1 the Beginnings
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The English Take Control DIFFERENTIATING INSTRUCTION
CHAPTER 3 • SECTION 4 New Netherland As you read in Chapter 2, in the early 1600s the Dutch built the colony of New Netherland along the Hudson River in what is now New York State. The colony’s largest town, New Amsterdam, was founded on Manhattan Island in 1625. New Amsterdam was built to defend the Dutch More About . West India Company’s fur trading settlements along the Hudson River. Peter Stuyvesant, the colony’s governor, expanded New Netherland by Religious Refugees taking over the nearby colony of New Sweden in 1655. The Swedes had settled the land along the Delaware River in 1638. in Pennsylvania The Dutch West India Company set up the patroon system to attract more In England, thousands of Quakers went settlers. A patroon was a person who brought 50 settlers to New Netherland. to jail for their beliefs, especially after As a reward, a patroon received a large land grant. He also received hunting, Charles II gained the throne in 1660. fishing, and fur trading privileges. The patroon system brought great wealth Some made their way to Maryland and to the colony’s elite. Massachusetts in the 1650s, but after The social system also included many slaves. Although their lives were William Penn founded a Quaker colony in harsh, they enjoyed some rights of movement and property ownership. 1681, many more arrived. A Tolerant Society In the 17th century the Netherlands had one of the Besides Quakers, several other small religious most tolerant societies in Europe. Dutch settlers brought this religious toleration to their colony. -
History and Genealogy of the Vreeland Family
.0^ . ^ovV : ^^^* • .rC^^'^.t.'^ . O .V . 4:^ "^^ o.* "^ v° *^' %- 'd- m^ ^^^ \ a/ "O* - '^^ .^'-^ "<*>. n"^ ,o«<.- -^^ ^ Vol •.°' ^^ aO ^ './ >:^^:- >. aV .^j^^^. Nicholas Garretson \'reeland. THHR BOOK: Wriltenarranged ^adaptgd BY ON E OF THEM WWW OIMT^oN VREELSIND Title parte and ofcher* di-awing/s by FR.flNCI5 WILLIAM Vl^EELflND^ Printed by CHflUNCELY H O L T- NOa7V^NDEPy%'" 3TIIEE.T • NEW YORK: HISTORY GENEALOGY of the VREELAND FAMILY Edited by NICHOLAS GARRETSON VREELAND HISTORICAL PUBLISHING CO. Jersey City, Nert) Jersey MDCCCCIX sT 1'^ \(\ •2> (At Copyright 1909 BY Nicholas G. Vrekland Cla.A,a3<* 112 JUL 28 1909 1 : table:contentsof CHAPTER. TITLE. PAGE. Foreword. 9 Preface. 10 PART FIRST — THE STORY OF HOLLAND. 1 In Day.s of Caesar 17 2 Fifteen Centuries of Struggle 20 3 The Dutch take Holland 21 4 Chaos leads to System 23 5 Dutch War Songs 24 Beggars of the Sea 24 Moeder Holland 29 Oranje Boven 30 6 Independence at Last 31 7 Holland and its People 33 8 Holland of To-day 41 PART SECOND — THE STORY OF AMERICA. 9 The American Birthright (Poem)... 49 10 In the New World, 1609-38 53 1 On Communipaw's Shore, 1646 57 12 Settlement of Bergen, 1660 59 13 Religion and Education 61 14 Battledore and Shuttlecock, 1664-74 63 15 Paulus Hook, 1800 66 16 From Youth to Manhood, 1840- 1909 69 17 Manners and Customs 73 18 Nomenclature 76 19 The True Dutch Influence 83 20 Land Titles 90 PART THIRD — THE STORY OF THE VREELANDS. 2 An Old Vreeland Family 99 22 The Town Vreeland, in Holland 104 CONTENTS—Continued. -
1978 Commencement Program, University Archives, University Of
UNIVERSITY of PENNSYLVANIA Two Hundred Thirtieth Commencement for the Conferring of Degrees FRANKLIN FIELD Monday, May 19, 1986 Contents University of Pennsylvania Page OFFICE OF THE SECRETARY The Commencement Ceremony 4 Commencement Notes 6 General Instructions for Commencement Day , 1911 Degrees in Course 8 The College of Arts and Sciences 8 The College of General Studies 16 Members of Graduating Glasses Will Please Read and Retain this Notice The School of Engineering and Applied Science 17 The Wharton School 25 The Wharton Evening School 29 For the Information of the Graduating Classes, the following Instructions are issued to The Wharton Graduate Division 31 Govern Their Actions on Commencement Day, Wednesday, June 21st The School of Nursing 36 The School of Medicine 38 All those who are to receive degrees at Commencement will assemble by Schools in HORTICULTURAL HALL (just south of the Academy of Music), not later than 10.15 a. m. The Law School 39 The Graduate School of Fine Arts 41 Full Academic Dress (i. e., cap, gown and hood) must be worn. The School of Dental Medicine 44 The Marshal in charge will start the march promptly at 10.45. Each class will be headed by its President and The School of Veterinary Medicine 45 Vice-President. Classes will move in columns of two in the following order: The Graduate School of Education 46 Classes of 1911 College and Graduate School. The School of Social Work 48 Class of 1911 Law. The Annenberg School of Communications 49 Class of 1911 Medical. The Graduate Faculties 49 Class of 1911 Dental. -
Everyday Life in a Dutch Colony
Everyday Life in a Dutch Colony An Educational Resource from the New York State Archives Compelling Question: How do people succeed in a new place or environment? Courtesy: Len Tantillo Bakers in the Colony Objective: Describe the purpose of bakers in the colony and explain how bakers contributed to daily life in the colony. Essential Question: How did bakers contribute to the growth and success of the colony? Historical Background: Bread was the main staple of the Dutch diet both in the Netherlands and in the colony of New Netherland. Residents of the colony ate at least three times a day and bread was a key part of every meal. Bread in New Netherland was made mostly from wheat which could be grown in abundance in this part of the world. Bakers baked both rye and wheat bread. White bread was the most desirable bread and therefore was consumed mainly by the wealthier residents of the colony. Baking was a labor-intensive process that required significant amounts of time. The ovens were built with large bricks designed to stay hot for long periods of time. First, the baker would heat the oven with wood and clean out the residue when the oven was hot enough. Then the oven would be wiped clean with a wet cloth attached to the end of a stick. The baker had to knead the dough by hand or foot. Rye bread had to bake for 12 hours, while wheat bread had to rise twice and bake for an hour. The baker would blow his horn when the bread was ready so that his customers would know they could now purchase the bread and other baked goods. -
Van Rensselaer Family
.^^yVk. 929.2 V35204S ': 1715769 ^ REYNOLDS HISTORICAL '^^ GENEALOGY COLLECTION X W ® "^ iiX-i|i '€ -^ # V^t;j^ .^P> 3^"^V # © *j^; '^) * ^ 1 '^x '^ I It • i^© O ajKp -^^^ .a||^ .v^^ ^^^ ^^ wMj^ %^ ^o "V ^W 'K w ^- *P ^ • ^ ALLEN -^ COUNTY PUBLIC LIBR, W:^ lllillllli 3 1833 01436 9166 f% ^' J\ ^' ^% ^" ^%V> jil^ V^^ -llr.^ ^%V A^ '^' W* ^"^ '^" ^ ^' ?^% # "^ iir ^M^ V- r^ %f-^ ^ w ^ '9'A JC 4^' ^ V^ fel^ W' -^3- '^ ^^-' ^ ^' ^^ w^ ^3^ iK^ •rHnviDJ, ^l/OL American Historical Magazine VOL 2 JANUARY. I907. NO. I ' THE VAN RENSSELAER FAMILY. BY W. W. SPOONER. the early Dutch colonial families the Van OF Rensselaers were the first to acquire a great landed estate in America under the "patroon" system; they were among the first, after the English conquest of New Netherland, to have their possessions erected into a "manor," antedating the Livingstons and Van Cortlandts in this particular; and they were the last to relinquish their ancient prescriptive rights and to part with their hereditary demesnes under the altered social and political conditions of modem times. So far as an aristocracy, in the strict understanding of the term, may be said to have existed under American institu- tions—and it is an undoubted historical fact that a quite formal aristocratic society obtained throughout the colonial period and for some time subsequently, especially in New York, — the Van Rensselaers represented alike its highest attained privileges, its most elevated organization, and its most dignified expression. They were, in the first place, nobles in the old country, which cannot be said of any of the other manorial families of New York, although several of these claimed gentle descent. -
Founding of the Episcopal Church, Title Page
Founding of the Episcopal Church A Series of Six Articles Plus an Epilogue In the Newsletter of All Souls’ Episcopal Church, Stony Brook, NY 2007-08 Tony Knapp The text of each article is in the public domain. All rights to the illustrations are retained by the owners, who are listed in the references. Founding of the Episcopal Church, Part I Note from the Editor This is the first in a series of six articles containing some background information about the Episcopal Church and the Anglican Communion that affects Episcopalians in the United States today. The topic is the founding of the Episcopal Church, and the time period of the story is the 1770s and the 1780s. The Revolutionary War forced at least a partial cut in ties of the Church of England in the United States with that in England. The process of thereafter creating a unified Episcopal Church in the new country involved surprisingly great differences in values, differences that at times must have seemed unbridgeable. It might be tempting to think that the formation of the church government ran parallel to the formation of the civil government, but it did not. The issues were completely different. In church organization some people wanted top-down management as in Great Britain, while others wanted bottom-up management as in the theory behind the new United States. Some wanted high-church ritual, while others wanted low-church ritual. Some wanted maximum flexibility in the liturgy, while others wanted minimum flexibility. The six articles describe the process of reconciling these values. -
Before Albany
Before Albany THE UNIVERSITY OF THE STATE OF NEW YORK Regents of the University ROBERT M. BENNETT, Chancellor, B.A., M.S. ...................................................... Tonawanda MERRYL H. TISCH, Vice Chancellor, B.A., M.A. Ed.D. ........................................ New York SAUL B. COHEN, B.A., M.A., Ph.D. ................................................................... New Rochelle JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. ....................................................... Peru ANTHONY S. BOTTAR, B.A., J.D. ......................................................................... Syracuse GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ......................................................... Belle Harbor ARNOLD B. GARDNER, B.A., LL.B. ...................................................................... Buffalo HARRY PHILLIPS, 3rd, B.A., M.S.F.S. ................................................................... Hartsdale JOSEPH E. BOWMAN,JR., B.A., M.L.S., M.A., M.Ed., Ed.D. ................................ Albany JAMES R. TALLON,JR., B.A., M.A. ...................................................................... Binghamton MILTON L. COFIELD, B.S., M.B.A., Ph.D. ........................................................... Rochester ROGER B. TILLES, B.A., J.D. ............................................................................... Great Neck KAREN BROOKS HOPKINS, B.A., M.F.A. ............................................................... Brooklyn NATALIE M. GOMEZ-VELEZ, B.A., J.D. ............................................................... -
A Primer on the Government of the Episcopal Church and Its Underlying Theology
A Primer on the government of The Episcopal Church and its underlying theology offered by the Ecclesiology Committee of the House of Bishops Fall 2013 The following is an introduction to how and why The Episcopal Church came to be, beginning in the United States of America, and how it seeks to continue in “the faith once delivered to the saints” (Jude 3). Rooted in the original expansion of the Christian faith, the Church developed a distinctive character in England, and further adapted that way of being Church for a new context in America after the Revolution. The Episcopal Church has long since grown beyond the borders of the United States, with dioceses in Colombia, the Dominican Republic, Ecuador (Central and Litoral), Haiti, Honduras, Micronesia, Puerto Rico, Taiwan, Venezuela and Curacao, and the Virgin Islands, along with a Convocation of churches in six countries in Europe. In all these places, Episcopalians have adapted for their local contexts the special heritage and mission passed down through the centuries in this particular part of the Body of Christ. “Ecclesiology,” the study of the Church in the light of the self-revelation of God in Jesus Christ, is the Church’s thinking and speaking about itself. It involves reflection upon several sources: New Testament images of the Church (of which there are several dozen); the history of the Church in general and that of particular branches within it; various creeds and confessional formulations; the structure of authority; the witness of saints; and the thoughts of theologians. Our understanding of the Church’s identity and purpose invariably intersects with and influences to a large extent how we speak about God, Christ, the Spirit, and ourselves in God’s work of redemption. -
Areas of the Nave
Sunday School Instructional Eucharist Submitted by Eric Hall Areas of the Nave Each area of the church has a name. As you walk through our double doors you find: Narthex The narthex is an architectural element typical of early Christian and Byzantine basilicas or churches consisting of the entrance or lobby area, usually located at the west end of the Nave, opposite the church's main altar. Traditionally the narthex was a part of the church building but was not considered part of the church proper. It is either an indoor area separated from the Nave by a screen or rail, or an external structure such as a porch. (Wikipedia) St. Philip has the glass wall and double doors. This is the area we gather in preparation for the procession. Sometimes the choir will sing an introit which is a hymn to prepare the congregation for the service. Youth Definition – The front yard of the church (Tealiah Hillmon) Nave The central space in a church, extending from the narthex to the chancel and often flanked by aisles ( dictionary.com) This is the section that the congregation sits in. Our Nave holds approximately 325 people with two side aisles and a center aisle. Youth Definition – Den or Living Room (the gathering place). Lectern A reading desk in a church on which the Bible rests and from which the lessons are read during the church service (dictionary.com), on the Epistle or right side of the chancel area. It is typically used by lay people to read the scripture lessons (except for the Gospel lesson), to lead the congregation in prayer, and to make announcements. -
House and Senate Chaplains: an Overview
House and Senate Chaplains: An Overview Ida A. Brudnick Analyst on the Congress Updated May 26, 2011 Congressional Research Service 7-5700 www.crs.gov R41807 House and Senate Chaplains: An Overview Introduction and Functions Both the Senate and House of Representatives elect chaplains. The chaplains perform ceremonial, symbolic, and pastoral duties. Pursuant to Senate Rule IV and House Rule II, the Senate and House chaplains open the daily sessions in their respective chambers with a prayer. In addition to these official duties, they also serve as spiritual counselors to Members, their families, and staff; coordinate religious studies, discussion sessions, and prayer meetings for Members and staff; and may officiate at the weddings and funerals of Members. At the beginning of each Congress, the House chaplain is elected to a two-year term.1 The Senate chaplain, like other officers of the Senate, does not have to be reelected at the beginning of a new Congress. The House and Senate elect the chaplains as individuals and not as representatives of any religious body or denominational entity. The elected chaplains also coordinate the “guest chaplains,” who are invited by Members of the House and Senate to offer an opening prayer. These guest chaplains, who have represented numerous faiths, have been invited for many decades.2 In 1948, for example, the House welcomed its first female guest chaplain.3 History The custom of opening legislative sessions with a prayer began in the Continental Congress, which elected Jacob Duché, rector of Christ Episcopal Church in Philadelphia, to serve as its chaplain from 1774 to 1776.4 For most of their history, the House and the Senate have each elected a chaplain. -
De Hooges Memorandum Book
The Memorandum Book of Anthony de Hooges _______ Translated by DIRK MOUW A Publication of the New Netherland Research Center and the New Netherland Institute 2012 ii ANTHONY DE HOOGES About the New Netherland Research Center and the New Netherland Institute The New Netherland Research Center is a partnership between the New York State Office of Cultural Education and the New Netherland Institute. Housed in the New York State Library, the Center supports research on the seventeenth century Dutch province of New Netherland, which was centered on New York’s Hudson Valley and extended from Connecticut to Delaware. Under Director Dr. Charles Gehring and Assistant Director Dr. Janny Venema, it continues the work of the New Netherland Project, which since 1974 has translated Dutch era documents held by the New York State Library and the New York State Archives. Visit the New Netherland Research Center online at www.nysl.nysed.gov/newnetherland/. The New Netherland Institute is an independent nonprofit organization supporting research and education in Dutch-American history. For over three decades, the Institute and its predecessor organization the Friends of New Netherland have supported the translation of New York’s Dutch era documents by the New Netherland Project. Through a three-year matching grant from the State of the Netherlands, the Institute now undertakes financial and programmatic support of the New Netherland Research Center. The Institute relies heavily on its members to fulfill this mission. Interested parties can learn more about the Institute’s programs and how to join at www.newnetherlandinstitute.org. MEMORANDUM BOOK iii Contents Acknowledgments iv Introduction v A Copy of Various Acts and Other Noteworthy Memoranda [A-Series] 1 Memoranda and Lists of the Tithe and the Third-Share and the Numbers of Livestock [B-Series] 84 Index of Personal Names 116 iv ANTHONY DE HOOGES Acknowledgments I wish to express my gratitude to Charles Gehring and Janny Venema for their comments, advice and assistance with this project. -
Private Transfer Fee Covenants: Cleaning up the Mess R
University of Missouri School of Law Scholarship Repository Faculty Publications Fall 2010 Private Transfer Fee Covenants: Cleaning Up The Mess R. Wilson Freyermuth University of Missouri School of Law, [email protected] Follow this and additional works at: http://scholarship.law.missouri.edu/facpubs Part of the Dispute Resolution and Arbitration Commons, and the Property Law and Real Estate Commons Recommended Citation R. Wilson Freyermuth, Private Transfer Fee Covenants: Cleaning Up the Mess, 45 Real Prop. Tr. & Est. L.J. 419 (2010) This Article is brought to you for free and open access by University of Missouri School of Law Scholarship Repository. It has been accepted for inclusion in Faculty Publications by an authorized administrator of University of Missouri School of Law Scholarship Repository. PRIVATE TRANSFER FEE COVENANTS: CLEANING UP THE MESS R. Wilson Freyermuth* Editors' Synopsis: The purposes for creating a "private transfer fee" covenant rangefrom supporting community services to creatingafuture revenue streamfor the developer. Traditionally,courts examined these covenants using the touch and concern standard.The Restatement (Third) of Property: Servitudes, however, rejects this standard. This Article discusses this new approach as it relates to private transferfees. The authorargues that private transferfee covenants are contrary to public policy and encourages states to enact legislationlimiting the enforcement of these covenants. I. THE ECONOMICS OF TRANSFER FEE COVENANTS (PRIVATE AND OTHERWISE) ...............................424 A. Transfer Fees Payable to a Homeowners' Association........424 B. The "Quasi-Public" or "Charitable" Transfer Fee Covenant ................... ................ 426 C. The Purely Private Transfer Fee Covenant...... ...... 428 H. PRIVATE TRANSFER FEE COVENANTS AND THE TOUCH AND CONCERN STANDARD .........................