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The Original Lists of Persons of Quality, Emigrants, Religious Exiles, Political
Cornell University Library The original of tiiis book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924096785278 In compliance with current copyright law, Cornell University Library produced this replacement volume on paper that meets the ANSI Standard Z39.48-1992 to replace the irreparably deteriorated original. 2003 H^^r-h- CORNELL UNIVERSITY LIBRARY BOUGHT WITH THE INCOME OF THE SAGE ENDOWMENT FUND GIVEN IN 1891 BY HENRY WILLIAMS SAGE : ; rigmal ^ist0 OF PERSONS OF QUALITY; EMIGRANTS ; RELIGIOUS EXILES ; POLITICAL REBELS SERVING MEN SOLD FOR A TERM OF YEARS ; APPRENTICES CHILDREN STOLEN; MAIDENS PRESSED; AND OTHERS WHO WENT FROM GREAT BRITAIN TO THE AMERICAN PLANTATIONS 1600- I 700. WITH THEIR AGES, THE LOCALITIES WHERE THEY FORMERLY LIVED IN THE MOTHER COUNTRY, THE NAMES OF THE SHIPS IN WHICH THEY EMBARKED, AND OTHER INTERESTING PARTICULARS. FROM MSS. PRESERVED IN THE STATE PAPER DEPARTMENT OF HER MAJESTY'S PUBLIC RECORD OFFICE, ENGLAND. EDITED BY JOHN CAMDEN HOTTEN. L n D n CHATTO AND WINDUS, PUBLISHERS. 1874, THE ORIGINAL LISTS. 1o ihi ^zmhcxs of the GENEALOGICAL AND HISTORICAL SOCIETIES OF THE UNITED STATES OF AMERICA, THIS COLLECTION OF THE NAMES OF THE EMIGRANT ANCESTORS OF MANY THOUSANDS OF AMERICAN FAMILIES, IS RESPECTFULLY DEDICATED PY THE EDITOR, JOHN CAMDEN HOTTEN. CONTENTS. Register of the Names of all the Passengers from London during One Whole Year, ending Christmas, 1635 33, HS 1 the Ship Bonavatture via CONTENTS. In the Ship Defence.. E. Bostocke, Master 89, 91, 98, 99, 100, loi, 105, lo6 Blessing . -
Jeremiah & Mary Whitaker West
Jeremiah & Mary Whitaker West Submitted by Dorothy R. Hyde Editor's Foreword Dorothy R. Hyde, of Asheville writes "I was inspired after reading the May, 2007 issue of A Lot of Bunkum to write the role of the Jeremiah West family in the Civil War." Mrs. Hyde is a great-great granddaughter of Jeremiah and Mary West. The editor, after reviewing the records, notes that Mary Whitaker, wife of Jeremiah West, contributed ten or eleven family members to the Confederate side of the Civil War. She lost three or four sons, or sons-in-law, and a grandson to the cause. The West Family and the Confederacy Another family that should be recognized for its contribution to the cause of the Confederacy is that of Jeremiah and Mary Whitaker West. Their oldest son, John West, was born in 1817 and served with Company K, 11th NC Regiment. He resided in Buncombe Co., where he enlisted at age 44 on March 1, 1862. He was mustered in as sergeant and promoted to I st Sergeant on April 11, 1864, present or accounted for until wounded at Spotsylvania Court House, VA on May 11, 1864. He died on wounds on May 11, 1864. His son, John Preston West, 18, was also mustered in as Private, 51 promoted to Corporal on March 1 , 1862, and was with his father at the time of his death. The following letter was in the possession ofVaughtie Shook, a granddaughter, written by John P. West, Jr. to his mother telling her of his father's death. A copy was given to me by Mrs. -
Chapter 2 Yeardley's Fort (44Pg65)
CHAPTER 2 YEARDLEY'S FORT (44PG65) INTRODUCTION In this chapter the fort and administrative center of Flowerdew at 44PG65 are examined in relation to town and fortification planning and the cultural behavior so displayed (Barka 1975, Brain et al. 1976, Carson et al. 1981; Barka 1993; Hodges 1987, 1992a, 1992b, 1993; Deetz 1993). To develop this information, we present the historical data pertaining to town development and documented fortification initiatives as a key part of an overall descriptive grid to exploit the ambiguity of the site phenomena and the historic record. We are not just using historic documents to perform a validation of archaeological hypotheses; rather, we are trying to understand how small-scale variant planning models evolved regionally in a trajectory away from mainstream planning ideals (Beaudry 1988:1). This helps refine our perceptions of this site. The analysis then turns to close examination of design components at the archaeological site that might reveal evidence of competence or "mental template." These are then also factored into a more balanced and meaningful cultural interpretation of the site. 58 59 The site is used to develop baseline explanatory models that are considered in a broader, multi-site context in Chapter 3. Therefore, this section will detail more robust working interpretations that help lay the foundations for the direction of the entire study. In short, learning more about this site as a representative example of an Anglo-Dutch fort/English farmstead teaches us more about many sites struggling with the same practical constraints and planning ideals that Garvan (1951) and Reps (1972) defined. -
1 SYLLABUS 05HT6125: American Presbyterianism Dr. Sean Michael
1 SYLLABUS 05HT6125: American Presbyterianism Dr. Sean Michael Lucas Chancellor’s Professor of Church History Meetings: Thursday, 2p-4p Central Time via Zoom Office: Independent Presbyterian Church, Memphis, TN Phone: 901-685-8206 E-mail: [email protected] [email protected] Course description: A survey of the history of American Presbyterianism from its roots in the Calvinist reformed tradition to the present. The course focuses on key historical events and controversies that shaped Presbyterian denominations, major leaders who influenced Presbyterian theology and its prominent institutions, movements that reflected Presbyterian leadership of American religions, and the reciprocal relation between Presbyterianism and American culture. A special feature of this course will be a focus on African-American contributions to American Presbyterianism throughout its history. Goals: 1. The student will be introduced to the main outlines of Presbyterian history in America, noting major figures, events, controversies, and outcomes. 2. Through the lectures, the student will be exposed to the cultural and political contexts of Presbyterian thought and develop a greater critical appreciation for the Presbyterian tradition. 3. Through the reading and discussions, the student will be oriented to key figures, beliefs, practices, and stories in the life of the Presbyterian church and will consider how they relate to contemporary Christian life and ministry. 4. Through the critical book review essay, the student will engage in critical dialogue with one particularly significant theologian or theological event in Presbyterian history. 5. Through the final paper, the student will have the opportunity to explore a particular Presbyterian theologian or theological issue and so grow in his/her critical appreciation for Presbyterian history and identity. -
True Courage | a Memorial Sermon for General Thomas J
True Courage | A Memorial Sermon For General Thomas J. “Stone-wall” Jackson by Robert L. Dabney INTRODUCTION Stonewall Jackson General Thomas Jonathan “Stonewall” Jackson, born in the mountains of what is now West Virginia on Jan. 21, 1824, ranks among the most valiant soldiers and skillful tacticians in all military history. After graduating from West Point, Jackson served with distinction in the Mexi- can War and then returned to Virginia to teach natural philosophy and artillery tactics at Virginia Military Institute for 10 years. While in Lexington Jackson lived an exemplary life, serving as a Deacon in the Presbyterian Church and founding and teaching in a Sunday School for slaves. With the war Jackson entered the service of the Confederacy. He was given his famous nick-name on July 21, 1861, at the first battle of Manassas. Confederate troops had been put to flight by a powerful Union advance. General Bernard Bee of South Carolina, seeking desperately to stem the tide, saw Jackson and his troops standing firm. Bee cried, “There stands Jackson like a stone wall. Rally behind the Virginians!” With that stand the battle turned from a Confederate defeat to a Federal rout, and from that day forward Jackson’s was known as the Stone-wall Bri- gade. Of this engagement Jackson wrote to his wife on July 22nd, “Yesterday we fought a great battle, and gained a great victory, for which all the glory is due to God alone.”1 In 1863, while defeating Federal forces at Chancellorsville, Jackson was accidentally shot by his own men and died eight days later. -
The Genealogy of the Descendants of GEORGE WASHINGTON SEVEY * * * * *
The Genealogy of the Descendants of GEORGE WASHINGTON SEVEY * * * * * * * * * * Compiled by MINERVA SEVEY VANCE and EILEEN SEVEY CLUFF * * * * * With Photos and Snapshots also Original Sketches by Lucille S. Johnson and Jeraldine R. Cluff Printed by Robert L. Pellett Medford, Oregon 1965 Dedication This book is dedicated to our beloved Parents and Grandparents, who lived with eyes always to God and the future—and who gave us Life, Love, and True Values, for this life and the life to come. Contents Preface . i List of illustrations. .iv History of George Washington Sevy. 1 Part I — History of Phoebe Melinda Butler Sevy. .17 Genealogy of children of George W. and Phoebe B, Sevy. 27 Chapter 1 — Hannah Caroline Sevy (Pace, Hudson). 28 2 — John Lowe Sevy. .53 3 — Rueben Warren Sevy. 69 4 — Georganna Sevy (Cameron). 80 5 — Thomas Sevy. 90 6 — Phoebe Melinda Sevy (Judd). 109 7 — Martha Jane Sevy (Proctor). 124 8 — Pearl Sevy (Turley). .140 Part II — History of Margaret Nebraska Imlay Sevey. .159 Genealogy of children of George W. and Margaret I. Sevy. 168 Chapter 1 — George Francis Sevey. .169 2 — Minerva Elizabeth Sevey (Johnson, Vance). 187 3 — Phoebe Vilate Sevey (Hall). 202 Part III — History of Martha Ann Thomas Sevey. 207 Genealogy of children of George W. and Martha Ann T. Sevey. 215 Chapter 1 — Hannah Mahala Sevey (Hancock). .216 2 — George Thomas Sevey. 223 3 — Lemuel Hardeson Sevey. 236 4 — William Exile Sevey. .239 5 — Nelle Jane Sevey (McRae). 246 6 — Moses Thatcher Sevey. 253 7 — Martha Ann Sevey (Wood). .256 8 — Lola Myrl Sevey (Alfred). -
University Microfilms. Inc., Ann Arbor, Michigan
7 0 -m -,1 1 9 WILLIS, Craig Dean, 1935- THE TUDORS AND THEIR TUTORS: A STUDY OF SIXTEENTH CENTURY ROYAL EDUCATION IN BRITAIN. The Ohio State University, Ph.D., 1969 Education, history University Microfilms. Inc., Ann Arbor, Michigan © Copyright by Craig Dean W illis 1970 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED THE TUDORS AND THEIR- TUTORS: A STUDY OF SIXTEENTH CENTURY ROYAL EDUCATION IN BRITAIN DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University SY Craig Dean W illis, B.A., M.A. IHt- -tttt -H-H- The Ohio State U niversity 1969 Adviser t School of Education ACKNOWLEDGMENTS To Dr. Robert B. Sutton, my major adviser, I owe a major debt of gratitude for his guidance, encouragement, and scholarly qualifies* I also wish to thank the members of the reading committee for their contribution; and in particular, I want to express appreciation to Dr. Richard J. Frankie and the late Dr. Earl Anderson for their professional and meaningful assistance. It is appropriate to thank the administrative officers at Ohio Wesleyan University for their encouragement and willingness to let me arrange my work around my graduate studies. Persons of particular help were Dr, Allan C. Ingraham, Dr. Elden T. Smith, Dr. Emerson C. Shuck, and Dr. Robert P. Lisensky. My family has been of invaluable assistance to me, and it is to them that I dedicate the study of the education of the Tudor family. My parents, J. Russell and Glenna A. W illis, have helped in many ways, both overt and subtle. -
Slavery Issues of the United States in the 19Th Century: a Case Study on How Cultural Prejudice Misinterprets Slavery in the Bible PJAEE, 18 (4) (2021)
Slavery Issues of the United States in the 19th Century: A Case Study on How Cultural Prejudice Misinterprets Slavery in the Bible PJAEE, 18 (4) (2021) Slavery Issues of the United States in the 19th Century: A Case Study on How Cultural Prejudice Misinterprets Slavery in the Bible Moo-Jin Jeong1, In-Seok Seo2, Sang-ho Seon3, Dae-young Kang4, Jun-ki Chung5 1,2,3,4,5 Kwangshin University, South Korea Email: [email protected] Prerna Pravesh Salve, Vanishree Pabalkar, Tushar Kumar Roy: Slavery Issues of the United States in the 19th Century: A Case Study on How Cultural Prejudice Misinterprets Slavery in the Bible -- Palarch’s Journal Of Archaeology Of Egypt/Egyptology 18(4). ISSN 1567-214x Keywords: Civil War, Presbyterian Church, Dabney, Hodge, slavery ABSTRACT The issue of racial discrimination in the United States is still ongoing. Why does not this impersonal and destructive racism end? We stipulate that the fundamental problem is the lack of sufficient understanding between humans. If humans do not comprehend enough rationally, spiritually, and emotionally, their ability to accept the other person is significantly reduced. This study attempts to reveal how this lack of understanding appeared in the 19th century American slavery problem by studying two Presbyterian leaders, Robert Dabney and Charles Hodge. Both discussed that the liberation of slaves should take place someday at a future point in time. However, when the American Civil War broke out, they took radically different position. In this study, we will argue that without genuine understanding, everyone will not bend their arguments in their own culture and eventually fall into the contradictions and ironies of self-justification. -
The Oxfordian Volume 21 October 2019 ISSN 1521-3641 the OXFORDIAN Volume 21 2019
The Oxfordian Volume 21 October 2019 ISSN 1521-3641 The OXFORDIAN Volume 21 2019 The Oxfordian is the peer-reviewed journal of the Shakespeare Oxford Fellowship, a non-profit educational organization that conducts research and publication on the Early Modern period, William Shakespeare and the authorship of Shakespeare’s works. Founded in 1998, the journal offers research articles, essays and book reviews by academicians and independent scholars, and is published annually during the autumn. Writers interested in being published in The Oxfordian should review our publication guidelines at the Shakespeare Oxford Fellowship website: https://shakespeareoxfordfellowship.org/the-oxfordian/ Our postal mailing address is: The Shakespeare Oxford Fellowship PO Box 66083 Auburndale, MA 02466 USA Queries may be directed to the editor, Gary Goldstein, at [email protected] Back issues of The Oxfordian may be obtained by writing to: [email protected] 2 The OXFORDIAN Volume 21 2019 The OXFORDIAN Volume 21 2019 Acknowledgements Editorial Board Justin Borrow Ramon Jiménez Don Rubin James Boyd Vanessa Lops Richard Waugaman Charles Boynton Robert Meyers Bryan Wildenthal Lucinda S. Foulke Christopher Pannell Wally Hurst Tom Regnier Editor: Gary Goldstein Proofreading: James Boyd, Charles Boynton, Vanessa Lops, Alex McNeil and Tom Regnier. Graphics Design & Image Production: Lucinda S. Foulke Permission Acknowledgements Illustrations used in this issue are in the public domain, unless otherwise noted. The article by Gary Goldstein was first published by the online journal Critical Stages (critical-stages.org) as part of a special issue on the Shakespeare authorship question in Winter 2018 (CS 18), edited by Don Rubin. It is reprinted in The Oxfordian with the permission of Critical Stages Journal. -
PIRIE Lessonplanfinal
Stark County Teaching American History Grant Stark County Educational Service Center 2100 38th Street NW Canton, Ohio 44709 Power to the People Freedom, as established by self-rule, had regional differences in the early colonies Grade Level 8 Created by Bradley Pirie Louisville Middle School Duration 2-3 days or 120 minutes Overview On Day One (optional) students will experience two approaches to group decision making and problem solving by using the consensus and majority models. For this exercise students will use a US Air Force survival test. Then students will be introduced to the vocabulary terms representative and direct democracy and develop a lists of pros and cons for each type. On Day Two students will examine the historic account on the Jamestown National Park Service’s web page of the first governing body established in Jamestown. Next, students will examine the primary source text of the Mayflower Compact. Lastly, students will prepare a 5W newspaper article centered on the signing of the Compact. A computer projector in the classroom or access to a computer lab should be available. Ohio Academic Content Standards (Current) 1 History Benchmark D: Describe the effects of interactions among civilizations during the 14th through the 18th centuries. Indicator 2: Describe the political, religious, and economic aspect of North American colonization including: e. Early representative governments and democratic practices that emerged, including town meetings and colonial assemblies. Social Studies Skills and Methods Benchmark D: Work effectively in a group. Indicator 5: Identify ways to manage conflict within a group Revised Ohio Academic Content Strands Historical Thinking Historical Thinking and Skills 1. -
Dr. Martin Luther King, Jr. Memorial Commission Final Performance Report
Dr. Martin Luther King, Jr. Memorial Commission Final Performance Report Project Title: 1619: The Making of America” Project Directors - Cassandra Newby-Alexander and Eric Claville Grantee Institution - Norfolk State University and Hampton University Submission Date – December 9, 2014 1 Narrative Description The NEH-funded project, “Observing 1619,” provided the foundational support for us to host our second 1619: Making of America conference was held on September 18-19, 2014 at Norfolk State University and Hampton University. Planning this conference and accompanying programming targeting teachers has resulted in the creation of a broad-based partnership among various institutions, including the Hampton History Museum and the City of Hampton, our primary partners for 2013-2014. Moreover, our other partners included the College of Liberal Arts at Norfolk State University, Creative Services and Distance Learning at NSU, the NSU Foundation, Student Affairs at Norfolk State University, WHRO, the Fort Monroe National Monument (National Park Service), the Virginia Arts Festival Hampton University, Old Dominion University, Media Park at ODU, the Nottoway Indian Tribe of Virginia, Virginia Wesleyan College, the College of William and Mary’s Lemon Project, the Sankofa Project, the NSU Honors College, and the Intelligence Community Center for Academic Excellence at NSU. In addition, over the past two years, the project has received funding from the Dr. Martin Luther King, Jr. Memorial Commission, Cox Communications, Dominion Resources, the Fort Norfolk Plaza, Bedford/ St. Martin’s Publishing, Pearson Publishing, the Fort Monroe National Monument (National Park Service), the NSU Foundation, Student Affairs at Norfolk State University, the College of Liberal Arts at Norfolk State University, and the Virginia Foundation for the Humanities. -
Austin Seminary Archives, Stitt Library
Austin Seminary Archives, Stitt Library DABNEY (ROBERT LEWIS) CORRESPONDENCE, 1889‐1894 Descriptive Summary Title: Robert Lewis Dabney correspondence Dates: 1889‐1894 Accession Number(s): 1996‐009 Extent: 6 items Language: Materials are written in English. Biographical Note: Robert Lewis Dabney (1820‐1898) was a Presbyterian theologian and educator in Virginia and Texas. He earned his degree in theology from Union Theological Seminary at Hampden‐Sydney in 1846, and in 1853 was awarded an honorary Doctor of Divinity. He served as both the chair of ecclesiastical history and polity (1853‐1859) and the chair of systematic and polemic theology (1859‐1883) at Union Theological Seminary. During the Civil War, Dabney served as both a Confederate Army chaplain and the chief‐of‐staff for Stonewall Jackson. In 1883 he accepted the chair of mental and moral philosophy at the University of Texas at Austin. In 1884 he founded the Austin School of Theology, a predecessor of the Austin Presbyterian Theological Seminary, with R. K. Smoot, a Presbyterian pastor. Source: Handbook of Texas Online, s.v. ʺDabney, Robert Lewis,ʺ http://www.tshaonline.org/handbook/online/articles/DD/fda1.html (accessed February 8, 2008). Scope and Contents: This collection consists of five letters written by Robert Lewis Dabney between 1889 and 1894. Two of the letters are written to Edward Owings Guerrant (one of which includes an enclosed letter from S. P. Lees to Guerrant), and three are written to George Summey. Topics of the correspondence include the founding of the Austin School of Theology, R. K. Smoot, the University of Texas at Austin, and the Southern Presbyterian Church.