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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. -
The Varick Family
THE VARICK FAMILY BY REV, B, F, WHEELER, D, D, With Many Family Portraits, JAMES YA RICK x'Ot:.SDER OF THE A. ~- E. ZIO.S CHT:RCH DEDICATION. TO THE VETERAN FOLLOWERS, MINISTERIAL AND LAY, OF JAMES VARICK, WHO HAVE TOILED UNFLAGINGL Y TO MAKE THE AFRICAN METHODIST EPISCOPAL ZION CHURCH THE PROUD HERITAGE OF OVER HALF A MILLION MEMBERS, AND TO THE YOUNG SONS AND DAUGHTERS OF THE CHURCH UPON WHOM THE FUTURE CARE AND RESPONSIBILITIES OF THE CHURCH MUST SOON DEVOLVE, THIS LITTLE VOLUME IS AFFECTIONATELY DEDICATED BY THE AUTHOR. PREFACE I have put myself to great pains to gather facts for this little book. I have made many trips to New York and Philadelphia looking up data. I have visited Camden, N. J ., and Rossville, Staten Island, for the same purpose. I have gone over the grounds in the lower part of New York which were the scenes of Varick's endeavors. I have been at great pains to study the features and intel lectual calibre of the Varick family, that our church might know something about the family of the man whose name means so much to our Zion Method ism. I have undertaken the work too, not because I felt that I could do it so well, but because I felt I was in position, living near New York city, to do it with less trouble than persons living far away from that city. Then I felt that if it were not at tempted soon, the last link connecting the present generation with primitive Zion Methodism would be broken. -
Adoption Metaphors Aesthetics
Aa ADOPTION METAPHORS See NEW BIRTH (REGENERATION). AESTHETICS The field of aesthetics is commonly defined as the philosophy of fine art, critical theory, and aesthetic experience. Its development is recent; in the eighteenth century a poetic theorist coined the term “aesthetics.” That was the golden era of aesthetics, when British and German thinkers stated the defining characteristics of beauty, taste, artistic genius, and the sublime. But the foundations of aesthetic theory lie in the thinking of Plato, Aristotle, and other classical philosophers. Early Christian and medieval theology was profoundly shaped by aesthet- ic interests. Augustine’s early writings (ca. 386–400) describe Being and all existence as consisting of a numbering (ratio) that gives measure, form, and order to all things. Augustine was responding positively to Plotinian and Py- thagorean aesthetics but negatively to Manichean antimaterialism. Denys the Areopagite (late fifth to early sixth century) expanded the vision of numbered order leading to God. His cosmology describes a created hierarchy of Being/ Beauty/Goodness. God, as Highest Beauty, gives each creature a subjective perfection or beauty relative to its location in the scale/chain of existence. Bo- naventure (1221-74) expanded this aesthetic by applying it to humanity’s cul- tural and intellectual disciplines. As the soul journeys anagogically (ascending understanding) “up” the ladder of Being, it draws closer to union with divine Beauty. Thomas Aquinas (ca. 1225-74) described Beauty as harmony among the three transcendentals: Unity, Truth, and Goodness. But his writings on the metaphysics of divine Light and earthly color are equally important as express- ing then contemporary Gothic aesthetics (e.g., soaring cathedral design and luminous stained glass). -
On Absalom and Freedom February 17, 2019: the Sixth Sunday After the Epiphany the Rev. Emily Williams Guffey, Christ Church Detroit Luke 6:17-26
On Absalom and Freedom February 17, 2019: The Sixth Sunday after the Epiphany The Rev. Emily Williams Guffey, Christ Church Detroit Luke 6:17-26 Yesterday I was at the Cathedral along with several of you for the Feast of Blessed Absalom Jones, who was the first black person to be ordained as an Episcopal priest. Absalom Jones had been born into slavery; he was separated from his family at a very young age, when his master sold his mother and all of his siblings, and took only Absalom along with him to a new city--to Philadelphia--where Absalom worked in the master’s store as a slave. The master did allow Absalom to go to a night school there in Philadelphia for enslaved people, and there Absalom learned to read; he learned math; he learned how to save what he could along the way. He married a woman named Mary and, saving his resources, was able to purchase her freedom. He soon saved enough to purchase his own freedom as well, although his master did not permit it. It would be years until his master finally allowed Absalom to purchase his own freedom. And when he did, Absalom continued to work in the master’s store, receiving daily wages. It was also during this time that Absalom came to attend St. George’s Methodist Episcopal Church in Philadelphia. Since Methodism had grown as a form of Anglicanism back in England, this was a time before the Methodist Church had come into its own denomination distinct from the Episcopal Church. -
LEADERSHIP of the AFRICAN METHODIST EPISCOPAL ZION CHURCH in DIFFICULT TIMES Submitted by Cynthia En
TELLING A NEGLECTED STORY: LEADERSHIP OF THE AFRICAN METHODIST EPISCOPAL ZION CHURCH IN DIFFICULT TIMES Submitted by Cynthia Enid Willis Stewart, to the University of Exeter as a thesis for the degree of Master of Philosophy in Theology, January 2011. This thesis is available for library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. Signature.......Cynthia Stewart........................................................... 1 ACKNOWLEDGEMENTS I could not have completed this labor without the help of Ian Markham whose insightful and thoughtful comments have shaped this thesis. His tireless encouragement and ongoing support over many years despite a busy schedule brought this work to fruition. To Bishop Nathaniel Jarrett of the African Methodist Episcopal Zion Church, my heartfelt thanks for his superior editorial assistance. I thank my husband, Ronald, for his unwavering support. 2 ABSTRACT The African Methodist Episcopal Zion Church connection is a major, historic Black Christian denomination which has long been ignored as a subject of serious academic reflection, especially of an historic nature. This was partly due to the lack of denominational archives, and the sense that historical inventory and archival storage could be a financial drain to the AME Zion Church such it could not maintain its own archives and indeed, retaining official records was kept at a far from super or archival level. -
The Art of Books Bindings.Lib.Ua.Edu
Publishers’ Bindings Online, 1815-1930: The Art of Books bindings.lib.ua.edu Sample Lesson Plan: Slave Narratives Grades 5-12 Objectives: Using examples from the PBO bindings database, students will learn what slave narratives are, who wrote them, and their purposes. Materials: A computer with an Internet connection and a large screen or other capability to display the teacher’s actions to the entire class. Lesson Use of imported Africans and African Americans for slave labor began in the Jamestown colony of Virginia in the seventeenth century, and lasted until after the Civil War ended in 1865. The best way to learn about the experience of those who were held as slaves is to study their first-hand accounts. Many slaves who either had escaped or been freed published their stories during the nineteenth century. These stories became a distinct literary genre known as slave narratives. Prominent American colonists published popular autobiographies – or books about themselves – during the eighteenth century. About the same time, Puritans began writing the stories of Native Americans held in captivity. The first slave narratives, published in the late 1700s, had their roots in these two genres, but they had their own unique characteristics as well. The slave narrative developed as a genre during the nineteenth century for two reasons. The first was the support slaves received from the abolitionist – or anti-slavery – movement, which gained momentum beginning in the 1830s. The other is the romantic movement of American literature, which encouraged individualism, stressed emotional subjects, and often featured quests for American ideals, such as freedom. -
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 Black Church “ Lost-Strayed-Or Stolen ” in the Area of Religion Seemed That the Churches Institution of Slavery
THE BETTER WE KNOW US • • by Albert A. Campbell fflGH POINT - Mrs. Letitia B. began viewing life from i different Feeling that she still had not developed well-placed advice, she chose the I.R.S. Johnson, wife, mother and career perspective. She quickly found that first to her full potential, “ Tish” entered During the 1973 Summer, Mrs. woman. A rare combination among of all, there were no jobs for the North Carolina A&T State University in Johnson accepted an opportunity from today’s demands of specializations. untrained, especially for blacks, and that 1970 to study accounting. While a the I.R.S. and attended Basic Revenue From high school drop-out to GS-9...all simply sitting at home was just not full-time student, she also maintained her Agents Training in Atlanta, Georgia. because of attitude! Mrs. Johnson is a enough. By September, 1963, she had role of wife and mother as well as a That exposure, along with instructional living Cinderella testimony. decided to return to high school and get part-time job. In 1974 she graduated advice, made her more aware of the A product of “ The Projects” (Daniel her diploma - which she received in June summa cum laude and No. 1 in the School better opportunities with the I.R.S. She Brooks) in High Point, Letitia attended of 1964. of Business & Finance. She also found had already worked in a Cooperative the now defunct Leonard Street Her first employment was in a factory time for the Alobeaem Society, Educational Program as a Revenue Agent Elementary School before entering the working in a dull, dead-end job that had Accounting Club, and two honor Intern during her senior year at A&T. -
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.