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- <TITLE>Reading Revolutions -- First Amendment -- Intellectual History</TITLE>
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- <font face="Verdana,Arial,Helvetica" size="-1"><a href="lectures.html"><b>INDEX</b></a><br><br><font size="+1"><center><i>Reading Revolutions: Intellectual History</i><br><br><font size="+1">Writing, Speaking, Going to Jail:<br>A Reader's Theater of the First Amendment, with Discussion<br><br><font size="+0">Franklin D. Roberts <br>and Teresa Swartz Roberts</font></font></font><p>
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- Frank Roberts and Teresa
- Swartz Roberts open the Reading Revolutions Lecture Series</center>
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- <img border="0" src="pictures/FrankandTeresa/DSCN0833w.jpg" width="218" height="400" align="right" alt="Frank Roberts laughing at a joke" title="Frank Roberts laughing at a joke"></font><img border="0" src="pictures/FrankandTeresa/DSCN0907ws.jpg" width="300" height="225" alt="Teresa Swartz Roberts explaining concept" title="Teresa Swartz Roberts explaing concept"><font face="Verdana,Arial,Helvetica" size="-1"><img border="0" src="pictures/FrankandTeresa/DSCN0737w.jpg" width="300" height="225" alt="Frank Roberts during the presentation" title="Frank Roberts during the presentation"></font></p>
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- <p><font face="Verdana,Arial,Helvetica" size="-1">Their dramatic dialog brought out issues facing constitutional freedom of
- speech. From the Alien and Sedition Acts of 1798 which President Adams
- hoped to use to defeat his opponents to the Supreme Court's support of the
- Sedition Act of 1918 in which Justice Oliver Wendell Holmes, Jr., wrote that "the question in every case is
- whether the words used are in such circumstances and are of such a nature as
- to create a clear and present danger that they will bring about the substantive
- evils that Congress has a right to prevent." they explored attempts both to
- define and to limit freedom of speech. </p>
- <p>Thought provoking issues were raised concerning the role of government,
- the press, and the populace in deciding how much free speech society is
- willing to entertain.</p>
- <p>Teresa and Frank switched smoothly from a debate form into dramatization
- and then into discussion. They skillfully used different methods to
- illustrate and raise questions concerning issues that faced us in the past
- and those that are under current debate.</p>
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- <font face="Verdana,Arial,Helvetica" size="-1"><p>Following a lively question period, the audience was invited to come up
- and leaf through several of the holdings in the Reading Revolutions
- collection including the first edition of John Adams'
- <font face="Verdana" size="2"><a href="http://hua.umf.maine.edu/Reading_Revolutions/Adams.html"><i>A Defence of the Constitutions of
- Government of the United States of America</a>.</i></font> </p><font size="+1">
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- <img border="0" src="pictures/FrankandTeresa/DSCN0926w.jpg" width="400" height="373" alt="Members of the audience examine books" title="Members of the audience examine books"></font></p>
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- <td width="100%"><blockquote><font face="Verdana,Arial,Helvetica" size="-1"><br>Citation:<br><br>"Writing, Speaking, Going to Jail:
- A Reader's Theater of the First Amendment, with Discussion."
- Account of a lecture given by Franklin D. Roberts and Teresa Swartz Roberts. University of Maine at Farmington, August 31, 2005.
- Retrieved _______. <http://hua.umf.maine.edu/Reading_Revolutions/firstamendment.html>.<br><br>URL: <a href="http://hua.umf.maine.edu/Reading_Revolutions/index.html">http://hua.umf.maine.edu/Reading_Revolutions/index.html</a> <br><br>Marilyn Shea, 2005<br><br>
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