Past Operators of Underground Railroad Stations (Including the Station's Current Address)
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Underground Railroad in Tennessee to 1865
The State of State History in Tennessee in 2008 The Underground Railroad in Tennesseee to 1865 A Report By State Historian Walter T. Durham The State of State History in Tennessee in 2008 The Underground Railroad in Tennessee to 1865 A Report by State Historian Walter T. Durham Tennessee State Library and Archives Department of State Nashville, Tennessee 37243 Jeanne D. Sugg State Librarian and Archivist Department of State, Authorization No. 305294, 2000 copies November 2008. This public document was promulgated at a cost of $1.77 per copy. Preface and Acknowledgments In 2004 and again in 2006, I published studies called The State of State History in Tennessee. The works surveyed the organizations and activities that preserve and interpret Tennessee history and bring it to a diverse public. This year I deviate by making a study of the Under- ground Railroad in Tennessee and bringing it into the State of State History series. No prior statewide study of this re- markable phenomenon has been produced, a situation now remedied. During the early nineteenth century, the number of slaves escaping the South to fi nd freedom in the northern states slowly increased. The escape methodologies and ex- perience, repeated over and over again, became known as the Underground Railroad. In the period immediately after the Civil War a plethora of books and articles appeared dealing with the Underground Railroad. Largely written by or for white men, the accounts contained recollections of the roles they played in assisting slaves make their escapes. There was understandable exag- geration because most of them had been prewar abolitionists who wanted it known that they had contributed much to the successful fl ights of a number of slaves, oft times at great danger to themselves. -
Church Prof Ile — 2012
CHURCH PROFILE — 2012 1 2 TABLE OF CONTENTS Page 1. Introduction 4 2. Mission and Objectives 5 3. Church History 6 4. Ministerial Staff 11 5. Administrative Staff 15 6. Deacon Ministry 16 7. Trustee Ministry 17 8. Ministries 18 9. Demographics 26 10. Worship Schedule and Bible Study 27 11. Discipleship Training 28 12. Evans Smith Leadership Training Program 29 13. Community Coalition for Haiti 30 14. Credit Union 31 15. National Affiliations 32 16. Church Communications 33 17. Community Profiles 34 a. Vienna, Virginia b. Fairfax County Virginia c. Loudoun County Virginia d. Prince William County Virginia 3 INTRODUCTION First Baptist Church of Vienna (FBCV), a predominantly African American church founded by former slaves, is the first and oldest church in Vienna, Virginia having been erected at its original site at 315 Lawyers Road in 1867. Over 50 years ago, the congregation moved to the current location at 450 Orchard Street NW. In 1996, the edifice was expanded to accommodate the church’s focus on Christian worship, missionary activities, evangelism, community service and Christian education. FBCV, a missionary Baptist Church, is a paradigm for how the church can positively influence both the local and international community. At FBCV, the praises go up and the blessings continue to come down. Today, FBCV has 1083 individuals on its membership rolls with some 40 ministries that provide service, support, fellowship and outreach that extend far beyond the congregation to the international community. FBCV is known as a church that loves the Lord and loves each other. For the last 25 years, the church has been pastored by the Rev. -
Catherine Blaine
Catherine Blaine http://columbia.washingtonhistory.org/lessons/blaineMSHS.aspx SEARCH: Home Visit Us Get Involved Education Research WA Collections Heritage Services The Society The Journey of Catharine Paine Blaine FOR MIDDLE/HIGH SCHOOL Summary: Women played a vital role in the settlement of the West, both in the creation of frontier towns and in promoting political ideals. Many of the women who settled in the West brought with them ideals that they had learned at home in the East Coast. Reform movements that had begun back East often took root in the territories in which these women came to live. This lesson plan examines the life of Catharine Paine Blaine, missionary, schoolteacher, and women’s rights activist who traveled from Seneca Falls, New York to Washington Territory in the 1850s. Students will examine primary sources and make connections to their own experiences, mapping the route that the Blaines took to reach Seattle from Seneca Falls. Using everyday items that Catharine brought with her to the Pacific Northwest, your students will explore how eastern settlers brought both objects and ideas with them as they traveled. Essential Academic Learning Requirements (EALRs): This lesson plan satisfies Washington state standards in Social Studies, Civics, Reading, Writing, and Art. It may also be used to fulfill a Dig Deep Classroom-Based Assessment. This lesson plan also meets New York state’s Social Studies standards 1.1, 1.2, 1.3, 1.4, 3.2, 5.1, and 5.3. Essential Questions for Students: What did Catharine experience when she traveled from New York to Washington Territory? What dangers did women settlers face when moving west? How can people change the places in which they live? What kind of change did Catharine Paine Blaine bring to the Pacific Northwest? What is a reform movement? How did eastern ideas change the lives of people in the West? What were some of the specific problems that American reformers wanted to solve in the late-19th century? Primary Sources for Student Understanding: 1. -
About the Author for INCIDENTS in the LIFE of a SLAVE GIRL
About the Author for INCIDENTS IN THE LIFE OF A SLAVE GIRL Harriet Ann Jacobs Personal Background “God . gave me a soul that burned for freedom and a heart nerved with determination to suffer even unto death in pursuit of liberty.” In this excerpt from a letter written by Harriet Jacobs to her friend, the abolitionist Amy Post, Jacobs expresses her determination to continue her quest for freedom. Dated October 9, 1853 — less than two years after Jacobs was freed — the letter was written in response to Post’s suggestion that Jacobs tell the story of her abuse and exploitation as an enslaved black woman. Eight years later, in 1861 — the same year that marked the beginning of the Civil War — Incidents in the Life of a Slave Girl, Written by Her- self was published in Boston. According to the chronology of Jacobs’s life compiled by her autobiogra- pher, Jean Fagan Yellin, the events described in Incidents narrated by “Linda Brent” mirror key incidents of Jacobs’ life. Early Years Harriet Ann Jacobs was born at Edenton, North Carolina, in 1813 to Delilah, the daughter of Molly Horniblow (Aunt Martha), the slave of Margaret Horniblow, and to Daniel Jacobs, a carpenter, the slave of Dr. Andrew Knox. When she was only six years old, Jacobs’ mother died, and Jacobs was taken into the household of her mistress, Margaret Horniblow, who taught her to read, spell, and sew. When she was 12, Margaret Horniblow died and willed Harriet to her five-year-old niece, Mary Matilda Norcom (Miss Emily). As a result, Harriet and her brother, John S. -
Kyle B. Robinson
Kyle B. Robinson Department of History 364 Rush Rhees Library University of Rochester Rochester, NY 14627 [email protected] EDUCATION University of Rochester, Rochester, NY 2012 - Present Ph.D., History Examined Teaching Fields: Early Modern Europe, Modern Europe. Examined Research Fields: Enlightenment and Religion, Masculinity and Gender Dissertation: “Body and Soul of Enlightenment: John Wesley, Methodism, and the Age of Reason” Villanova University, Villanova, PA 2009-2011 M.A., History Specialty: Modern Europe since 1500 Subfield: U.S. Civil War and Reconstruction Anderson University, Anderson, IN 2005-2009 Bachelor of Arts, cum Laude Major: History, Honors Minor: French PUBLICATIONS Under Review: “The Contradictions of Calybute Downing: Scripture and Political Malleability in the run-up to the English Civil War” Under Review The Seventeenth Century “Interpreting the Iron Duke: the male form in the Hyde Park Achilles.” Under Review 1650-1850: Ideas, Aesthetics, and Inquiries in the Early Modern Era. “Crafting provincial Enlightenment city space: The Tyne Bridge and the Flood of 1771.” Under Review The Eighteenth Century: Theory and Interpretation GRANTS, HONORS, AND AWARDS • 2017-2018, Dean’s Dissertation Completion Fellowship, University of Rochester. Dean of Arts, Sciences, and Engineering Fellowship for Dissertation Completion. • Spring 2016, Donald Marks “Dexter Perkins Prize, To perpetuate the name of Dexter Perkins and is to encourage and assist a worthy student in history in his/her cultural and intellectual development. -
William Cooper Nell. the Colored Patriots of the American Revolution
William Cooper Nell. The Colored Patriots of the American ... http://docsouth.unc.edu/neh/nell/nell.html About | Collections | Authors | Titles | Subjects | Geographic | K-12 | Facebook | Buy DocSouth Books The Colored Patriots of the American Revolution, With Sketches of Several Distinguished Colored Persons: To Which Is Added a Brief Survey of the Condition And Prospects of Colored Americans: Electronic Edition. Nell, William Cooper Funding from the National Endowment for the Humanities supported the electronic publication of this title. Text scanned (OCR) by Fiona Mills and Sarah Reuning Images scanned by Fiona Mills and Sarah Reuning Text encoded by Carlene Hempel and Natalia Smith First edition, 1999 ca. 800K Academic Affairs Library, UNC-CH University of North Carolina at Chapel Hill, 1999. © This work is the property of the University of North Carolina at Chapel Hill. It may be used freely by individuals for research, teaching and personal use as long as this statement of availability is included in the text. Call number E 269 N3 N4 (Winston-Salem State University) The electronic edition is a part of the UNC-CH digitization project, Documenting the American South. All footnotes are moved to the end of paragraphs in which the reference occurs. Any hyphens occurring in line breaks have been removed, and the trailing part of a word has been joined to the preceding line. All quotation marks, em dashes and ampersand have been transcribed as entity references. All double right and left quotation marks are encoded as " and " respectively. All single right and left quotation marks are encoded as ' and ' respectively. -
Finding Freedom in New Bedford
Finding Freedom in New Bedford On Site Pre-Visit Post-Visit Journey 1 Journey 2 Journey 3 Handouts National Park Service U.S. Department of the Interior Finding Freedom in New Bedford New Bedford Whaling National Historical Park When Samuel Nixon escaped from slavery to New Bedford, Massachusetts, in the early summer of 1855, he took the name Thomas Bayne and found “many old friends” from his native Norfolk, Virginia, already living in the small but bustling port city. By that time New Bedford was considered “one of the greatest assylums [sic] of the fugitives,” as whaling merchant Charles W. Morgan put it; to runaway slaves like George Teamoh, the city was “our magnet of attraction.” This curriculum-based lesson plan is one in a Included in this lesson are several pages of thematic set on the Underground Railroad supporting material. To help identify these using lessons from other National Parks. pages the following icons may be used: Also are: Hampton National Historic Site To indicate a Primary Source page Hampton Mansion: Power Struggles in Early America To indicate a Secondary Source page To Indicate a Student handout To print individual documents in this set right click the name in the bookmark on left and select To indicate a Teacher resource print pages. Finding Freedom in New Bedford Page 1 of 6 New Bedford Whaling National Historical Park National Park Service New Bedford Whaling National Historical Park tells the story of New Bedford the mid-19th century’s preeminent whaling port and for a time “the richest city in the world.” The whaling industry employed large numbers of African- Americans, Azoreans, and Cape Verdeans. -
2020 Annual Report
Stability in Action Annual Report 2020 A Message from Mary Kate Wold Chief Executive Officer and President Dear Friends: To say these past several months have been challenging would be an understatement—from the COVID-19 pandemic, which has brought illness, death, and market volatility, to the senseless killings of George Floyd, Breonna Taylor, Ahmaud Arbery, and Rayshard Brooks, which have brought urgent attention to the ongoing issue of racial injustice in the United States. During these times of pain and uncertainty, we have remained steadfast in our values, ensuring that we remain a stable and supportive presence, not only for the Church but also for our employees. Our longstanding commitment to inclusion has resulted in a diverse workforce that continues to thrive, learn, and engage in constructive conversations about difference. Thought leaders such as Catherine Meeks, PhD, Executive Director of the Absalom Jones Center for Racial Healing and Church Publishing author; Shawn Rochester, author of The Black Tax: The Cost of Being Black in America; and The Most Reverend Michael B. Curry have visited with us and have spoken about the experience of racism, the promise of equality, and the difficult work we all are called to do, to love our neighbors as ourselves. Employee-led affinity groups provide opportunities for people of color and other demographics to support each other, and ongoing training for employees and The Church Pension Fund Board of Trustees (CPF Board) continues to keep issues of equality front and center in our work. Racial tension can undermine the collaborative culture of any organization, and we are doing everything in our power to advance our own understanding so we can create even more space for healing and reconciliation at the Church Pension Group (CPG). -
Teacher's Guide to Rethinking UGRR Terminology
Rethinking Underground Railroad Terminology Teacher’s Guide The words we use to talk about a topic influence the way we think and feel about the subject. Language reflects the values of the culture that produces it. As values change, so does language. Significantly, the language used in guiding students’ cognitive development shapes their internal dialogue as they assimilate new information. Social psychologist Lev Semanovich Vygotsky argued these internal dialogues influence students’ independent cognitive efforts.1 Thus, an educator’s language shapes a student’s internal perspectives on the material being studied. Moreover, it conveys to the student an understanding of society’s values with respect to the subject matter. It is important for educators to consider who produced the traditional “Definitions belong to the Underground Railroad lexicon of “slave” and “owner” and to determine whether definers – not the defined.” the values reflected in that vocabulary should be reinforced today. - Toni Morrison, Beloved This Teacher’s Guide has been prepared to inform classroom discussions about the historical context and modern legacy of the Underground Railroad. 1 John H. Falk and Lynn D. Dierking, Learning from Museums: Visitor Experiences and the Making of Meaning (Walnut Creek, CA: AltaMira Press, 2000), 44. Dec. 2018 © 2018 Niagara Falls Underground Railroad Heritage Commission Inc. Rethinking Underground Railroad Terminology Teacher’s Guide Traditional Language Preferred Language Usage Example2 Significance & Best Practices Routinely qualifying nouns such as “businessman,” “doctor,” etc. with the adjective “African-American” assumes that “businessmen,” etc. are white. Under this usage, white is the standard, and all others are a deviation, necessitating usage of a racial adjective to refer to all businessmen of color. -
The Underground Railroad in Seneca Falls, NY
Table of Contents Pages Topic 2-7 Some Basic Information 8-19 Seneca Falls Sites 20-26 Waterloo Sites 27-29 Some Early Settlers who brought slaves with them when they settled in Seneca County 30-33 African-American Families on Seneca Street in Ovid 32 34- Possible Underground Railroad “Stations” in the Ovid- Romulus-Varick Area 1 Part One: Some Basic Information Introduction In a discussion of the pre-Civil War history and blacks the terms “abolition,” “anti-slavery,” and “Underground Railroad” are frequently used. There are two different meanings of the term “Underground Railroad.” In its narrow meaning, it refers to the efforts of enslaved African Americans to gain their freedom by escaping bondage. For years these escaping “slaves” were called “fugitive slaves.” Today we use the more “politically correct” term “freedom seeker” to refer to them. In its broadest meaning, “Underground Railroad” refers to any kind of anti-slavery activity—not just directly helping a particular freedom seeker in some specific way escape to freedom. This article will use “Underground Railroad” in its broadest meaning, so that the terms “abolition,” “anti-slavery,” and “Underground Railroad” have basically the same meaning. The term “Underground Railroad” in its narrow meaning was neither “underground” nor a “railroad” but rather a loosely-constructed network of escape routes that originated in the Upper South, intertwined throughout the North, and eventually ended in Canada. It also included escape routes from the Deep South into the western U.S. territories, Mexico and the Caribbean. Most “freedom seekers” began their journey unaided, either alone or in small groups. -
Marriage Record Index 1922-1938 Images Can Be Accessed in the Indiana Room
Marriage Record Index 1922-1938 Images can be accessed in the Indiana Room. Call (812)949-3527 for more information. Groom Bride Marriage Date Image Aaron, Elza Antle, Marion 8/12/1928 026-048 Abbott, Charles Ruby, Hallie June 8/19/1935 030-580 Abbott, Elmer Beach, Hazel 12/9/1922 022-243 Abbott, Leonard H. Robinson, Berta 4/30/1926 024-324 Abel, Oscar C. Ringle, Alice M. 1/11/1930 027-067 Abell, Lawrence A. Childers, Velva 4/28/1930 027-154 Abell, Steve Blakeman, Mary Elizabeth 12/12/1928 026-207 Abernathy, Pete B. Scholl, Lorena 10/15/1926 024-533 Abram, Howard Henry Abram, Elizabeth F. 3/24/1934 029-414 Absher, Roy Elgin Turner, Georgia Lillian 4/17/1926 024-311 Ackerman, Emil Becht, Martha 10/18/1927 025-380 Acton, Dewey Baker, Mary Cathrine 3/17/1923 022-340 Adam, Herman Glen Harpe, Mary Allia 4/11/1936 031-273 Adam, Herman Glenn Hinton, Esther 8/13/1927 025-282 Adams, Adelbert Pope, Thelma 7/14/1927 025-255 Adams, Ancil Logan, Jr. Eiler, Lillian Mae 4/8/1933 028-570 Adams, Cecil A. Johnson, Mary E. 12/21/1923 022-706 Adams, Crozier E. Sparks, Sarah 4/1/1936 031-250 Adams, Earl Snook, Charlotte 1/5/1935 030-250 Adams, Harry Meyer, Lillian M. 10/21/1927 025-376 Adams, Herman Glen Smith, Hazel Irene 2/28/1925 023-502 Adams, James O. Hallet, Louise M. 4/3/1931 027-476 Adams, Lloyd Kirsch, Madge 6/7/1932 028-274 Adams, Robert A. -
Education on the Underground Railroad: a Case Study of Three Communities in New York State (1820-1870)
Syracuse University SURFACE Dissertations - ALL SURFACE 12-2013 Education on the Underground Railroad: A Case Study of Three Communities in New York State (1820-1870) Lenora April Harris Follow this and additional works at: https://surface.syr.edu/etd Part of the Education Commons, and the History Commons Recommended Citation Harris, Lenora April, "Education on the Underground Railroad: A Case Study of Three Communities in New York State (1820-1870)" (2013). Dissertations - ALL. 30. https://surface.syr.edu/etd/30 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT In the mid-nineteenth century a compulsory education system was emerging that allowed all children to attend public schools in northern states. This dissertation investigates school attendance rates among African American children in New York State from 1850–1870 by examining household patterns and educational access for African American school-age children in three communities: Sandy Ground, Syracuse, and Watertown. These communities were selected because of their involvement in the Underground Railroad. I employed a combination of educational and social history methods, qualitative and quantitative. An analysis of federal census reports, state superintendent reports, city directories, area maps, and property records for the years 1820–1870 yielded comparative data on households, African American and European American, in which African American school-age children resided. The nature of schooling and the manner in which the household and community advocated for school attendance during this period are also described and compared.