Major General Benjamin Butler in the Civil War

Born at Deerfield, NH on November 5, 1818, Benjamin F. Butler was the sixth and youngest child of John and Charlotte Butler. A veteran of the War of 1812 and the Battle of New Orleans, Butlers father died shortly after his sons birth. After briefly attending the Phillips Exeter Academy in 1827, Butler followed his mother to Lowell, MA the following year where she opened a boarding house. Educated locally, he had issues at school with fighting and getting into trouble. Later sent to Waterville (Colby) College, he attempted to gain admission to West Point in 1836 but failed to secure an appointment. Remaining at Waterville, Butler completed his education in 1838 and became a supporter of the Democratic Party. Returning to Lowell, Butler pursued a career in law and received admittance to the bar in 1840. Building his practice, he also became actively involved with the local militia. Proving a skilled litigator, Butlers business expanded to Boston and he gained notice for advocating the adoption of a ten-hour day at Lowells Middlesex Mills. A supporter of the Compromise of 1850, he spoke out against the states abolitionists. Elected to the Massachusetts House of Representatives in 1852, Butler remained in office for much of the decade as well as attained the rank of brigadier general in the militia. In 1859, he ran for governor on a pro-slavery, pro-tariff platform and lost a close race to Republican Nathaniel P. Banks. Attending the 1860 Democratic National Convention in Charleston, SC, Butler hoped that a moderate Democrat could be found that would prevent the party from splitting along sectional lines. As the convention moved forward, he ultimately elected to back John C. Breckenridge. The Civil War Begins Although he had shown sympathy to the South, Butler stated that he could not countenance the regions actions when states began to secede. As a result, he quickly began seeking a commission in the Union Army. As Massachusetts moved to respond to President Abraham Lincolns call of volunteers, Butler used his political and banking connections to ensure that he would command the regiments that were sent to Washington, DC. Traveling with the 8th Massachusetts Volunteer Militia, he learned on April 19 that Union troops moving through Baltimore had become embroiled in the Pratt Street Riots. Seeking to avoid the city, his men instead moved by rail and ferry to Annapolis, MD where they occupied the US Naval Academy. Reinforced by troops from New York, Butler advanced to Annapolis Junction on April 27 and reopened the rail line between Annapolis and Washington. Asserting control over the area, Butler threatened the states legislature with arrest if they voted to secede as well as took possession of the Great Seal of Maryland. Lauded by General Winfield Scott for his actions, he was ordered to protect transport links in Maryland against interference and occupy Baltimore. Assuming control of the city on May 13, Butler received a commission as a major general of volunteers three days later. Though criticized for his heavy-handed administration of civil affairs, he was directed to move south to command forces at Fort Monroe later in the month. Situated at the end of the peninsula between the York and James Rivers, the fort served as a key Union base deep in Confederate territory. Moving out from the fort, Butlers men quickly occupied Newport News and Hampton. Big Bethel On June 10, more than a month before the First Battle of Bull Run, Butler launched an offensive operation against Colonel John B. Magruders forces at Big Bethel. In the resulting Battle of Big Bethel, his troops were defeated and forced to withdraw back towards Fort Monroe. Though a minor engagement, the defeat received a great deal of attention in the press as the war had just begun. Continuing to command from Fort Monroe, Butler refused to return fugitive slaves to their owners claiming that they were contraband of war. This policy quickly received support from Lincoln and other Union commanders were directed to act similarly. In August, Butler embarked part of his force and sailed south with squadron led by Flag Officer Silas Stringham to attack Forts Hatteras and Clark in the Outer Banks. On August 28-29, the two Union officers succeeded in capturing the fort during the Battle of Hatteras Inlets Batteries. New Orleans Following this success, Butler received command of the forces that occupied Ship Island off the Mississippi coast in December 1861. From this position, he moved to occupy New Orleans after the citys capture by Flag Officer David G. Farragut in April 1862. Reasserting Union control over New Orleans, Butlers administration of the area received mixed reviews. While his directives helped check the annual yellow fever outbreaks others, such as General Order No. 28, led to outrage across the South. Tired of the citys women abusing and insulting his men, this order, issued on May 15, stated that any woman caught doing so would be treated as a woman of the town plying her avocation (a prostitute). In addition, Butler censored New Orleans newspapers and was believed to have used his position to loot homes in the area as well as improperly profit from the trade in confiscated cotton. These actions earned him the nickname Beast Butler. After foreign consuls complained to Lincoln that he was int erfering with their operations, Butler was recalled in December 1862 and replaced with his old foe, Nathaniel Banks. Army of the James Despite Butlers weak record as a field commander and controversial tenure in New Orleans, his switch to the Republican Party and support from its Radical wing compelled Lincoln to give him a new assignment. Returning to Fort Monroe, he assumed command of the Department of Virginia and North Carolina in November 1863. The following April, Butlers forces assumed the title of Army of the James and he received orders from Lieutenant General Ulysses S. Grant to attack west and disrupt the Confederate railroads between Petersburg and Richmond. These operations were intended to support Grants Overland Campaign against General Robert E. Lee to the north. Moving slowly, Butlers efforts came to a halt near Bermuda Hundred in May when his troops were held by a smaller force led by General P.G.T. Beauregard. With the arrival of Grant and the Army of the Potomac near Petersburg in June, Butlers men began operating in conjunction with this larger force. Despite Grants presence, his performance did not improve and the Army of the James continued to have difficulty. Positioned north of the James River, Butlers men had some success at Chaffins Farm in September, but subsequent actions later in the month and in October failed to gain significant ground. With the situation at Petersburg stalemated, Butler was directed in December to take part of his command to capture Fort Fisher near Wilmington, NC. Supported by a large Union fleet led by Rear Admiral David D. Porter, Butler landed some of his men before judging that the fort was too strong and the weather too poor to mount an assault. Returning north to an irate Grant, Butler was relieved on January 8, 1865, and command of the Army of the James passed to Major General Edward O.C. Ord. Later Career Life Returning to Lowell, Butler hoped to find a position in the Lincoln Administration but was thwarted when the president was assassinated in April. Formally leaving the military on November 30, he elected to resume his political career and won a seat in Congress the following year. In 1868, Butler played a key role in the impeachment and trial of President Andrew Johnson and three years later wrote the initial draft of the Civil Rights Act of 1871. A sponsor of the Civil Rights Act of 1875, which called for equal access to public accommodations, he was angered to see the law overturned by the Supreme Court in 1883. After unsuccessful bids for Governor of Massachusetts in 1878 and 1879, Butler finally won the office in 1882. While governor, Butler appointed the first woman, Clara Barton, to an executive office in May 1883 when he offered her oversight of the Massachusetts Reformatory Prison for Women. In 1884, he earned the presidential nomination from the Greenback and Anti-Monopoly Parties but fared poorly in the general election. Leaving office in January 1884, Butler continued to practice law until his death on January 11, 1893. Passing in Washington, DC, his body was returned to Lowell and buried at Hildreth Cemetery. Sources Civil War Trust: Major General Benjamin ButlerUnversity of Cincinnati Libraries: Benjamin ButlerEncyclopedia Virginia: Benjamin Butler

Third World Debt Essay - 1151 Words

Third World Debt In 1957, Ghana, a promising and growing African country, had a higher gross national product than the East Asian country of South Korea. Presently, however, South Korea is an industrial powerhouse- one of the ‘four dragons’ of Southeast Asia, while Ghana’s development is on a landslide- its gross national product is lower than it was at independence. This sort of economic development discrepancy between Asia and Africa is†¦show more content†¦However, East Asia has avoided heavy external debt through successful debt control and management policies. As a result, the extensive burden of a large debt is not of major concern to East Asian countries, allowing them to focus on economic development. Furthermore, in terms of economics, Asia has managed to diversify its economic sectors, not relying on a single commodity or raw material. For example, the oil rich country of Indonesia used its significant profits from the oil boom in the 1970’s to actually invest in other industries so it would not be susceptible to price shocks in oil. The African country of Nigeria, also rich in oil, used its profits to borrow heavily, increasing their debt and oil dependency. Nigeria’s economy is reliant on oil for 95 percent of its export earnings and 80 percent of its budget receipts. Therefore, a price shock in oil has devastating effects on Nigeria, while Indonesia is able to reduce and possibly avoid these ramifications. Impractical debt management and the dependency on single sectors are major reasons why Africa lags well behind Asia in economic development. The African-style of governing and continuing problems with corruption also greatly hinder growth. 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Theoretical and Practical Knowledge free essay sample

Part three, Conceptual Framework of the study, presents the pattern upon which the study is anchored. Part four, Statement of the Problem, gives the general and specific problems to be answered by the researcher. Part five, Assumption and/or Hypothesis enumerates the specific problems and/or what is to be existing. Part six, Definition of Terms, gives the conceptual and operational meaning of the important terms use in the study. Part seven, Significance of the Study, cites from the benefits that could be derived from the results of the study. Part eight, Delimitation of the Study, specifies the scope and coverage of the study. Background of the Study People are the greatest resource of every country and the most effective agents of change, however, unless the people are equipped with essential knowledge, skills and right attitudes, these capabilities can never be a reality. To become effective agent and manager of change, people must be educated. They must be equipped with the knowledge, skills and right attitudes and values not only to function and live well in society, but also to be creative, productive and useful citizens of the country. These capabilities are most effectively developed in people through education. Camarao, 1991). According to President Ramos (1995), human resources development is a primary concern in the quest for global competitiveness. In fact the government must enhance and sharpen the people’s capabilities in order to cope with fast changing global environment particularly in the field of education. The twenty-first century is upon us, and it is becoming clear with it, will come scientific and technical advances that will continue to change many things. All aspects of our culture are already being affected by the â€Å"computer revolution†. People are being continually influenced as technology changes our educational system, economy, social system, government, job opportunities, and creative expressions. Unless you intend to be a hermit, computers will affect you. In order to prepare our selves for this highly technical twenty-first century, individuals need to be technically literate and familiar with the tools of the day-electronics computers. Some experts think that, eventually, the person who does not know how to use a computer will be just as handicapped in performing his or her job as the person today who cannot read. With this considerations, the researcher are inspired to conduct a study that would determine the theoretical and practical knowledge in computer of the third year Bachelor in Secondary Education students who are majoring Computer Education. Review of Literature A computer is an electronic device designed to manipulate data so that useful information can be generated. It is a machine in many ways similar to other machines. It runs on electricity. It contains number of parts that work together. It is designed to perform certain tasks. As a tool, the computer has greatly influenced the amounts and kinds of knowledge that people most have. The computer ability to help answer questions, gain information and solve complex problems has created a society dependent upon computer technologies. Today, basic skills in computing are becoming necessary for job equality. Computer literacy is a term use to describe a general understanding of electronic computing. The skills needed to be considered â€Å"computer literate† change with each new development in the technology. Since their introduction in schools in the early 1980s computers and computer software have been increasingly accessible to students and teachers in classrooms, computers labs, school libraries, and outside of school. By the mid-1990s there were about 4. 5 million computers in elementary and secondary schools throughout the United States. Schools buy Macintosh and IBM – compatible computers almost exclusively, although nearly half of their inventory is composed of computers based on older design such as the Apple lle. Students spend on the average an hour per week using school computers. Computers can be used for learning and teaching in school in at least four ways. First, learning involves acquiring information. Computers-especially linked to CD-ROMs and videodisks that electronically stores thousands of articles, visual images, and sounds-enable students to search the electronic equivalent of an encyclopedia or a video library to answer their own questions or simply to browse through a maze of fascinating and visually appealing information. Second, learning involves the progressive development of skills like reading and mathematics-skills that are basic academic enablers. Software called â€Å"Computer-Assisted Instructions†(CAI) poses questions to students and compares each answer with a single correct answer. Typically, such programs respond to wrong answer with an explanation and another, similar problem. Sometimes CAI programs are embedded in an entertaining game like context that holds students interest and yet maintains student attention on academic work. Most CAI programs cover limited materials, but some large-scale, multiyear reading and mathematics curricula have been developed. Third, learning involves the development of a wide variety of analytic competencies and complex understanding. Computers help students attain those goals through software such as word processors (to clarify concepts and examine conjectures in mathematics), electronic painting and computer-assisted drafting (CAD) programs, music composition programs, simulations of social environments and programs that collect data from science laboratory equipment and aid in its analysis. Finally, a large element in learning is communicating with others finding and engaging an audience with one’s ideas and questions. Several type of computer software can be used in schools for communications: desktop publishing and image-editing software for making professional-quality printed materials, computer programming languages such as HyperCard for creating interactive computer exercises, and telecommunications software for exchanging ideas at electronic speeds with students in other classrooms all over the world. In spite of the variety and power of education related computer software, surveys have shown that students are still using school computers primarily within a limited range of the possible computer applications – mainly to practice basic language and math skills and to learn about computers and computer software. This is very similar to how students used the first school microcomputers back in the early 1980s. The major change between the 1980s, and today in computer use has been a reduced emphasis on teaching students to program computers and an increased emphasis on teaching word processing and similar computer applications. Only a small percentage of secondary school classes in regular subjects (Math, English, and Science) provide students with substantial experience in using computers. More elementary school students use computers than do high school students, but their use is somewhat less extensive. Even high school students experience computers mostly as another set of skills to master, rather than using them productively to accomplish understanding and to demonstrate competence in other subjects. There are several reasons why most students’ use of school computers is so limited in time and variety. The number of school computers, although still growing, is small compared with the number of students present in schools (roughly one to ten). Schools continue to locate a majority of their computers in specialized, teacher-shared spaces like computer labs in order to enable as many students as possible to have some experience in using computers, but this these practice impedes integrating computers into other learning activities. Most regular classrooms, if they have any computers at all, have only one or two, which precludes orchestrating computers access for entire classrooms of students. Another problem is the limited capacity of most school computers. Apart from the many older computers in school, even many of the newer models have limited processing power, inadequate computer memory, and a lack of storage capabilities such as hard disk drives and CD-ROM player. Consequently much of the most recently produced, most sophisticated software cannot be used on most schools computers. In addition, most teacher-with responsibility for teaching five classes of students or for teaching many different subjects-do not have the time to learn how to use a wide variety of types of software in their teaching. The more complex the software, the more difficult it is for teacher to learn to manage its use. Finally, the cost of both computer hardware and software is much greater than the cost of traditional teaching and learning materials. As a result of the difficulties that schools have had in exploiting the potential of the computer technology, some critics see computer education as merely the latest in a series of unsuccessful attempts to revolutionize education through the use of audio-and visually oriented non print media. For example, motion pictures, broadcast televisions, filmstrips, audio recorders, and video types were all originally heralded for their instructional potential, but each of these ultimately became a minor classroom tool alongside conventional methods. Supporters believe, however, that computers are a much more powerful learning medium than the instructional devices that preceded them. They cite the essential interactive nature of using computers programmed to provoke decision-making and manipulations of visual environments. Learning tasks can become more individualized, enabling each student to receive immediate feedback. Experts say that having students work collaboratively on computers leads to greater initiative and more autonomous learning. Proponents also argue that because computers are so pervasive in society and provide access to a world of information through the INTERNET, â€Å"computers literacy† is itself a worthy goal. Today, people have made computers and technologies to be apart of their lives. These make peoples’ lives easier and more comfortable. They used these technologies in houses, offices, schools and in many other place and circumstances that need faster, more reliable and accurate results. But then, these high technologies were not constant, they tend to change from time to time. These intensifying changes must be cope up by the people. And in order to prepare the people to meet the challenges and opportunities of an information and technology-rich world, the course computer education was developed and designed to help students: †¢ Effectively utilize appropriate technologies for the completion of multi step task; †¢ Communicate and interact successfully with others in various environments; †¢ Demonstrate the interpersonal, teamwork, and leadership skills necessary to function in diverse settings; †¢ Manage data from variety of areas to make wise decisions; †¢ Utilize analytical tools in order to understand and implement appropriate problem solving strategies; †¢ Develop career awareness and related skills; The expanded secondary education course of study fosters the responsible use of technology and information to solve problems, to create quality products, and to prepare all students to be lifelong learners and productive citizens’ of the 21st century. Conceptual Framework This study will attempt to verify whether there is a significant difference in the theoretical and practical knowledge in computer of the Bachelor in Secondary Education students major in Computer Education when grouped as to: age, gender, and when taken as a whole. It will be evaluated in terms of their grades that will be given to them by their instructor and professors in computer. It is, therefore, normal to expect that those who are good theoretically will also perform well in computer manipulation. Since there are other factors that may affect the students’ performance, this expectation remains to be seen. Verification of this can only be done through research rather than speculations. As shown in Figure 1, this study will use dependent and independent variables conceptual model. The model shows how the research will be conducted. Independent Variable Dependent Variable Theoretical Knowledge Age in Computer Gender Practical Knowledge in Computer Figure 1: A Conceptual Model Showing the Difference Among Variable. Statement of the Problem The purpose of this study is to determine the theoretical and practical knowledge in computer of the third year Bachelor in Secondary Education (BSEd) students, major in Computer Education, of West Visayas State University Pototan Campus when grouped as to age and gender. Specifically this aims to answer the following questions: 1. What is the profile of the BSEd third year computer education students in terms of age and gender? 2. What are the theoretical and practical knowledge in computer of the BSEd third year computer education students when grouped as to age and gender and when taken as a whole? 3. Are there significant differences in the theoretical and practical knowledge in computer of the computer education students when group as to age and gender and when taken as a whole? Hypothesis 1. There are no significant differences in the theoretical and practical knowledge in computer of the computer education students when grouped as to age and gender and when taken as a whole. Definition of Terms To clarify important terms that will be used in this study the following terms are defined conceptually and operationally. Theoretical Knowledge. Webster pocket dictionary defined theoretical knowledge as understanding the body of abstract ideas or principles, especially as distinguished from practice. In this study, the term refers to the knowledge of the students on the theories and concepts concerning computer technology and is measured through examinations such as midterm and final examinations. Practical Knowledge. Webster pocket dictionary defined practical knowledge as activities concerned with work or actions; inclined toward actual or useful work. In this study, the term refers to the abilities and skills of student in computer manipulation, wherein, they apply the different theories and concepts in computer they have learned, and it is measured through hands-on test. Age. Webster (1986) defined age as the length of time during which a being or thing has lived or existed. In this study, the term refers to the age of computer education students and lassified into two: 20 years old and below, and 21 years old and above. Gender. Webster pocket dictionary defined gender as a category, such as masculine, feminine, or neuter, into which nouns may be placed in some languages; sex ual identity. In this study, the term refers to the gender of computer education students and classified as male and female. Significance of the Study This study is significant to the following: The computer education students are the primary beneficiaries of the study. This may serve as the basis for them to know if they are receiving proper learning process. This may also help them know the level of their theoretical and practical knowledge in computer. The result of this study will also provide the computer instructors the information if how far do their students learned from them, theoretically and practically. This may also guide them in choosing the most accurate method that they could use in teaching computer subjects. This study will also help the administrator to know if they would be able to produce globally competitive students. This will provide them with a new vision in upgrading the knowledge of the computer education students. Delimitation of the Study This study will focus on the theoretical and practical knowledge in computer of the third year Bachelor in Secondary Education Students major in Computer Education. The respondents of this study will be the Third Year Bachelor in Secondary Education Students Major in Computer Education of West Visayas State University, Pototan Campus, Pototan, Iloilo during the second semester of the academic year, 2004 – 2005. In this study, the variables to be used in the grouping of students will be the age and gender. Chapter II DESIGN OF THE STUDY Chapter II consists of the five parts: (1) Research Methodology, (2) Subjects, (3) Materials and Instrumentation, (4) Procedure, (5) Statistical Data Analysis Part one, Research Methodology, describes the plan to be employed in the conduct of the study. Part two, Subjects, Presents the respondents and their categories. Part three, Material and Instrumentation, explains the instruments utilized for gathering the data needed for the investigation. Part four, Procedure, enumerate and explains the steps taken in the conduct of the study. Part five, Statistical Data Analysis, specifies the statistical treatment employed for analyzing the gathered data on the study. Methodology The descriptive method of research will be used in the study. This is defined by Ruiz et al. (1986) as a method, which involves recording, analysis and interpretation of the present nature, composition or processes of phenomena. The focus was on the prevailing conditions on how a person, group or thing behaved or function at present. It often involved some type of comparison and contrast. It told further what existed or what was about a certain educational phenomena. This method is also appropriate because of the characteristic of the study which according to Best (1973) is a type of research, which describes and interprets what is. It is concerned with conditions that exist, practices that prevail, belief, points of view or attitudes that are held, processes that are going on, effects that are being felt or trends that are developing. Best also stressed that the process of descriptive research goes beyond mere gathering and tabulation of data. It involves an element of interpretation of the meaning or significance of what is described. This description is often combined with comparison or contrast, involving measurement, classification, interpretation and evaluation. Subjects The subject of this study will be the third year Bachelor in Secondary Education students major in computer education during the academic year 2004 – 2005. There are 45 students who are taking computer subjects in the second semester of academic year 2004 – 2005. The whole population will be taken as a sample. Instruments The instruments that will be used in gathering the data will be the researcher-made personal data inventory, theoretical and practical knowledge in computer. Personal data inventory. Includes the name, age and gender of the respondents. This will be obtained from the office of the school registrar. Theoretical knowledge of students.

Tudor Rebellion free essay sample

The majority of rebellions during Tudor England 1485-1603 did not carry out their principal objectives and reasons of this can be harshly classified by category in consequence of the weakness in the rebellion, or of the force of the reigning monarch. For example the poor control of a revolt beside the purely localized complaints would not have probably led to a successful rebellion and can be seen like defect of the rebels. On the one hand the stability and the force of the government would also lead to an easy defeat of risings.However, it would not be right to declare that all the rebellions not were successful; friendly Grant of 1 525 is an example of retirement of government like direct consequence of revolt. Moreover, it would be simplistic to allege that the military defeat of a rebellion constitutes the revolt like failure automatically. Instead of that the principal objectives of much of rebellions to express the dissatisfaction bus with the demonstrations and not to pose a direct challenge on the diet. We will write a custom essay sample on Tudor Rebellion or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Consequently, though the rebels were demolished in the battle and were thus a failure, the rebels would have aired out their objectives by raising the conscience and as the comrades of historian says carried them, their complaints with the knowledge of the government. The poor control of the rebellion can be seen as influencing factor if the rebels could carry out their objectives. The rebellion of the Scandinavian counts in 1569 and to rise of Exosphere of the exposure a 1 596 effective lack of control which on the first evaluation would seem crucial for the successful revolt.It was said that the counts De Wasteland and of Northumberland are undecided which could explain the difficulties that they ad by receiving the support apart from their room a fine lack of rebellious numbers could have played a part of determination in the results of the rebellion. Interesting, this tendency of poor control in the last part of the dynasty of Tudor can probably be dependent with the hesitation of people of the high society which, after 1549 became more and more less laid out to imply themselves of the open rebellion.Because the nobility were traditionally the chiefs of the revolt, this could explain the following lack of control. However, two rebellions the friendly rebellion of Grant of 1 525 and Kettle of 1 549 for various reasons, defy the idea that control was principal to the rebels carrying out their principal objectives. The chief of the rebellion Robert Kettle De Kettle which, because the word of Fletcher and Masculine was a chief inspired by is an example of the failure of the revolt in spite of the dynamic order.Reciprocally the friendly rebellion of Grant was without identified chief. However, the rebellion can be seen as a one the most succeeded of throughout the period of Tudor while the rebels largely succeeded in resisting the attempts at government for another tax. It must hush conclude that control was not crucial while determining if the rebels carried out their principal Objectives, as the examples exist rebellions failed with the dynamic chiefs and the successful revolts carried out by the masses.A device which enters far while explaining why many rebellions did not carry out their princ ipal objectives is that the complaints of the rebel consider mainly localized complaints. In all the reigns of the rebellions of monarchs of Tudor aiming at the local government, the land questions or religious meant that the support could not be increased apart from immediate sector, cause the men of the people would have felt little constraint to revolt against enervation questions with their lives. Yorkshire and the rebellions surveillances for the period of Henry VII are examples of at which point the interested people were with their room and that they did not look at England like entirety. The complaints of the rebels Cornwallis in 1497 were directed to the advisers mauves Morton of and with the bawling, while they were offended by the application of the tax to demolish Warwick in Scotland while the question was so distant it seemed unimportant.Later during the time it is plausible to look at the failure of the Westerner and the rebellions of Kettle because an incapacity to coordinate as, had linked as a one, they could have made greater pressure on the government and could have succeeded in carrying out their principal objectives. To promote to reinforce the argument which them national questions in opposition to the localized objectives was integral with the successful revolt is the friendly rebellion of Grant which saw the county going up upwards against the tax required by Henry VIII for placer on invasion De la France.Lunatics De Inhume du people De regarded AU del; des racclamations localismsees et De en pas exploiter des souses De national pendant queue less moneys dinner el pays significant quails onto pas gang des nonmembers et Influence valuable AU-deuces du government. Less souses locale des rebels pendent tree bus as a primary reason why many revolts failed to achieve their principal aims. Both the sheer military strength of the government and occasionally the clever use of propaganda to enhance the already present respect for monarchical authority can be seen as a further season why rebels did not succeed. Wyatt rebellion in 1 553 during the reign of Mary I is an example of the difficulties of assembling a force in opposition to the crown as, despite remaining silent about the plan to depose Mary in favor of Elizabeth, Wyatt only was able to gather 2,000 men against the Queen. Elizabeth I was, out of all Tudor monarchs, the most concerned with her image and the way the public perceived her. She worked hard both by going on progress through the country and through portraiture to promote the ideal of a virgin queen.Though other factors played a role it is important to highlight that the most stable period England since 1485 was those of the years 1558-1601. Another aspect influencing whether the rebels would achieve their principal aims, which is also determined by the strength of the government, is the superior military force of the regime. The 1486 Lambert Simile uprising is an example how, when forced into pitched battle, the government could muster forces that outnumbered the rebels in this instance Henry Vics army was 4,000 men stronger.Though the government ever had a standing army, there ability to outnumber the rebels in battle is a recurrent theme throughout the entire Tudor period. Even during Elizabethan reign the only major threat to her security she suffered -? Ethel 569 rebellion of the Northern Earls were eventually defeated at Carlisle with government numbers of 10,000 versus a rebel strength of 6,000. Finally, respect for the rightful authority of the monarch was also influential in lessening support for the rebels and consent neatly making them less able to achieve their principal aims.Finally, however, though it is true that many revolts were not successful some rebellions were without doubt instrumental in changing government policies and thereby achieving their aims the Amicable Grant. Furthermore, an examination into the purpose and intention of the rebels in the Pilgrimage of Grace shows that, though superficially the revolt appears to be a failure as the rebels agreed to back down and negotiate, their aims were not to pressures the government through a military-style campaign.The use of pilgrimage to describe the rebellion does in itself show t he rebels aims to be useful and as merely wanting to bring to the attention of Henry VIII some of their grievances. The numerical strength of the rebels forced the king to agree with the requests and, had it not been for the Cumberland rising a year later, the Pilgrims aims would have been met unreservedly. To conclude, it would be unfair to say that all rebellions failed to achieve their principal aims yet the primary reason for their failure is the lack of unity between the commoners of England. The only rebellions that were successful were those that rebelled ever national issues such as the Amicable Grant and Pilgrimage of Grace. Other factors such as poor leadership were influential in determining the outcome though not crucial. As the strength of the government, both militarily and symbolically was continuous throughout the period then, as there were successful rebellions, this factor cannot be seen to be as essential as unification over national grievances. Most rebellions failed yet when the counties were able to ally together against a common grievance the rebels stood a greater chance as fulfilling their principal aims.