subject where she's already highly advanced: underwear. That's because her older stepbrother is in the business of designing such clothing, and so Nayu knows more about bras and panties than any normal human being ought to. This raises the suspicions of Nayu's classmates, who think she's some kind of pervert, but her honest attitude wins her at least two new friends—flat-chested Yako and busty Haruka. With some encouragement, Nayu decides that she wants to start an Underwear Club at school, to help other girls understand a subject that is usually only discussed in hushed tones or not at all. However, Nayu's good intentions may be all for naught when mischievous boys and prudish teachers look to sabotage her plans. |
Review: |
What is there to say about a show that dishes out a pantyshot before it even gets to the opening credits? That's the kind of forthrightness one can expect in Chu-Bra!, which also goes by the title of "If you people like schoolgirl panties so much, then here's a series about nothing but schoolgirls and their panties, and to hell with the story." Or rather, it's the underwear that is the story. As a result, we get something that is not only a skeevy fanservice festival, but also a semi-educational piece about young women's clothing, making it one of the strangest offerings in recent anime history. It's true that girls have plenty to learn about their bodies when puberty sets in, but does anyone seriously think they're going to learn it from a production like this? In fact, the only thing that's gleaned from these first few episodes is that openly discussing one's undergarments and private parts is still not accepted in polite society, no matter how liberated and open-minded you fancy yourself to be. That's the culture clash that Nayu faces, and it's also the primary source of the series' supposed humor—oh look, here she is grabbing her friends' breasts, or flipping up their skirts, or chattering loudly about how to determine proper cup size. It may all be for the educational purposes of learning how to pick out the right size of underwear, but it's still crass, and really not that funny. In addition, the high quantities of fanservice—undressing scenes, upskirt shots, and boob jokes—quickly grow tiresome. In most other series, this kind of eye candy is something that supplements the main story, but here, it becomes the story itself, which is like having all icing and no cake. Despite the embarrassing subject matter, however, Chu-Bra! does deserve some points for at least trying to develop a narrative. The first two episodes go nowhere, but the eventual formation of the Underwear Club, their first gathering, and the resulting fallout provide some semblance of a plot. Nayu also goes through a handful of emotional ups and downs in the process, and the flashbacks about her grandmother—from whom she learned an appreciation for the finer points of underwear—are actually quite heartfelt. (Less convincing are the relationships with her classmates, who were clearly chosen for their breast size and not for character dynamics.) In another parallel universe, this show may in fact be a touching coming-of-age tale—but here it chooses to appeal to the prurient interest, which pretty much seals its fate. Now, if inappropriately dressed teenage girls are to be Chu-Bra!'s fate, then that must mean all the characters are attractive to look at, right? Well ... this one does offer various forms of eye candy—Nayu's got the glasses fetish covered, there's Yako for all the flat chest lovers, and Haruka for guys who like them big—but the simplified art style stops them from reaching their full fanservice potential. Sorry, but slapping some racy underwear on a cartoon kid with no curves doesn't automatically make her sexy. And it's not just in the weak character designs where artistic limitations are evident: the backgrounds look just like every other Japanese school of the last couple of decades, and the animation technique, although passable, is clearly geared toward cutting as many corners as possible. The series does pull off a handful of high-speed visual gags, but most of them are in the lowbrow cheap-shot category, like using metaphorical imagery for breasts, or having a character switch to chibi mode as she throws a fit. Also, just in case anyone doesn't get their fill of bras and panties in each episode, there's also plenty to be found in the opening and ending sequences, which basically remind us what the show is about while also serving up a liberal dose of hyper bubblegum pop. The soundtrack, however, shows surprising restraint during the episodes themselves, with only a handful of comedy scenes resorting to peppy, high-speed tracks. If anything, it's the ballad instrumentals during the family and friendship scenes that leave a stronger impact; this poignant musical background helps the series maintain some kind of emotional core despite all the underwear shenanigans. From the premise alone, Chu-Bra! sounds like one of those things that ought to send any discerning viewer into an apoplectic rage: this is the end of anime as we know it, and how did this ever get financed, and what on earth is wrong with society anyway. Yet there are moments when the show's earnest qualities soften that rage, moments when it seems as if it's not purposely trying to be tasteless—it simply doesn't know any better. Just like the main character, really. She's facing the everyday challenges of growing up, trying to understand her place in the world, trying to make sense of her changing heart, mind, and body ... all in the context of underwear. Underwear worn by plain, stereotypical characters. Between the ages of 13 and 15. And their clothes keep coming off, and they keep getting groped, and the camera keeps peeking up their skirts. Wait, you know what? It looks like that rage is justified after all. |
Grade: | Production Info: | |||
Overall : C-
Story : D
Animation : C
Art : C
Music : C+
+ Makes an effort to build a coming-of-age story and impart some useful facts, despite a questionable premise. |
Full encyclopedia details about |
discuss this in the forum (26 posts) |


text: Cam Newton Didn't Want To Put A Lot Of Pressure On His Kid, So He Named Him ChosenTom Ley1/08/16 4:10pmFiled to: cam newtonbabiescarolina panthersspawnnflchosen1229EditPromoteShare to KinjaToggle Conversation toolsGo to permalinkCam Newton recently became a father, and revealed that his son's name is Chosen. Why that name? In part, because Newton didn't want his kid to have to live with the pressure of being named Cam Newton Jr.AdvertisementNewton explained his decision to name the kid Chosen during his press conference today (at about the five-minute mark of this video):I wanted something that would be masculine, but unique. I'm not a big fan of juniors, and every person that I've had this conversation with, I say, "I didn't want him to have the pressure of being a junior," and then they reply with, "What the hell do you think Chosen is gonna bring?"Your friends make a valid point, Cam.AdvertisementPhoto via GettyReply122 repliesLeave a reply


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The latest gem from HBO, this offbeat sitcom stars Jason Schwartzmann as an author who sets himself up as an unlicenced detective, and then bumbles through cases alongside his neurotic friend, Zac Galifianakis, and a high-living magazine editor, Ted Danson.
The series' knowing, Brooklyn hipness is balanced by the fact that it's as warm as it is cool, so to speak, with a sweetness that's rare in today's TV comedy.
- More about:
- Retail
- Warner Bros


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Since it was first established, Roman has developed a strong identity as a design led and fashion forward retailer. Our business is fast paced, exciting and aspirational, with our passion and enthusiasm reflected in the brand.
" Jacket length " Sleeve length
Free Uk Delivery - Ends...
This padded coat is ideal for when the temperatures start to cool. A versatile style that can be thrown over any winter ensemble, this coat is sure to be your reliable favourite.


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Sunday, October 31, 2010
Oregon widens gap in AP and Coaches Poll
• ESPN reports that the Ducks have picked up additional first place votes in both polls.
In their third consecutive week as AP's No. 1, the Ducks reached a new high for first-place votes (49) and points (1,487) from the media panel after a decisive 53-32 victory at USC on Saturday night.
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Toughened Duralex Provence Glass Tumbler 5.6oz / 16cl
In Stock
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In Stock
Duralex Provence Glass Tumbler.
Bring a little bit of France to your establishment with this Duralex Provence glass tumbler. Manufactured with shock resistant thermal glass, this tumbler is freezer, microwave and dishwasher safe.
During the manufacturing process, the glass is heated to around 700ºC before it is suddenly cooled by cold air ventilation.
The process not only gives the finished product a perfect transparency and lasting clarity, it makes it practically unbreakable as well. Duralex glassware is at least 2.5 times more shock and chip resistant than ordinary glassware, making it perfect for everyday use. The tempering process also improves the glassware's thermal properties. Duralex products can withstand thermal shock of 130oC, while ordinary glass breaks from thermal shock at about 40oC.
Once described as 'the ultimate drinking vessel created by man', the famous Duralex glasses are just as popular now as when they were first manufactured. Steeped in history and with a retro vibe the Duralex glasses create a nostalgia feel reminiscing of old school days. Suitable for hot and cold drinks and extremely tough, the iconic Duralex glasses are great for schools, cafes, pubs, bars & restaurants.
Key Features:
Size: 5.6oz / 16cl
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Free shipping on all orders over £50
(excludes highlands and islands.)


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Takao | Atago |
Maya | Chokai |
What makes these ships cool? Well, as one of my reference books puts it, their "massive bridge structure, complete with "greenhouses" at the three upper levels, would not have disgraced a battleship. Not surprisingly, this class proved to be somewhat top-heavy..." Overall, this was a very successful design: fast, and heavily armed. Their main gun armament of 10 x 8" guns was a barrel heavier than most U.S. CAs, and two barrels more so than the Brits (though admittedly the firing arcs for Turret #3 were pretty poor). And their torpedo battery of 16 x 24" tubes gave them an additional punch that no Allied cruiser could come close to matching. Having torpedo-armed cruisers turned out to be a major advantage in night fighting. Chokai was flagship at the first major battle near Savo Island, when Vice Admiral Mikawa delivered the most brutal butt-kicking to the U.S. Navy it has ever had the misfortune to receive in a straight-up fight.
Again, for the serious Japanese naval buff, a must-have book is Janusz Skulski's "The Heavy Cruiser Takao," which was published in 1994 and is sold in the U.S. by the Naval Institute Press. Even more preposterously comprehensive than his earlier work on Yamato, this book should quench the thirst of even the most obsessive detail freaks.
Year Completed | Takao: 1932 Atago: 1932 Maya: 1932 Chokai: 1932 |
Displacement | 15,781 tons |
Dimensions | 661'9" x 68'0" x 20'9" |
Speed | 34 knots |
Armament |
10 x 8"/50 8 x 5"/40 DP up to 66 x 25mm AA 16 x 24" TT |
Crew | 773 |
Additional Info
Atago Tabular Record of Movement (TROM)
Takao Tabular Record of Movement (TROM)
Chokai Tabular Record of Movement (TROM)
Maya Tabular Record of Movement (TROM)
Links From Related Partner Sites
Takao-class Heavy Cruiser
* Atago
* Takao
* Chokai
* Maya
See all 25 photos of Takao-class Heavy Cruiser on WW2DB


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University of Missouri
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mu extension > Agriculture > Animals > Dairy animals > Feeding > M181 19 of 31
New February 2012
M181, Dairy Grazing: Selecting the Right Forage
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Warm-season grasses
Pearlmillet is an annual warm-season grass that produces most of its forage during midsummer. Other millets, such as proso, foxtail, Japanese or German, are often used in silage or hay mixtures, but they produce less forage and have a shorter grazing season than pearlmillet. Pearlmillet is an excellent choice for warm-season pasture in the Ozarks because it tolerates acidic soils and drought. Pearlmillet can produce 8,000 to 12,000 lb/acre of forage when harvested to a 6- to 10-inch stubble after accumulated growth reaches a height of 18 to 30 inches. Unlike sorghum-sudangrass, it does not contain prussic acid. It responds well to split applications of nitrogen at establishment and then again after the first grazing. Pearlmillet is a nitrate accumulator when water is lacking. It should be tested for nitrate levels before grazing during or immediately after a drought.
Yield distribution of pearlmillet in Missouri.
Seed head
Collar region


text: This Store Is a SubmarineKwame Opam6/18/11 2:00pmFiled to: DesignMollusk at VoyagerJohn McCambridgeJay NelsonSurfingClothesShopsSubmarines8EditPromoteShare to KinjaToggle Conversation toolsGo to permalink There honestly aren't enough submarines in everyday life. Don't give me that their cramped or uncomfortable. They're awesome. So, with a child's eyes, wouldn't you want to live in one? Work in one? Or maybe buy cool shit in one? Advertisement John McCambridge and his art partner Jay Nelson came up with the idea for "Mollusk at Voyager" almost as a flight of fancy. Because why not buy shirts and surfboards in a big wooden submarine? It's part of the larger Voyager mall in the Mission district of San Francisco, serving as something of a "permanent street fair." It even has a periscope:They started by using 2×2′s to construct the shell of the sub, inspired by the skeleton of a whale... The sub is lined with windows, which look out into a blue painted wall that really makes it feel like you're underwater. There's a hatch on the top, and a bunk bed along the left side of the sub. Dominating the interior is a periscope, which you can (and should) look into.I almost wish I could live inside it. Every house needs a periscope. [The Scuttlefish, 7x7] Reply8 repliesLeave a reply


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Games | Play free online games! |
Soccer Special
>Farm Soccer
Farm Soccer
Play with your own profile by registering yourself for this fun game. You can also play as guest, but your scores and account will not be saved then.
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Farm Soccer
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It's easy to get bored on a farm, but this farmer has found the answer! Help him score a goal in every single level by aiming with your mouse. Will you be able to achieve the highest scores?Controls
Aim (click to shoot) | |
Restart level |
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