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Children's Books & Illustrated Books
CHILDREN’S BOOKS & ILLUSTRATED BOOKS ALEPH-BET BOOKS, INC. 85 OLD MILL RIVER RD. POUND RIDGE, NY 10576 (914) 764 - 7410 CATALOGUE 94 ALEPH - BET BOOKS - TERMS OF SALE Helen and Marc Younger 85 Old Mill River Rd. Pound Ridge, NY 10576 phone 914-764-7410 fax 914-764-1356 www.alephbet.com Email - [email protected] POSTAGE: UNITED STATES. 1st book $8.00, $2.00 for each additional book. OVERSEAS shipped by air at cost. PAYMENTS: Due with order. Libraries and those known to us will be billed. PHONE orders 9am to 10pm e.s.t. Phone Machine orders are secure. CREDIT CARDS: VISA, Mastercard, American Express. Please provide billing address. RETURNS - Returnable for any reason within 1 week of receipt for refund less shipping costs provided prior notice is received and items are shipped fastest method insured VISITS welcome by appointment. We are 1 hour north of New York City near New Canaan, CT. Our full stock of 8000 collectible and rare books is on view and available. Not all of our stock is on our web site COVER ILLUSTRATION - #307 - ORIGINAL ART BY MAUD HUMPHREY FOR GALLANT LITTLE PATRIOTS #357 - Meggendorfer Das Puppenhaus (The Doll House) #357 - Meggendorfer Das Puppenhaus #195 - Detmold Arabian Nights #526 - Dr. Seuss original art #326 - Dorothy Lathrop drawing - Kou Hsiung (Pekingese) #265 - The Magic Cube - 19th century (ca. 1840) educational game Helen & Marc Younger Pg 3 [email protected] THE ITEMS IN THIS CATALOGUE WILL NOT BE ON RARE TUCK RAG “BLACK” ABC 5. ABC. (BLACK) MY HONEY OUR WEB SITE FOR A FEW WEEKS. -
Texts Checklist, the Making of African American Identity
National Humanities Center Resource Toolbox The Making of African American Identity: Vol. I, 1500-1865 A collection of primary resources—historical documents, literary texts, and works of art—thematically organized with notes and discussion questions I. FREEDOM pages ____ 1 Senegal & Guinea 12 –Narrative of Ayuba Suleiman Diallo (Job ben Solomon) of Bondu, 1734, excerpts –Narrative of Abdul Rahman Ibrahima (“the Prince”), of Futa Jalon, 1828 ____ 2 Mali 4 –Narrative of Boyrereau Brinch (Jeffrey Brace) of Bow-woo, Niger River valley, 1810, excerpts ____ 3 Ghana 6 –Narrative of Broteer Furro (Venture Smith) of Dukandarra, 1798, excerpts ____ 4 Benin 11 –Narrative of Mahommah Gardo Baquaqua of Zoogoo, 1854, excerpts ____ 5 Nigeria 18 –Narrative of Olaudah Equiano of Essaka, Eboe, 1789, excerpts –Travel narrative of Robert Campbell to his “motherland,” 1859-1860, excerpts ____ 6 Capture 13 –Capture in west Africa: selections from the 18th-20th-century narratives of former slaves –Slave mutinies, early 1700s, account by slaveship captain William Snelgrave FREEDOM: Total Pages 64 II. ENSLAVEMENT pages ____ 1 An Enslaved Person’s Life 36 –Photographs of enslaved African Americans, 1847-1863 –Jacob Stroyer, narrative, 1885, excerpts –Narratives (WPA) of Jenny Proctor, W. L. Bost, and Mary Reynolds, 1936-1938 ____ 2 Sale 15 –New Orleans slave market, description in Solomon Northup narrative, 1853 –Slave auctions, descriptions in 19th-century narratives of former slaves, 1840s –On being sold: selections from the 20th-century WPA narratives of former slaves, 1936-1938 ____ 3 Plantation 29 –Green Hill plantation, Virginia: photographs, 1960s –McGee plantation, Mississippi: description, ca. 1844, in narrative of Louis Hughes, 1897 –Williams plantation, Louisiana: description, ca. -
Image Credits, the Making of African
THE MAKING OF AFRICAN AMERICAN IDENTITY: VOL. I, 1500-1865 PRIMARY SOURCE COLLECTION The Making of African American Identity: Vol. I, 1500-1865 IMAGE CREDITS Items listed in chronological order within each repository. ALABAMA DEPT. of ARCHIVES AND HISTORY. Montgomery, Alabama. WEBSITE Reproduced by permission. —Physical and Political Map of the Southern Division of the United States, map, Boston: William C. Woodbridge, 1843; adapted to Woodbridges Geography, 1845; map database B-315, filename: se1845q.sid. Digital image courtesy of Alabama Maps, University of Alabama. ALLPORT LIBRARY AND MUSEUM OF FINE ARTS. State Library of Tasmania. Hobart, Tasmania (Australia). WEBSITE Reproduced by permission of the Tasmanian Archive & Heritage Office. —Mary Morton Allport, Comet of March 1843, Seen from Aldridge Lodge, V. D. Land [Tasmania], lithograph, ca. 1843. AUTAS001136168184. AMERICAN TEXTILE HISTORY MUSEUM. Lowell, Massachusetts. WEBSITE Reproduced by permission. —Wooden snap reel, 19th-century, unknown maker, color photograph. 1970.14.6. ARCHIVES OF ONTARIO. Toronto, Ontario, Canada. WEBSITE In the public domain; reproduced courtesy of Archives of Ontario. —Letter from S. Wickham in Oswego, NY, to D. B. Stevenson in Canada, 12 October 1850. —Park House, Colchester, South, Ontario, Canada, refuge for fugitive slaves, photograph ca. 1950. Alvin D. McCurdy fonds, F2076-16-6. —Voice of the Fugitive, front page image, masthead, 12 March 1854. F 2076-16-935. —Unidentified black family, tintype, n.d., possibly 1850s; Alvin D. McCurdy fonds, F 2076-16-4-8. ASBURY THEOLOGICAL SEMINARY. Wilmore, Kentucky. Permission requests submitted. –“Slaves being sold at public auction,” illustration in Thomas Lewis Johnson, Twenty-Eight Years a Slave, or The Story of My Life in Three Continents, 1909, p. -
A TIMELINE of AFRICAN AMERICAN HISTORY in BUFFALO, NY 1790-PRESENT Ince Our Inception, Buffalo Bike Tours Has Sought to Amplify Buffalo’S Lesser Known Histories
CELEBRATE BUFFALO BLACK HISTORY A TIMELINE OF AFRICAN AMERICAN HISTORY IN BUFFALO, NY 1790-PRESENT ince our inception, Buffalo Bike Tours has sought to amplify Buffalo’s lesser known histories. This February (2021), in light Sof Black History Month and our commitment to the Black Lives Matter movement, we present a series of 4 articles on our city’s black history of resistance and resilience. Want to learn more? Buffalo Bike Tours can provide private tours themed around black history. We are also developing tours for younger audiences. For school field trips on Buffalo black history by bike, bus, or foot, see our website or contact us for more information on hosting your class. BUFFALO BIKE TOURS BUFFALOBIKETOURS.COM [email protected] (716) 328-8432 2 1790-1900 EARLY HISTORY OF BUFFALO’S BLACK COMMUNITY rior to the war of 1812, Buffalo was a pioneer town with a population of just under 1,500. PBuffalo’s first black citizens lived alongside early settlers and largely resided in the Fourth Ward. Buffalo’s black population faced many adversities but experienced more freedom than many other parts of the country. New York State was one of the more liberal states and enacted policies, such as abolishing slavery in 1827. Still, life in Buffalo was far from perfect for black families in the 1800s. Due to its proximity to the Canadian border, Professor Wilbur H. Siebert’s underground railroad of WNY map Buffalo soon became a key part of the underground railroad: it was the last stop before reaching freedom. The city became known to conductors around the country as a network of “stations” were established. -
The Archaeological Importance of the Black Towns in the American West and Late-Nineteenth Century Constructions of Blackness
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2012 I'm Really Just an American: The Archaeological Importance of the Black Towns in the American West and Late-Nineteenth Century Constructions of Blackness Shea Aisha Winsett College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the African American Studies Commons, African History Commons, History of Art, Architecture, and Archaeology Commons, and the Social and Cultural Anthropology Commons Recommended Citation Winsett, Shea Aisha, "I'm Really Just an American: The Archaeological Importance of the Black Towns in the American West and Late-Nineteenth Century Constructions of Blackness" (2012). Dissertations, Theses, and Masters Projects. Paper 1539626687. https://dx.doi.org/doi:10.21220/s2-tesy-ns27 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. I’m Really Just An American: The Archaeological Importance of the Black Towns in the American West and Late-Nineteenth Century Constructions of Blackness Shea Aisha Winsett Hyattsville, Maryland Bachelors of Arts, Oberlin College, 2008 A Thesis presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Master of Arts Department -
Benjamin Lundy, Abolitionist
BENJAMIN LUNDY, ABOLITIONIST FRED LANDON Here was a man, without education, without wealth . ... who had under- taken, single-hai).ded and without the shadow of a doubt of his ultimate success, to abolish Amencan slavery. Macy, The Anti-Slavery Crusade. HE stude?t of Ameri~ history, _whose field of investigation T lies within the twenttes and thtrttes of the last century, finds the name of Benjamin Lundy appearing in many records. At a time when the older America seemed to be breaking up and when all its people seemed to be on the move, he was as restless as any. In 1830 he could say that he had travelled more than 5,000 miles on foot and more than 20,000 miles in other ways, that he had visited 19 states, and had made two voyages to Hayti. Within the next five years he added to this record three journeys to Texas and the southwest, and a journey through the western part of Upper Canada. His purpose never varied. While others might seek wealth or adventure, he was seeking a solution for the national problems in volved in slavery, and he was particularly seeking the means by which the lot of the negro race in America might be improved. As a pioneer in the abolitionist movement, as the most active propagandist of anti-slavery ideas during the twenties, and as the agent through whom William Lloyd Garrison was first enlisted in the cause, it is strange that he has had so little recognition given to his efforts. A patchwork sort of biography issued eighty years ago, casual references in larger histories, and two or three brief magazine articles alone record Lundy's activities. -
Resistance, Language and the Politics of Freedom in the Antebellum North
Masthead Logo Smith ScholarWorks History: Faculty Publications History Summer 2016 The tE ymology of Nigger: Resistance, Language, and the Politics of Freedom in the Antebellum North Elizabeth Stordeur Pryor Smith College Follow this and additional works at: https://scholarworks.smith.edu/hst_facpubs Part of the History Commons Recommended Citation Pryor, Elizabeth Stordeur, "The tE ymology of Nigger: Resistance, Language, and the Politics of Freedom in the Antebellum North" (2016). History: Faculty Publications, Smith College, Northampton, MA. https://scholarworks.smith.edu/hst_facpubs/4 This Article has been accepted for inclusion in History: Faculty Publications by an authorized administrator of Smith ScholarWorks. For more information, please contact [email protected] The Etymology of Nigger: Resistance, Language, and the Politics of Freedom in the Antebellum North Elizabeth Stordeur Pryor Journal of the Early Republic, Volume 36, Number 2, Summer 2016, pp. 203-245 (Article) Published by University of Pennsylvania Press DOI: https://doi.org/10.1353/jer.2016.0028 For additional information about this article https://muse.jhu.edu/article/620987 Access provided by Smith College Libraries (5 May 2017 18:29 GMT) The Etymology of Nigger Resistance, Language, and the Politics of Freedom in the Antebellum North ELIZABETH STORDEUR PRYOR In 1837, Hosea Easton, a black minister from Hartford, Connecticut, was one of the earliest black intellectuals to write about the word ‘‘nigger.’’ In several pages, he documented how it was an omni- present refrain in the streets of the antebellum North, used by whites to terrorize ‘‘colored travelers,’’ a term that elite African Americans with the financial ability and personal inclination to travel used to describe themselves. -
University Microfilms International 300 N
INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo graphed the photographer has followed a definite method in “sectioning” the material. It is customary to begin filming at the upper left hand corner of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For any illustrations that cannot be reproduced satisfactorily by xerography, photographic prints can be purchased at additional cost and tipped into your xerographic copy. -
Land Hunger in the Abolitionist Imagination, 1865-1872
Land Hunger in the Abolitionist Imagination, 1865-1872 Ramsay Eyre Undergraduate Senior Thesis Department of History, Columbia University April 14, 2021 Seminar Advisor: Professor Jude Webre Second Reader: Professor Richard R. John 2 of 68 Table of Contents Acknowledgments ........................................................................................................................... 3 Introduction ..................................................................................................................................... 5 Chapter 1: “Your slaveholder is ever a land monopolist” ............................................................. 15 Chapter 2: “I want to see the State alive” ...................................................................................... 24 Chapter 3: “Incalculable benefits to the whole people” ................................................................ 33 Chapter 4: “At present, it is not to be hoped for” .......................................................................... 48 Conclusion ..................................................................................................................................... 61 Bibliography .................................................................................................................................. 65 3 of 68 Acknowledgments First, I must thank my teachers, without whom this thesis would not exist. Professor Richard R. John has been an intellectual mentor for me since I first joined his team of research assistants -
Department of English and American Studies English Language and Literature
Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Erich Poncza The Impact of American Minstrelsy on Blackface in Europe Bachelor’s Diploma Thesis Supervisor: Jeffrey Alan Vanderziel, B.A. 2017 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………….. Author’s signature 1 I would like to thank my supervisor Jeffrey Alan Vanderziel, B.A. for his guidance and help in the process of writing my bachelor´s theses. 2 Table of Contents Introduction……………………………………………………………..………....……5 1. Stereotyping………………………………………..…….………………..………….6 2. Origins of Blackface………………………………………………….…….……….10 3. Blackface Caricatures……………………………………………………………….13 Sambo………………………………………………………….………………14 Coon…………………………………………………………………….……..15 Pickaninny……………………………………………………………………..17 Jezebel…………………………………………………………………………18 Savage…………………………………………………………………………22 Brute……………………………………………………….………........……22 4. European Blackface and Stereotypes…………………………..……….….……....26 Minstrelsy in England…………………………………………………………28 Imagery………………………………………………………………………..31 Blackface………………………………………………………..…………….36 Czech Blackface……………………………………………………………….40 Conclusion…………………………………………………………………………….44 Images…………………………………………………………………………………46 Works Cited………………………………………………………………….………..52 Summary………………………………………………………….……………………59 Resumé……………………………………………………………………..………….60 3 Introduction Blackface is a practice that involves people, mostly white, painting their faces -
Racial Oppression Against African American Slaves in Harriette Gillem Robinet’S Forty Acres and Maybe a Mule
Allusion, Volume 06 No 01 February 2017, 31-38 Racial Oppression against African American Slaves in Harriette Gillem Robinet’s Forty Acres and Maybe a Mule Ovriza Dien Kartika Titien Diah Soelistyarini English Department, Universitas Airlangga Abstract Children’s literature does not only play an important role in educating young readers but also raising racial awareness. A novel entitled Forty Acres and Maybe a Mule by Harriette Gillem Robinet raises an issue of racial oppression experienced by African American characters. Portrayed as a young boy growing up in slavery era and Reconstruction, Pascal, along with other black characters in the novel had to deal with racial oppression from the white. Thus, this study aimed at examining how racial oppression was presented in the novel by applying African American Criticism. Specifically, the six features of Feagin’s Systemic Racism were applied in order to explain how systemic racism worked and relateed to white economic domination in the novel. This study showed how Pascal and other black characters experienced many kinds of racial oppression that led to stereotype, prejudice, and marginalization that further reinforced the roles of the white as powerful oppressor and the black as the oppressed. Keywords: African American, racial oppression, racism, slavery, systemic racism 1. Introduction African Americans cannot be separated from the history of slavery in America. As slaves, they received terrible treatments and had to struggle for freedom. For more than two centuries, they had been enslaved in order to produce millions of white’s wealth (Feagin 2006, xi). The exploitation of African Americans as slaves was based on the ideology that was very harmful for black people. -
Totalitarian Dynamics, Colonial History, and Modernity: the US South After the Civil War
ADVERTIMENT. Lʼaccés als continguts dʼaquesta tesi doctoral i la seva utilització ha de respectar els drets de la persona autora. Pot ser utilitzada per a consulta o estudi personal, així com en activitats o materials dʼinvestigació i docència en els termes establerts a lʼart. 32 del Text Refós de la Llei de Propietat Intel·lectual (RDL 1/1996). Per altres utilitzacions es requereix lʼautorització prèvia i expressa de la persona autora. En qualsevol cas, en la utilització dels seus continguts caldrà indicar de forma clara el nom i cognoms de la persona autora i el títol de la tesi doctoral. No sʼautoritza la seva reproducció o altres formes dʼexplotació efectuades amb finalitats de lucre ni la seva comunicació pública des dʼun lloc aliè al servei TDX. Tampoc sʼautoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant als continguts de la tesi com als seus resums i índexs. ADVERTENCIA. El acceso a los contenidos de esta tesis doctoral y su utilización debe respetar los derechos de la persona autora. Puede ser utilizada para consulta o estudio personal, así como en actividades o materiales de investigación y docencia en los términos establecidos en el art. 32 del Texto Refundido de la Ley de Propiedad Intelectual (RDL 1/1996). Para otros usos se requiere la autorización previa y expresa de la persona autora. En cualquier caso, en la utilización de sus contenidos se deberá indicar de forma clara el nombre y apellidos de la persona autora y el título de la tesis doctoral.