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96thdayofrage · 4 years

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Women’s rights activists like Elizabeth Cady Stanton and Betsy Ross, who championed gender equity, didn’t feel the same about race. While many white suffragists worked to help eradicate the institution of slavery, they did not work to ensure that former slaves would have citizenship or voting rights.

“Black women were not accounted for in white women’s push for suffrage. Their fight wasn’t about women writ large. It was about white women obtaining power – the same power as their husbands, black women and black men be damned,” says Howard University Assistant Professor Jennifer D. Williams.

Stanton and Ross and other high-profile leaders in the movement didn’t support the 14th and 15th amendments, which granted former slaves citizenship rights and gave black men voting rights. Given this chasm, a black women’s suffrage movement developed alongside the mainstream movement.

“There was a concerted effort by white women suffragists to create boundaries towards black women working in the movement,” says historian and author Michelle Duster. “White women were more concerned with having the same power as their husbands, while black women saw the vote as a means to improving their conditions.”

Some black suffragists you should know

Sojourner Truth (About 1797-1883)

Born into slavery as Isabella Baumfree, she gained her freedom in the 1820s and supported herself through menial jobs and selling a book written by Olive Gilbert, “Narrative of Sojourner Truth: a Northern Slave, Emancipated from Bodily Servitude by the State of New York in 1828. At the 1851 Women’s Rights Convention held in Akron, Ohio, Sojourner Truth delivered what is now recognized as one of the most famous abolitionist and women’s rights speeches in American history, “Ain’t I a Woman?” In 1872, Truth was turned away when trying to vote in the U.S. presidential election in Battle Creek, Michigan.

Harriet Tubman (About 1820-1913)

Tubman, whose birth name was Araminta Ross, is commonly known as an emancipator who led hundreds of slaves to freedom along the underground railroad. She also was a staunch supporter of women’s suffrage, giving speeches about her experiences as a woman slave at various anti-slavery conventions, out of which the voting rights movement emerged.

Coralie Franklin Cook (1861-1942)

Cook founded the National Association of Colored Women and was known as a committed suffragist. In 1915, she published “Votes for Mothers” in the NAACP magazine The Crisis discussing the challenges of being a mother and why women need the vote.

Angelina Welde Grimke (1880-1958)

A well-known feminist in the District of Columbia, Grimke was a journalist, playwright, poet, lesbian, suffragist and teacher. Grimke wrote for several journals such as Margaret Sanger’s Birth Control Review. Educated at Wellesley College, Grimke’s literary works exposed her ideas about the pain and violence in black women’s lives, and her rejection of the double standards imposed on women.

Charlotta (Lottie) Rollin (1849-unknown)

After the Civil War, the woman suffrage movement split into two separate organizations: the National Woman Suffrage Association (NWSA) —a more radical group and the more mainstream American Woman Suffrage Association (AWSA). Rollin joined the AWSA. During Reconstruction, Rollin became active in South Carolina politics working for congressman Robert Brown Elliott. Rollin spoke on the floor of the South Carolina House of Representatives in 1869 in support of universal suffrage. By 1870, Rollin chaired the founding meeting of the South Carolina Woman’s Rights Association and was elected secretary. Several of Rollin’s family members — sisters Frances, Kate and Louisa also were active in promoting women’s suffrage at both the state and national levels.

Mary Ann Shad Cary (1823-1893)

Cary was perhaps the first black suffragist to form a suffrage association. During the 1850s, she was a leader and spokesperson among the African American refugees who fled to Canada after passage of the Fugitive Slave Act in 1850. In 1853, she founded the Provincial Freeman, a newspaper dedicated to the interests of Blacks in Canada. Cary spoke at the 1878 convention of the NWSA applying the principles of the 14th and 15th Amendments to women and men. She called for an amendment to strike the word “male” from the Constitution. In 1871, Cary unsuccessfully tried to vote in Washington, but she and 63 other women prevailed upon officials to sign affidavits attesting that women had tried to vote. In 1880, she organized the Colored Women’s Progressive Franchise Association, which promoted suffrage and educated people on finance and politics.

Gertrude Bustill Mossell (1855–1948)

A journalist, Mossell, wrote a women’s column in T. Thomas Fortune’s newspaper, The New York Freeman. Her first article, “Woman Suffrage” published in 1885, encouraged women to read suffrage history and articles on women’s rights.

Ida B. Wells (1862-1931)

Wells, who worked with white suffragists in Illinois, founded the Alpha Suffrage Club, the first suffrage group for black women. They canvassed neighborhoods and educated people on causes and candidates helping to elect Chicago’s first black alderman. In 1913, Wells and some white activists from the Illinois delegation traveled to Washington to participate in the historic suffrage parade where women gathered to call for a constitutional amendment guaranteeing women the right to vote. Black suffragists were initially rejected from the event. Wells and other suffragists including white suffragists like Stanton wrote letters asking the parade to allow black women to participate. Event leaders acquiesced, requiring black suffragists to march in the back of the parade to assuage the feelings of white women in the movement who did not want them there. Despite the conditions, black suffragists participated. However, Wells refused to march at the back.

Mary Church Terrell (1863-1954)

In 1896, Terrell and fellow activists founded the National Association of Colored Women and Terrell served as the association’s first president. After the passage of the 19th Amendment, Terrell turned her attention to civil rights.

Anna Julia Cooper (1858-1964)

Anna Julia Cooper was a prominent African American scholar and a strong supporter of suffrage through her teaching, writings and speeches. Cooper worked to convince black women that they required the ballot to counter the belief that ‘black men’s’ experiences and needs were the same as theirs.

Rosa Parks (1913-2005)

Known as the “Mother of the Civil Rights Movement,” because of her role in the Montgomery Bus Boycott, Parks continued to work for civil rights which included voting rights. Parks served as an aide to Congressman John Conyers and used her platform to discuss many issues, including voting rights.

Charlotte Vandine Forten (1785 –1884)

An abolitionist and suffragist, Forten came to Washington in the late 1870’s with her husband, James Forten, a wealthy sail maker and abolitionist. She was a founder and member of the interracial Philadelphia Female Anti-Slavery Society, many of whose members became active in the women’s rights movement.

Harriet Forten Purvis (1810 – 1875)

Daughter of wealthy sailmaker and abolitionist reformer James Forten and Charlotte Forten, Forten Purvis and her sisters were founding members of the Philadelphia Female Anti-Slavery Society, and members of the American Equal Rights Association, where Harriet served as a member of the executive committee. Affluent and educated, the sisters helped lay the groundwork for the first National Woman’s Rights Convention in October 1854 and helped organize the Philadelphia Suffrage Association in 1866.

Margaretta Forten (1806 -1875)

Forten was an educator and abolitionist. She and her mother, Charlotte Forten and her sister, Harriet, were founders and members of the interracial Philadelphia Female Anti-Slavery Society.

Harriet “Hattie” Purvis (1810-1875)

A niece of the Forten family of reformers, Purvis was active in the Pennsylvania Woman Suffrage Association and a member of their executive committee. Between 1883 and 1900, she served as a delegate to the National Woman Suffrage Association. She also served as Superintendent of Work among Colored People for the Woman’s Christian Temperance Union, championing reforms.

Sarah Remond (1826-1887)

Remond was an antislavery lecturer and physician. The Remonds were a noted abolitionist family, well known in antislavery circles and, as a child, Sarah had attended abolitionist meetings. She was an activist in the Salem and Massachusetts Antislavery Societies, and a member of the American Equal Rights Association, where she served as a guest lecturer, and toured the Northeast campaigning for universal suffrage. Discouraged by the split in the women’s suffrage movement after the Civil War, she left the United States, becoming an expatriate in Florence, Italy, in 1866, where she studied medicine.

Frances Ellen Watkins Harper (1825-1911)

Frances Ellen Watkins Harper was an early abolitionist and women’s suffrage leader. She was one of the few African American women present at conferences and meetings about these issues between 1854 and 1890. She also wrote protest poetry that referenced which included musings about voting rights.

Josephine St. Pierre Ruffin (1842 –1924)

Ruffin was a Massachusetts journalist and noted abolitionist before the Civil War. She joined the Massachusetts Woman Suffrage Association in 1875 and was affiliated with the American Woman Suffrage Association. She was a black woman’s club leader in Massachusetts and the wife of George L. Ruffin, one of the woman’s suffrage representatives from Boston in the state legislature. She challenged the opposition to woman’s suffrage in Boston, writing an editorial co-authored with her daughter, Florida Ridley.

Nannie Helen Burroughs (1879-1961)

Burroughs, an educator, church leader and suffrage supporter, devoted her life to empowering black women. She helped establish the National Association of Colored Women in 1896 and founded the National Training School for Women and Girls in 1909.

Ella Baker (1903-1986)

Civil rights activist and freedom fighter, Ella Baker played a key role in some of the most influential organizations of the time, including the NAACP, the Southern Christian Leadership Conference, and the Student Nonviolent Coordinating Committee. In 1964, SNCC helped create Freedom Summer, an effort to both focus national attention on Mississippi’s racism and to register black voters. Baker and many of her contemporaries believed that voting was one key to freedom.

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blackkudos · 6 years

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Angelina Weld Grimké

Angelina Weld Grimké (February 27, 1880 – June 10, 1958) was an American journalist, teacher, playwright and poet who came to prominence during the Harlem Renaissance. She was one of the first Woman of Colour/Interracial women to have a play publicly performed.

Life and career

Angelina Weld Grimké was born in Boston, Massachusetts, in 1880 to a biracial family. Her father, Archibald Grimké, was a lawyer and also of mixed race, son of a white planter. He was the second African American to have graduated from Harvard Law School. Her mother, Sarah Stanley, was European American from a Midwestern middle-class family. Information about her is scarce.

Grimké's parents met in Boston, where he had established a law practice. Angelina was named for her father's paternal white aunt Angelina Grimké Weld, who with her sister Sarah Grimké had brought him and his brothers into her family after learning about them after his father's death. (They were the "natural" mixed-race sons of her late brother, also one of the wealthy white Grimké planter family.)

When Grimké and Sarah Stanley married, they faced strong opposition from her family, due to concerns over race. The marriage did not last very long. Soon after their daughter Angelina's birth, Sarah left Archibald and returned with the infant to the Midwest. After Sarah began a career of her own, she sent Angelina, then seven, back to Massachusetts to live with her father. Angelina Grimké would have little to no contact with her mother after that. Sarah Stanley committed suicide several years later.

Angelina's paternal grandfather was Henry Grimké, of a large and wealthy slaveholding family based in Charleston, South Carolina. Her paternal grandmother was Nancy Weston, an enslaved woman of mixed race, with whom Henry became involved as a widower. They lived together and had three sons: Archibald, Francis and John (born after his father's death in 1852); they were majority white in ancestry. Henry taught Nancy and the boys to read and write. Among Henry's family were two sisters who had opposed slavery and left the South before he began his relationship with Weston; Sarah and Angelina Grimké became notable abolitionists in the North. The Grimkés were also related to John Grimké Drayton of Magnolia Plantation near Charleston, South Carolina. South Carolina had laws making it difficult for an individual to manumit slaves, even their own children born into slavery. Instead of trying to gain the necessary legislative approval for each manumission, wealthy fathers often sent their children north for schooling to give them opportunities, and hoping they would stay to live in a free state.

Angelina's uncle, Francis J. Grimké, graduated from Lincoln University, PA and Princeton Theological Seminary. He became a Presbyterian minister in Washington, DC. He married Charlotte Forten. She became known as an abolitionist and diarist. She was from a prominent family of color in Philadelphia who were strong abolitionists.

From the ages of 14 to 18, Angelina lived with her aunt and uncle, Charlotte and Francis, in Washington, DC and attended school there. During this period, her father was serving as US consul (1894 and 1898) to the Dominican Republic. Indicating the significance of her father's consulship in her life, Angelina later recalled, "it was thought best not to take me down to [Santo Domingo] but so often and so vivid have I had the scene and life described that I seem to have been there too."

Angelina Grimké attended the Boston Normal School of Gymnastics, which later developed as the Department of Hygiene of Wellesley College. After graduating, she and her father moved to Washington, D.C. to be with his brother Francis and family.

In 1902, Grimké began teaching English at the Armstrong Manual Training School, a black school in the segregated system of the capitol. In 1916 she moved to a teaching position at the Dunbar High School for black students, renowned for its academic excellence, where one of her pupils was the future poet and playwright May Miller. During the summers, Grimké frequently took classes at Harvard University, where her father had attended law school.

Around 1913, Grimké was involved in a train crash which left her health in a precarious state. After her father took ill in 1928, she tended to him until his death in 1930. Afterward, she left Washington, DC, for New York City, where she settled in Brooklyn. She lived a quiet retirement as a semi-recluse. She died in 1958.

Literary career

Grimké wrote essays, short stories and poems which were published in The Crisis, the newspaper of the NAACP, edited by W.E.B. Du Bois; and Opportunity. They were also collected in anthologies of the Harlem Renaissance: The New Negro, Caroling Dusk, and Negro Poets and Their Poems. Her more well-known poems include "The Eyes of My Regret", "At April", "Trees" and "The Closing Door". While living in Washington, DC, she was included among the figures of the Harlem Renaissance, as her work was published in its journals and she became connected to figures in its circle. Some critics place her in the period before the Renaissance. During that time, she counted the poet Georgia Douglas Johnson as one of her friends.

Grimké wrote Rachel – originally titled Blessed Are the Barren – one of the first plays to protest lynching and racial violence. The three-act drama was written for the National Association for the Advancement of Colored People (NAACP), which called for new works to rally public opinion against D. W. Griffith's recently released film, The Birth of a Nation (1915), which glorified the Ku Klux Klan and portrayed a racist view of blacks and of their role in the American Civil War and Reconstruction in the South. Produced in 1916 in Washington, D.C., and subsequently in New York City, Rachel was performed by an all-black cast. Reaction to the play was good. The NAACP said of the play: "This is the first attempt to use the stage for race propaganda in order to enlighten the American people relating to the lamentable condition of ten millions of Colored citizens in this free republic."

Rachel portrays the life of an African-American family in the North in the early 20th century. Centered on the family of the title character, each role expresses different responses to the racial discrimination against blacks at the time. The themes of motherhood and the innocence of children are integral aspects of Grimké's work. Rachel develops as she changes her perceptions of what the role of a mother might be, based on her sense of the importance of a naivete towards the terrible truths of the world around her. A lynching is the fulcrum of the play.

The play was published in 1920, but received little attention after its initial productions. In the years since, however, it has been recognized as a precursor to the Harlem Renaissance. It is one of the first examples of this political and cultural movement to explore the historical roots of African Americans.

Grimké wrote a second anti-lynching play, Mara, parts of which have never been published. Much of her fiction and non-fiction focused on the theme of lynching, including the short story, "Goldie." It was based on the 1918 lynching in Georgia of Mary Turner, a married black woman who was the mother of two children and pregnant with a third.

Sexuality

At the age of 16, Grimké wrote to a friend, Mary P. Burrill:

I know you are too young now to become my wife, but I hope, darling, that in a few years you will come to me and be my love, my wife! How my brain whirls how my pulse leaps with joy and madness when I think of these two words, 'my wife'"

Two years earlier, in 1903, Grimké and her father had a falling out when she told him that she was in love. Archibald Grimké responded with an ultimatum demanding that she choose between her lover and himself. Grimké family biographer Mark Perry speculates that the person involved may have been female, and that Archibald may already have been aware of Angelina's sexual leaning.

Analysis of her work by modern literary critics has provided strong evidence that Grimke was lesbian or bisexual. Some critics believe this is expressed in her published poetry in a subtle way. Scholars found more evidence after her death when studying her diaries and more explicit unpublished works. The Dictionary of Literary Biography: African-American Writers Before the Harlem Renaissance states: "In several poems and in her diaries Grimké expressed the frustration that her lesbianism created; thwarted longing is a theme in several poems." Some of her unpublished poems are more explicitly lesbian, implying that she lived a life of suppression, "both personal and creative.”

Wikipedia

#Angelina Weld Grimké #02-27 #06-10

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bloomsburgu · 6 years

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BASTL helps account manager prove to herself

Nicole Morrissey always felt she was “lacking a bit’’ by not having her degree and was concerned that she would soon hit the ceiling in her career.

As an account manager for outside sales at Airgas with a $5 million territory, the 34-year-old Spring Township resident had always planned on going to college but didn’t see how she could afford it. When she heard about Airgas’ tuition reimbursement program, she knew it was time.

Morrissey first earned an associate degree in business management from Reading Area Community College. Then her husband, Nick, heard a news report about Bloomsburg teaming up with RACC, she found out more about the Bachelor of Applied Science in Technical Leadership (BASTL).

“For myself and most of my classmates, it was exactly what we needed,’’ said Morrissey, who also has to balance the needs of her 1-year-old son, Rory. “The majority of us were working while going to school and having the same struggles with time management and the flexibility to have classes taught at RACC and online was important.’’

Morrissey, who received her BASTL degree in May 2017, added that Bloomsburg’s acceptance of her RACC credits helped seal her decision.

The skills she learned relating to developing presentations were immediately useful as she handles training sessions for customers in which Airgas professionals talk about topics such as welding and safety. She said the leadership and communication courses also helped her look at her work style and learn how to better communicate and deal with time management issues.

Looking ahead, Morrissey said she wants to complete a graduate degree and keep advancing, though she’s still considering what the “next level’’ will be in her career. Whatever it is, she said the BASTL program helped her develop her confidence and skills.

“This is a great program, but you have to personally have to want this to be a goal and something you want to achieve,’’ she said. “I think it’s important always to have an open mind about learning.’’

After consulting with employers who are looking for skilled managers, Bloomsburg University created its Bachelor of Applied Science in Technical Leadership program especially for individuals with associate degrees who are working and need flexibility.

Up to 60 associate degree credits are accepted and half the BASTL classes are online and the rest taught at Bloomsburg’s partner institutions: Bucks County Community College, Community College of Philadelphia, Harrisburg Area Community College, Lehigh Carbon Community College, Northampton Community College and Reading Area Community College, and the State System campus in Center City Philadelphia.

#HuskyUnleashed #BASTL #TechnicalLeadership #Airgas #BusinessManagement

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nationalpartyquotes · 4 years

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Gordon S.P. Kleeberg, The Formation of the Republican Party as a National Political Organization, 1911

Page 26: About the same time the Pittsburg ‘Gazette,’ the most pronounced anti-slavery Whig paper in Pennsylvania, became extremely active in the Republican cause. Its editor Mr. D.N. White and his assistant Mr. Russell Errett toward the close of the year 1855, were consulted by David Wilmot of Pennsylvania and Lawrence Brained of Vermont (chairmen of the Republican State committees of their respective States) and a definite line of action was agreed upon. Up to this time, with the exception of the Washington Association’s efforts, no definite attempt and been made anywhere or by any person to weld the various local organizations, which had sprung up, into a national party.

Page 32: Of the first day’s meeting, Horace Greeley said in the New York ‘Tribune’: “The Republican convention has completed its first day’s session and has accomplished much to cement former political differences and distinctions and to mark the inauguration of a National party based upon the principle of freedom. The gathering is very large and the enthusiasm is unbounded. It combines much character and talent with integrity of purpose and devotion to the great principles which underlie our government; its moral and political effect on the country will be felt for the next quarter of a century…. The day has been principally occupied by the committees in preparing their reports, and by the delegates in committee of the whole in listening to speeches from eminent gentlemen who represent the several States. The business of perfecting a National organization will come up tomorrow forenoon. Adjourned.”

Page 47: In forming the national committee, the convention at the beginning of the second day’s proceedings, reconsidered the resolution, adopted the previous day, and carried the resolution of Mr. Roland G. Hazard of Rhode Island, thus setting a precedent, as to the method of selecting the national party committee, which has been followed down to the present day by the Republican party….

Page 52: A resolution of thanks by the convention to its vice-presidents and secretaries for their ability and fidelity in the discharge of their duties was then carried as was also a resolution of thanks to the citizens of Philadelphia for their kindness and hospitality shown to the delegates during the session of the convention. This practice has been followed, from that day as the concluding ceremony of the great national party conclave.

Footnote: The reason advanced by Judge Haar was that “if successful in the coming election they might hold their next Convention in Kentucky or Virginia.” Massachusetts desired to advance the column to the South, holding their party to be a national party; therefore a decision at present was inadvisable (Official Proceedings of the Convention of 1856, p. 81).

Page 117: From the beginning, Republican national conventions have been “called to order,” usually about noon of the day appointed in the call, by the chairman of the national party committee. After the reading of the official call, — which in the earlier conventions was done by the chairman, but after the first few conventions became the duty of the secretary of the national committee, — the proceedings of each day’s session (usually a forenoon and an afternoon sitting) are opened with prayer by some clergyman of local eminence, “the susceptibility of various denominations being duly respected in the selection.” This has been the invariable rule since the days of the preliminary Pittsburg convention of 1856 when the Reverend Owen Lovejoy opened the proceedings with prayer.

Page 148: The Democratic Convention at Baltimore, in 1832 adopted certain rules which had a most important bearing upon the procedures in future national party gatherings. The first of these was the following resolution: “Resolved: That each State he entitled in the nomination to be made of a candidate for the Vice-Presidency, to a number of votes equal to the number to which it will be entitled in the electoral college under the new apportionment, in voting for President and Vice-President; and that two-thirds of the whole number of the votes in the convention shall be necessary to constitute a choice. Page 162: The “unit-rule,” the “two-thirds rule” and the method of apportionment of delegates without regard to relative party strength have been called the three evils of the national convention because generally not found in State conventions. The reason lies probably in the fact that the latter are nearer to the people and “less influenced by tradition and precedent than are the national party councils.”

The Platform and the Work of the Committee on Resolutions. Having been permanently organized and the membership having been fixed, the convention then proceeds to consider the platform reported by the committee on resolutions.

Declarations of party principles naturally accompanied the nomination of party candidates and so the party platform had its origin. AS in the case of the convention system, the germ of the platform may be traced a long way back. In 1800, the congressional caucus of the then Republican party adopted resolutions setting forth the principles represented by Jefferson’s candidacy; and later congressional caucuses followed this practice. In 1812, the New York legislative caucus which nominated Clinton for Presidency set forth the grounds of opposition to Madison in a series of resolutions. During the Jackson movement, the adoption of resolutions at meetings and conventions became a regular practice. When national party conventions regularly assumed the function of selecting candidates, they could not well avoid making statements of party principles. Public opinion demanded such explanations and the politicians were forced to yield.

Page 192: Hitherto, the contact between party organization and the electorate has been very slight, — merely at the party primaries. Now, “the besieging army supplied by the American party organization prepares for active battle. The national committee of each party, appointed very four years at the national convention may, to continue our simile, be regarded as the staff of that besieging army, and its chairman, a sort of field-marshal.” This committee, unique in its powers and duties, holds a position of the highest importance and responsibility in the party. “It is the one permanent national party institution, which stands for the unity of the entire party, since in its composition every part of the nation is represented.” …… One of the earliest national party committees of which we have any record was the committee of correspondence, consisting of one member for each State, appointed by the Republican caucus of 1812 to see that its nominations were duly respected. In 1831, the National Republican or Whig party at its convention in Baltimore formed a campaign committee, composed of one member from each State selected by the delegates to the convention. In fact as early as 1830, it had come to be realized that the existence of national, State, county, district and local committees of the different political parties was conducive to the maintenance of party efficiency. The building up of this organization was well advanced for the Democratic party about the year 1835, for the Whig party not until some years later.

Page 195: This “committee on national organization” was merely a temporary committee of the convention, appointed to devise plans for and make recommendations to the convention in order to help perfect the national party machine.

Page 200: Perhaps there is no element of national party machinery which has developed along lines more unexpected than the national committee. Little did the chairman of the Pittsburg convention think when he appointed a “National Executive Committee” that he was making one of the most important precedents which that first Republican national convention set, and that he was establishing a party organ which would arrogate to itself at times almost unlimited powers and supreme control of the national party machinery. Page 205: The selection of Mr. Claflin in 1868 and of Mr. Morgan in 1872 was made after consultation with General Grant and the practice of consulting the presidential candidate as to whom the committee should select as its chairman may be said to date from that time; but in neither case was the selection made with a view of having a campaign manager or special friend of the presidential candidate or a man of wealth or influence. The selection was based on being a worthy representative of the national party.

Page 217: Thus it would appear that the chairman though nominally chosen by the committee has in reality since 1868 been selected by the presidential candidate. IN fact it has been customary fro the Republican nominee for the past forty years to select his own campaign manger and for the national committee to then elect his choice to its chairmanship whether he be a member of the original national committee or not. This has been due to a large extent to the natural connection and identity of interest between the President’s campaign manager and the chairman of the national party committee; so that unless the President’s selection were peculiarly distasteful to the majority of the committee they would naturally ratify his choice.

Page 218: Prior to 1868 it may be noticed the national committee chairman played little or not part as a campaign manager. From 1868 to 1880 the committee’s so-called choice combined close attachment to the presidential nominee with representation of the national party but since the Blaine campaign of 1884 while in some years both qualifications may have been present the choice was primarily for an active experienced campaign manager rather than a particular representative of the national party. In some years in fact the committee has been divided and there was talk of replacing the presidential candidate’s choice after election by a more representative man of the party but this has never been done.

Page 224: Further developing and centralizing the national party organization, there was formed shortly after the close of the Civil War, alongside of the national committee, another central committee at Washington — the congressional campaign committee — for the purpose of directing congressional campaigns. This committee always works in cooperation with the national committee, though entirely independent.

Page 226: “…. Since the Republican party was left without a presidential leader, the two Houses of Congress looked about them for an efficient substitute. This was the situation when the time approached for the election of a new Congress in 1866. The President having control of the public patronage was using it to strengthen his administration. The national party committee closely identified as it was with the Executive was an unsatisfactory agency for the use of the Republicans in Congress. In this emergency, that the party might not suffer in the congressional elections of 1866, the Republican members of the two Houses agreed upon the appointment of a national committee of their own to take charge of the elections in the several States. They “organized and conducted a campaign and secured a representation in Congress strong enough to enable them to overcome the President’s veto.”

Page 228: The official proceedings of the national conventions for the years 1880, 1884, 1888 and 1892 contain no reference of any kind to the existence of a congressional committee, doubtless due to the fact that in 1880 (though the committee was active in the campaign of that year) a breach arose between the national committee and the congressional committee. At that time many persons advised the abandonment of the double national party committee system and for some twelve years thereafter the activities of the Republican congressional committee almost ceased, but in 1894 it emerged once more and assumed its duties particularly in the congressional field, so that we find the Republican congressional committee and its officers and organizations once more chronicled in detail in the official proceedings of the convention of 1896. Its organization at this time consisted of a chairman, vice-chairman, secretary, assistant-secretary and treasurer and also an executive committee of six members among whom appeared such prominent men as Joseph G. Cannon and James S. Sherman. The committee proper consisted of forty-one members and its headquarters were as usual at Washington D.C.

Page 233: There are no fixed rules governing the relations of the two national party committees to each other. They must of course work in harmony for the triumph of the party and in presidential years the congressional committee occupies a relatively subordinate position. On the opening of the presidential campaign, it places all its resources at the disposal of the national committee and becomes its close ally, foregoing its own initiative even in what concerns the congressional elections, for in the “presidential year” all the elections tend to follow the fortunes of the contest for the presidency. “It issues no textbook of its own but may assist the national committee in the preparation of such a work” and frequently much of the matter prepared during the four years by the congressional committee is used again in the presidential campaign. “While it may raise funds and aid doubtful districts it must not in the exercise of these functions interfere with the plans of the national campaign committee.”

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pttedu · 3 months

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Is Welding Technician A Future Proof Career In The Age Of Automation?

Learn how the future of a welding technician hinges on a collaborative approach that blends human expertise with artificial intelligence.

#Welding Trade Programs in West Powelton #welding Technician certification programs in philadelphia #welding Technician certification classes in philadelphia #welding Technician certification courses in philadelphia #welding certification program in philadelphia #welding vocational school #welding college in philadelphia #welding course in philadelphia

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libraryresources · 6 years

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Wikispaces: Youth Services Librarianship - Makerspaces

(Wikispaces is closing down over the course of 2018. It’s not clear if the information collected there will be archived in any way, so I’m copying pages here for safekeeping! Hopefully I can make the copies interlinked the way the originals are, but it will take time. c: Be advised: Some links may lead to deleted or inactive webpages.)

Makerspaces

(Last revision: Nov 24, 2013)

Overview

What Is a Makerspace? Have you ever envisioned a library where, “Kids gather to make Lego robots; teens create digital music, movies, and games with computers and mixers; and students engineer new projects while adults create prototypes for small business products with laser cutters and 3D printers” (American Libraries, 2013, pg. 44)? Well, many libraries are offering places called “makerspaces,” which are “part of a growing movement of hands-on, mentor-led learning environments to make and remake the physical and digital worlds. They foster experimentation, invention, creation, exploration, and STEM learning” (Institute of Museum and Library Services, 2012, para.1). Makerspaces are also known as, Fab Labs, Hackerspaces, Makelabs, Digital Media Labs, DIY Spaces, Creative Spaces, or Tech Shops. Makerspaces are comprised of or include "a continuum of activity that includes “co-working,” “hackerspace,” and “fab lab”; the common thread running through each is a focus on making rather than merely consuming" (Colegrove, 2013, pg. 3). They can,“be embedded inside an existing organization or standalone on its own. It could be a simple room in a building or an outbuilding that’s closer to a shed. The key is that it can adapt to a wide variety of uses and can be shaped by educational purposes as well as the students’ creative goals” (Behen, 2013, pg. 72).

Makerspace Tools and Materials

Makerspaces can include but are not characterized by:

Workshop or Workspace

Digital Fabrication Equipment (3D Printers, 3D Scanners, Laser Cutter, Laser Engraving, Vinyl Cutter, CNC routers, etc.).

Digital Media Software and Open Source Software Applications (Adobe Photoshop, Computer-Assisted Design (CAD) Programs, etc.).

Open Source Hardware Software (Arduino, Raspberry Pi, etc.).

Electronics and Computers (Robotics, microcontrollers, etc.).

Textiles and Fiber Arts

Different Types of Machines (Embroidery, Espresso Book, Knitting, Laminating, Milling, Sewing, Routing, Stitching, and many more types of machines).

Power Tools (Drill, Jig Saw, Orbital Sander, Table Saw, Belt Sander, Drill Press, etc.).

Metalworking Tools

Welding Tools

Woodworking Tools

3D printers -- printers which produce 3D models from a digital file, generally out of plastics (Abram, 2013).

3D scanners -- scanners which create digital models of physical objects that can in turn be "printed" using 3D printers ("Makerspace," n.d.).

Laser cutters -- machines which have the ability to accurately cut or etch materials from a digital file ("Makerspace," n.d.).

Arduino -- microcontroller boards that have the ability to read input from sensors, control outputs like lights or motors, and connect to computer software (“What is Arduino?,” n.d.).

Raspberry Pi -- affordable computers no bigger than a credit card that plug into monitors and keyboards (“FAQs,” n.d.).

The Educate to Innovate Initiative and Maker Corps

In 2009, President Obama launched the initiative, “Educate to Innovate” (Schulman, 2013). The President said, "I want us all to think about new and creative ways to engage young people in science and engineering, whether it's science festivals, robotics competitions, fairs that encourage young people to create and build and invent—to be makers of things, not just consumers of things" (Obama 2009).

From the “Educate to Innovate” initiative came, “The Maker Education Initiative’s” Maker Corps. Maker Corps was created to “empower young adults, makers themselves, to become role models and to help them inspire others in their communities to involve more children in making” (Thomas, 2012b, para.3). In the summer of 2013, The Maker Education Initiative introduced a Maker Corps pilot program. The Mission of this program is that, “Maker Corps will create teams of young makers who can share their enthusiasm for making and their love of learning with younger children and teens, offering support and encouragement that helps introduce them to science and technology in a personal way" (Thomas, 2012a, para.1).

Some of the “Maker Corps Mentors” from this year’s (2013) pilot program include: Arizona State University College of Technology and Innovation (Mesa, Arizona), Free Library of Philadelphia (Philadelphia, Pennsylvania), Girl Scouts of Central Maryland (Baltimore, Maryland), LevelUP Teen Makerspace (Chicago, Illinois), the Children’s Museum of Houston (Houston, Texas), Oregon Museum of Science and Industry (OMSI-Portland, Oregon), The Exploratory (Los Angeles, California), The Da Vinci Center for Innovative Learning (Stockton, California), the New York Hall of Science, (Corona, New York), the Henry Ford Museum (Dearborn, Michigan), and many more (Davee, 2013, pg. 1). The goals of the Maker Corps program are to:

“Provide opportunities for makers to gain leadership skills, increase confidence and build career readiness skills” (Maker Corps, 2013, pg. 1).

“Expand the network of maker mentors and community leaders” (Maker Corps, 2013, pg. 1).

“Expose more youth and families to creative problem-solving through making” (Maker Corps 2013, pg. 1).

“Expand the capacity of youth-serving organizations to serve their communities in maker-oriented projects” (Maker Corps, 2013, pg. 1).

Why Libraries and Makerspaces?

Many public, school, and academic libraries have decided to join the “Maker Movement.” By joining the movement, libraries are providing their patrons with opportunities to experience by building, constructing, developing, and working on projects with others in their community and with those who share similar or mutual interests. Makerspaces in libraries can:

“Foster play and exploration” (Britton, 2012, para. 3).

“Facilitate informal learning opportunities” (Britton, 2012, para. 3).

“Nurture peer-to-peer training” (Britton, 2012, para. 3).

“Work with community members as true partners, not as users or patrons” (Britton, 2012).

“Develop a culture of creating as opposed to consuming” (Britton, 2012, para. 3).

“Reorient the library towards greater user engagement, collaborative creative activity, and participatory learning” (Bailey, 2012, para. 4).

“Position the library as a place of building, inventing, and doing instead of a static location of consumption and acquisition” (Bailey, 2012, para. 4).

“Cater to a particular type of library patron: inventors, artists, entrepreneurs, crafters and youth groups. The technology used in these workshops can revolutionize the manufacturing process, allowing designs and creations that can be modified to suit individuals in ways not possible with mass production” (Newcombe & Belbin, 2012, para.5)

“Help cultivate creative interests, imagination, and passion by allowing students to draw upon multiple intelligences” (Wong, 2013, pg. 35).

“Embrace tinkering, or playing, in various forms of exploration, experimentation and engagement, and foster peer interactions as well as the interests of a collective team” (Wong, 2013, pg. 35).

Examples of Makerspaces in Academic Libraries:

Carnegie Library of Pittsburgh- The Labs (Pittsburgh, Pennsylvania)

North Carolina State University- Open Hardware Makerspace (Raleigh, North Carolina)

North Carolina State University- The Hunt Library Makerspace (Raleigh, North Carolina)

Stanford University- FabLab@School (Stanford, California)

Stanford University- Transformative Learning Technologies Lab (TLTL) (Stanford, California)

The Library As Incubator Project (Madison, Wisconsin)

The University of Mary Washington- ThinkLab (Fredericksburg, Virginia)

The University of Michigan- 3D Lab (Ann Arbor, Michigan)

Valdosta State University- Odum Library MakerSpace (Valdosta. Georgia)

Examples of Makerspaces in Public and School Libraries:

Allen County Public Library- The Maker Station (Fort Wayne, Indiana)

Chattanooga Public Library- 4th Floor Makerspace (Chattanooga, Tennessee)

Chicago Public Library- CHIPUBLIB MAKER LAB (Chicago, Illinois)

Cleveland Public Library- TechCentral (Cleveland, Ohio)

David C. Burrow Elementary School Media Center- Makerspace (Athens, Georgia)

Detroit Public Library- HYPE Makerspace Teen Center (Detroit, Michigan)

Fayetteville Free Library- FFL Fab Lab (Fayetteville New York)

Madison Public Library- Library Makers (Madison, Wisconsin)

New York Public Library- NYPL Labs (New York, New York)

Northern Onondaga Public Library- LibraryFarm (Cicero, New York)

Oak Park Public Library- Idea Box (Oak Park, Illinois)

Rangeview Library District: The Studio at Anythink Brighton (Brighton, Colorado)

Rangeview Library District: The Studio at Anythink Wright Farms (Thornton, Colorado)

Sacramento Public Library- I Street Press (Sacramento, California)

Salinas Public Library- Digital Arts Lab (Salinas, California)

Skokie Public Library- The Digital Media Lab (Skokie, Illinois)

St. Louis Public Library- Creative Experience Digital Makerspace (St. Louis, Missouri)

Tacoma Public Library- StoryLab (Tacoma, Washington)

Westport Public Library-Makerspace (Westport, Connecticut)

YOUmedia Lab-Chicago Public Library (Chicago, Illinois)

YOUmedia, Learning Labs, and Anythink Library District

Some makerspaces simply provide a space for people to come and tinker. Others provide digital media equipment for people to utilize in the creation of a variety of projects. One example of this is the YOUmedia network (www.youmedia.org). “YOUmedia are spaces where kids explore, express, and create using digital media. YOUmedia’s core philosophy is that youth are best engaged when they’re following their passions, collaborating with others, and being makers and doers, not passive consumers…YOUmedia are transformative spaces—and catalysts—for new kinds of thinking about libraries, museums, and community centers. The sites are open, flexible, and highly creative, with inspiration zones, production zones, and exhibition labs where youth ‘hang out, mess around, and geek out.’ YOUmedia connects three realms of learning—peer groups, interests, and academics—in deliberate ways. One of the most important aspects is that they connect learning directly back to school, careers, and other realms” (“About”).

YOUmedia started in Chicago, and is expanding in different ways across the country. One branch of YOUmedia is the Learning Labs Project, which began in September 2010. It is “an initiative of the Institute of Museum and Library Services (IMLS) and the John D. and Catherine T. MacArthur Foundation...in answer to President Obama’s ‘Educate to Innovate’ campaign, which called on public and private sector partners to work together to improve America’s student participation and performance in science, technology, engineering, and mathematics (STEM)” (“Locations”). With a series of grants, the IMLS and the Foundation are working to set up 30 Learning Labs in libraries and museums across the country.

The Studio at Anythink Wright Farms (www.anythinklibraries.org/thestudio), a branch with the Rangeview Library District in Thornton, CO, is a recent addition to the Learning Lab initiative. In 2012, Anythink was awarded a $100,000 grant from IMLS and the MacArthur Foundation to build a digital lab. Built in the spring of 2013, The Studio has three sound-proof rooms (one of which is a recording studio), a green screen, video equipment, and the full Adobe Creative Suite. The idea behind The Studio is to fill teen’s technological needs and help them become contact creators. “At The Studio, it’s not just about what you do, but who you will become. We partner creative community members with teens to help push their creativity to new bounds. These creation labs are places where teens are connected with tools to express their creativity – whether they want to be performers, designers, filmmakers or sportscasters” (“The Studio”). With help from the Tween/Teen Guides (librarians), and the Artists in Residence, teens can learn 21st century technology skills, experiment with a variety of equipment, and fuel their interests.

In the recording studio, which can be used for two hours at a time, teens can record their voices and/or music, make podcasts, sports casts, voiceovers, and create their own beats. This room comes equipped with a computer with Garage Band editing software, a MIDI keyboard, microphones, and a guitar.

The recording studio

Next to the recording studio is a green screen, where teens can experiment with lighting techniques, and take pictures or record images with digital cameras available for check out. There is a nearby editing station where they can upload their videos or images, and substitute the green screen with whatever background they want – stationary or animated. Editing software available to them includes the Adobe Creative Suite, Final Cut Pro, and the iLife Suite. They can also incorporate their creations from the recording studio into their final product.

Green screen

Computers for editing photos and videos

The Studio also includes graphic design and photo editing software, and two other sound-proof rooms, which can be spaces for video gaming, karaoke, and quiet places for studying. There is also an extra large Windows Surface that teens can use for web browsing, music, news feeds, and apps.

Surface Pro table top

Sound proof study rooms

Anythink, along with libraries and museums across the country, applied for this grant in a nationwide competition, and was one of the first 12 recipients of the grant. The other 11 locations (four museums and seven libraries) for learning labs included:

San Francisco Public Library (San Francisco, California)

Howard County Public Library (Columbia, Maryland)

St. Paul Public Library (St. Paul, Minnesota)

Kansas City Public Library (Kansas City, Missouri)

New York Hall of Science (New York, New York)

Columbus Metropolitan Library (Columbus, Ohio)

Oregon Museum of Science and Industry (Portland, Oregon)

Da Vinci Discovery Center of Science and Technology (Allentown, Pennsylvania)

Free Library of Philadelphia Foundation (Philadelphia, Pennsylvania)

Nashville Public Library Foundation (Nashville, Tennessee)

Museum of Fine Arts, Houston (Houston, Texas) (Institute “21st Century”)

A second round of grants added learning labs to:

Dallas Museum of Art (Dallas, Texas)

Madison Children’s Museum (Madison, Wisconsin)

Lawrence Hall of Science, University of California, Berkeley (Berkeley, California)

Science Museum of Virginia Foundation (Richmond, Virginia)

University of Alabama/Alabama Museum of Natural History (Tuscaloosa, Alabama)

Rochester Public Library (Rochester, New York)

Carnegie Library of Pittsburgh (Pittsburgh, Pennsylvania)

City of Lynn, Massachusetts (Lynn, Massachusetts)

Las Vegas-Clark County Library District (Las Vegas, Nevada)

Parmly Billings Library Foundation, Inc. (Billings, Montana)

Pima County Public Library (Tucson, Arizona)

Poughkeepsie Public Library District (Poughkeepsie, New York) (Institute “New Grants”).

The Maker Movement

Even if a library can’t afford or doesn't have room to have a designated “makerspace,” there are other ways to get involved in the Maker movement. The Maker movement doesn't just include makerspaces, but all kinds of maker opportunities.

When looking into the Maker movement, Maker Media is a good name to know. Maker Media has been the driving force behind the Maker movement, beginning with the first publication of MAKE Magazine in 2005 (“Maker Media,” 2013). Maker Media produces the Maker Faire and Makezine, an online zine that offers makers project ideas, as well as Maker Shed, an online store that sells kits and other supplies for makerspaces.

Not having a “space” for your “Makerspace” doesn’t mean you can’t contribute to the Maker movement. For instance, a “Pop up Makerspace” is a temporary makerspace set up in an alternative location, like a classroom (Houston, 2013). Mobile makerspaces, which are able to be moved easily to and from a space and probably lower tech, are always an option (“Teen Makerspaces,” 2013). Makerspaces don’t have to have high tech tools like 3D printers. They can get started with as little as a few craft supplies and a rolling cart.

Another alternative is for a library to get involved in a Maker Faire. Touted as the “Greatest Show (and Tell) on Earth,” the Maker Faire is an annual celebration of the Maker movement (“Maker Faire,” 2013, para. 1). Maker Faires allow makers to share their creations and let others know about the Maker movement. Traditionally, the main Maker Faire is located in the Bay Area, as that is where the Faire started in 2006 (“Maker Faire,” 2013). But since the Maker movement has spread, so have Maker Faires, with a “World Maker Faire” taking place in New York City and “Mini Maker Faires” popping up around the world (“Maker Faire,” 2013). Mini Maker Faires are getting more popular as the Maker movement spreads. Even Urbana-Champaign, IL holds its own Mini Maker Faire to showcase makers in the community.

It is also possible to involve a local maker group, many of which have popped up around the country (i.e., Makerspace Urbana in Urbana, IL). Getting a community group involved in the library’s efforts may draw in extra interest, especially if they are well known.

Resources

Directories of Active and Operating Makerspaces Throughout the World

Hackerspaces Meetup Groups List

Hackerspaces Wiki

Labs, Fab Foundation Directory

Maker Community Groups

Maker Education Initiative Directory

Maker Faires Around the World List

Makerspace Directory

Makerspaces Meetup Groups List

MIT Fab Lab List

Mobile Makerspace Directory

National Tool Library Google Group

TechShop Locations

The Institute of Museum and Library Services (IMLS) and the John D. and Catherine T. MacArthur Foundation- Learning Labs Project Location Directory

The International Fab Lab Association: List of Fab Labs

The Maker Map- Find or Locate Maker Resources

The National After School Science Directory

Tool Lending Libraries Directory

YOUmedia Location Directory

Makerspace Project Ideas, Videos, and Tutorial Sites

Adafruit Learning Systems has tutorials on topics such as, how to use “Arduino,” and “Raspberry Pi.” It also provides project ideas, tools, trinkets, and so much more.

DIY.org allows members to share with others what they create. It also contains a variety of different projects and challenges.

FabLab@School Blog provides makerspace and project photos, videos, project ideas, tutorials, resources, and more.

Howtoons- “D.I.Y. Comic Website.”

Instructables has illustrated “DIY” guides on a variety of topics, such as, “Make an Electronic Music Box Powered by Arduino.”

K-12 Digital Fabrication Labs Discussion Group is a K-12 forum that discusses different “Digital Fabrication” topics.

Make It @ Your Library provides librarians with “Maker” project ideas.

Make It @ Your Library in partnership with the American Library Association and Instructables has launched a new website makeitatyourlibrary.org, which provides librarians with project ideas and resources.

Make: Makezine.com-"Contains a collection of projects, video, blogs, and so much more for makers and hackers."

Make: Projects contains a collection of different project ideas, such as “Make a Disney- Inspired Changing Portrait With a Raspberry Pi.”

Make: Videos contains a collection of how to make videos, such as “Star in a Jar.”

Makerspace.com contains a collection of how to make projects.

Sparkfun contains tutorials on many different categories, as well as, curriculum pages that presents educators, parents, students, etc. with curriculum “presentations and handouts.”

Teens Turning Green contains DIY programming ideas created by teens to encourage sustainable, healthy living.

The Exploratorium (San Francisco, California) provides different activities, videos, and more.

The Exploratorium’s Tinkering Studio contains different project ideas and a listing of past “events, workshops, and more.”

How to Start a Tool Lending Library

Tool Library Toolkit via Sharestarter provides a how-to guide on starting your own tool lending (or any other lending) library.

Grants, Scholarships, and Crowd-Sourced Fundraising Sites For Makerspaces and Makers

Grant Sites

Cognizant Technology Solutions- Making The Future U.S. After-school and Summer Program Grants

DARPA

Lego Children’s Fund

GCAA Makerspace Grant Program

Grants for Makerspace Schools

PG&E- Bright Ideas Grant

STEMgrants.com

STEM Grants and Resources

The Institute of Museum and Library Services (IMLS)- Laura Bush 21st Century Librarian Program Grant

The Institute of Museum and Library Services (IMLS) and the John D. and Catherine T. MacArthur Foundation-Learning Labs In Libraries And Museums Grant

The Institute of Museum and Library Services (IMLS)- List of Grant Applicants

Scholarship Sites

Cognizant Technology Solutions- Making the Future U.S. College Scholarship Program for MakersING Unsung Heroes: Education scholarship for innovated classroom projects

Milton Fisher Scholarship for Innovation and Creativity

MindGear Labs

Crowd-Sourced Fundraising Sites

Crowdfunder

Crowdrise

GoFundMe

Indiegogo

Kickstarter

RocketHub

Budget and Funding Articles and Blog Links

Garcia, L. (2013). 6 Strategies for Funding a Makerspace. Edudopia.

Hlubinka, M. B. (2013). Funding School Makerspaces. Make.

Hlubinka. M. B. (2013). Stocking up School Makerspaces. Make.

Mt. Elliott Makerspace. (2013). "Make A Makerspace".

Print and Electronic Resources

Books on Makerspaces

Anderson, C. (2012). Makers: The New Industrial Revolution. New York: Crown.

Frauenfelder, M. (2005). Make: Technology on Your Time. Sebastopol, CA: Dale Dougherty/O'Reilly Media.

Gabrielson, C. (2013). Tinkering: Kids Learning by Making Stuff. Sebastopol, CA : Maker Media

Hatch, M. (2013). The Maker Movement Manifesto: Rules for Innovation in the New World of Crafters, Hackers, and Tinkerers. New York: Mcgraw-Hill.

Honey, M., & Kanter, D. (2013). Design, Make, Play: Growing the Next Generation of STEM Innovators. New York, NY: Routledge.

Kemp, A. (2013). The Makerspace Workbench: Tools, Technologies, and Techniques for Making. Sebastopol, CA : Maker Media, Inc.

Lang, D. (2013). Zero to Maker: Learn (Just Enough) to Make (Just About) Anything. Sebastopol, CA : Maker Media, Inc.

Martinez, S. L., & Stager, G, (2013). Invent To Learn: Making, Tinkering, and Engineering in the Classroom. Torrance, CA: Constructing Modern Knowledge Press.

Preddy, L. (2013). School Library Makerspaces: Grades 6-12. Santa Barbara, CA: Libraries Unlimited.

Roberts, D. (2010). Making Things Move : DIY Mechanisms for Inventors, Hobbyists, and Artists. New York : McGraw-Hill

Roslund, S., & Rodgers, E.P. (2013). Makerspaces. Ann Arbor, MI: Cherry Lake Publishing.

Books on Arduino and Raspberry Pi

Baichtal, J. (2013). Arduino for Beginners: Essential Skills Every Maker Needs. [S.l.] : Que Publishing.

Margolis, M. (2011). Arduino Cookbook. Sebastopol, CA: O'Reilly Media.

McComb, G. (2013). Arduino Robot Bonanza. New York : McGraw-Hill.

Monk, S. (2013). Raspberry Pi Cookbook. Sebastopol, CA: O'Reilly Media.

O’Neill, T., & Williams, J. (2013). Arduino (21st Century Skills Innovation Library: Makers As Innovators). Ann Arbor, MI: Cherry Lake Publishing.

Partner, K. (2013). Raspberry Pi for Beginners. [S.l.] : Dennis Publishing.

Richardson, M., & Wallace, S.P. (2012). Getting Started with Raspberry Pi (Make: Projects). Sebastopol, CA : O'Reilly Media.

Severance, C. R., & Fontichiaro. (2013). Raspberry Pi (Makers As Innovators: 21st Century Skills Innovation Library). Ann Arbor, MI: Cherry Lake Publishing.

Electronic Resources

Makerspace. (2012). High School Makerspace Tools & Materials. O'Reilly Media.

Makerspace (2013). Makerspace Playbook. O'Reilly Media.

Makerspace. (2013). Makerspace Playbook: School Edition. Maker Media. CC BY-NC-SA 3.0 US.

Young Makers. (2012). Maker Club Playbook. O'Reilly Media.

Additional Web Resources

ACRL TechConnect Blog

Arduino.cc

ALA Online Community- Digital Media Labs

ALA Online Community- Makerspaces

Creative Commons

Digital Media: New Learners of the 21st Century

Fab Central

Hackerspaces Wiki

Institute of Museum and Library Services- Learning Labs in Libraries and Museums

Learning Labs In Libraries and Museums Resource Information

Library as Makerspace Blog

Libraries & Maker Culture: A Resource Guide

MAKE magazine

MakerBot.com

Maker Faire.com

Maker Media.com

Maker Shed

Makered.org

Makerspace.com

Makerspaces and the Participatory Library- Facebook group

Makezine.com

Mt. Elliot Makerspace

Open Education Database (OEDb)- “A Librarian’s Guide to Makerspaces: 16 Resources”

Raspberry Pi.org

ShopBot Tools

SparkFun Electronics

Spotlight on Digital Media and Learning Blog

Teen Makerspaces @ Your Library

The MakerBridge Blog

Thingiverse- "Digital Designs for Physical Objects"

Young Makers.org

YOUmedia Network: Reimagining Learning in the 21st Century

References

Abram, S. (2013). Makerspaces in Libraries, Education, and Beyond. Internet@Schools, 20(2), 18-20.

“About.” The YOUmedia Network. Web. 14 Nov. 2013 www.youmedia.org/youmedia-network

Anythink: A Revolution of Rangeview Libraries. (2013). Anything Brighton Awarded Grant to Design Teen Makerspace. Retrieved on November 8, 2013 from http://www.anythinklibraries.org/news-item/anythink-brighton-awarded-grant-design-teen-makerspace

Bagley, C. (2012) What is a Makerspace? Creativity in the Library. ALATechsource. Retrieved on November 10, 2013 from http://www.alatechsource.org/blog/2012/12/what-is-a-makerspace-creativity-in-the-library.html

Bailey, J. (2012). From Stacks to Hacks: Makerspaces and LibraryBox. Metropolitan New York Library Council (METRO). Retrieved on November 8, 2013 from http://metro.org/articles/from-stacks-to-hacks-makerspaces-and-librarybox/

Batykefer, E. (2013). The Youth Maker Library. Voice Of Youth Advocates, 36(3), 20-24.

Behen. L.D. (2013). Recharge Your Library Programs with Pop Culture and Technology: Connect with Today’s Teens. Englewood, Colorado: Libraries Unlimited.

Britton, L. (2012). Making Space for Creation, Not Just Consumption. Library Journal. Retrieved on November 8, 2013 from http://www.thedigitalshift.com/2012/10/public-services/the-makings-of-maker-spaces-part-1-space-for-creation-not-just-consumption/

Colegrove, T. (2013). Editorial Board Thoughts: Libraries as Makerspace?. Information Technology & Libraries, 32(1), 2-5.

Davee, S. (2013). Celebrating Our Maker Corps Mentor Class of 2013. Maker Education Initiative: Every Child A Maker. Retrieved on November 8, 2013 from http://www.makered.org/tag/maker-corps/

Education Innovator. (2013). Maker Education Initiative. Retrieved on November 9, 2013 from http://blog.nwp.org/educatorinnovator/partners/maker-education-initiative/

FAQs. (n.d.). Retrieved November 24, 2013, from Raspberry Pi website: http://www.raspberrypi.org/faqs

Garcia, L. (2013). 6 Strategies for Funding a Makerspace. Edudopia. Retrieved on November 11, 2013 from http://www.edutopia.org/blog/6-strategies-funding-makerspace-paloma-garcia-lopez

Graham, R. (2013). Bring Back Home ec! The Case for a Revival of the Most Retro Class in School. Boston Globe. Retrieved on November 19, 2013 from http://www.bostonglobe.com/ideas/2013/10/12/bring-back-home/EJJi9yzjgJfNMqxWUIEDgO/story.html?s_campaign=sm_tw.

Hlubinka, M. B. (2013). Funding School Makerspaces. Make. Retrieved on November 11, 2013 from http://makezine.com/2013/09/05/funding-school-makerspaces/

Hlubinka, M. B. (2013). Stocking up School Makerspaces. Make. Retrieved on November 11, 2013 from http://makezine.com/2013/08/21/stocking-up-school-makerspaces/

Houston, C. (2013). Makerspaces @ your school library: Consider the possibilities!. Kentucky Libraries, 77(3): 26-28.

Institute of Museum and Library Services. “National Competition Selects 12 Libraries and Museums to Build Innovative Learning Labs for Teens.” IMLS. Institute of Museum and Library Services, 17 Nov. 2011. Web. 14 Nov. 2013. www.imls.gov/national_competition_selects_12_libraries_and_museums_to_build_innovative_learning_labs_for_teens.aspx

Institute of Museum and Library Services. “New Grants Help Museums and Libraries Connect Youth with Friends, Learning, and Mentors to Link Their Passions to Future Success.” IMLS. Institute of Museum and Library Services, 8 Nov. 2012. Web. 14 Nov. 2013 www.imls.gov/new_grants_help_museums_and_libraries_connect_youth_with_friends_learning_and_mentors_to_link_their_passions_to_future_success.aspx

Institute of Museum and Library Services. (2012). Talking Points: Museums, Libraries, and Makerspaces. Retrieved on November 8, 2013 from http://www.imls.gov/assets/1/AssetManager/Makerspaces.pdf

Kroski, E. (2013). A Librarian’s Guide to Makerspace: 16 Resources. Open Education Database (OEDB). Retrieved on November 8, 2013 from http://oedb.org/ilibrarian/a-librarians-guide-to-makerspaces/

“Locations: Learning Labs Project.” The YOUmedia Network. Web. 14 Nov. 2013. www.youmedia.org/locations/learning-labs

Maker Corps. (2013). Maker Education Initiative: Every Child A Maker-Maker Corps. Retrieved on November 8, 2013 from http://www.makered.org/makercorp

Maker Faire: A Bit of History. (2013). Retrieved November 24, 2013, from Maker Faire website: http://makerfaire.com/makerfairehistory/

Maker Media (2013). Retrieved November 24, 2013, from http://makermedia.com

Makerspace. (n.d.). Retrieved November 24, 2013, from NSCU Libraries website: http://www.lib.ncsu.edu/spaces/makerspace

Manufacturing MAKER SPACES. (2013). American Libraries, 44(1/2), 44.

Markham, D. (2013). Kids' Museum Challenges Throwaway Mentality with Repair Exhibition. Tree Hugger. Retrieved on November 19, 2013 fromhttp://www.treehugger.com/gadgets/kids-museum-challenges-throwaway-mentality-repair-exhibition.html.

Mt. Elliott Makerspace. (2013). Make A Makerspace. Retrieved on November 11, 2013 from http://www.mtelliottmakerspace.com/makeamakerspace/

National Academy of Sciences, National Academy of Engineering, Institute of Medicine, Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future (2007). Committee on Prospering in the Global Economy of the 21st Century: An Agenda for American Science and Technology. Washington D.C.: National Academies Presses.

Newcombe.P., & Belbin, N. (2012). Fab Labs at the Library: Community ‘Makerspaces’ Give Access to Cutting-Edge Tools. Government Technology. Retrieved on November 9, 2013 from http://www.govtech.com/e-government/Fab-Labs--at-the-Library.html

Obama, B. Remarks by The President at The National Academy of Sciences Annual Meeting. The White House Blog. Retrieved on November 8, 2013 from http://www.whitehouse.gov/the_press_office/Remarks-by-the-President-at-the-National-Academy-of-Sciences-Annual-Meeting

Plemmons, A. (2012). Opening the Space: Making the School Library a Site of Participatory Culture. Knowledge Quest, 41(1), 8-14.

Schulman, K. (2013). White House Hangout: The Maker Movement. The White House Blog. Retrieved on November 8, 2013 from http://www.whitehouse.gov/blog/2013/03/27/white-house-hangout-maker-movement

Stoll, C. (2013). Makerspaces: Surveying the Scene in Illinois. ILA Reporter, 31(2), 4-9.

Teen makerspaces @ your library. (2013). Retrieved November 24, 2013, from Teen Librarian Toolbox website: http://www.teenlibrariantoolbox.com/2013/08/teen-makerspaces-your-library.html

“The Studio.” Anythink Libraries. Web. 14 Nov. 2013. www.anythinklibraries.org/thestudio

Thomas, A. (2012a). Introducing: Maker Corps. Maker Education Initiative: Every Child A Maker. Retrieved on November 8, 2013 from http://www.makered.org/introducing-maker-corps/

Thomas, A. (2012b). Maker Corps Empowers The Next Generation of Innovators. Maker Education Initiative: Every Child A Maker. Retrieved on November 8, 2013 from http://www.makered.org/maker-corps-empowers-the-next-generation-of-innovators/

What is Arduino?. (n.d.) Retrieved November 24, 2013 from Arduino website: http://www.arduino.cc/en/Guide/Introduction

Wong, T. (2013). MAKERSPACES TAKE LIBRARIES BY STORM. Library Media Connection, 31(6), 34-35.

[Tumblr Transcriber: Camilla Y-B]

#library resource #makerspace #STEAM #Wikispaces #STEM education

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1baddmouthcrown · 6 years

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19TH Century Toussaint L'Ouverture, 1816 the American Colonization Society Sam Sharpe, Frederick Douglass, Martin Delany, Antonio Maceo, Booker T Washington, WEB Du Bois, Paul Bogle and George William Gordon, James Mata Dwane South African Methodist Minister Methodist the Ethiopian Church of Mangena Mokone 1896, founder of the Order of Ethiopia in the Anglican Church, Bishop Henry McNeal Turner of the African Methodist Espicopal Church.

1801 March constitution for Saint Domingue drafted by constitutional assembly appointed by Louverture promulgated on 1801 July 7 making him Governor General of Hispaniola. Article 3 of the constitution states: “There cannot exist slaves [in Saint-Domingue], servitude is therein forever abolished. All men are born, live and die free and French.

An 1806 engraving of Jean-Jacques Dessalines. It depicts the general, sword raised in one arm, while the other holds a severed head of a white woman.

Vicomte de Rochambeau imported about 15, 000 attack dogs. At the Bay of Le Cap, Rochambeau had blacks drowned.

1804 January 1 Dessalines declares independence and renames Saint Domingue “Ayiti” after the indigenous Taíno/Arawak name.

1804 February to April 22 Haiti Massacre..

1804 September 22 proclaimed Emperor by Generals of the Haitian Revolution Army and crowned Emperor Jacques I in a coronation ceremony on 6 October in the city of Le Cap.

1 April Henry, by the grace of God and constitutional law of the state, King of Haiti, Sovereign of Tortuga, Gonâve, and other adjacent islands, Destroyer of tyranny, Regenerator and Benefactor of the Haitian nation, Creator of her moral, political, and martial institutions, First crowned monarch of the New World, Defender of the faith, Founder of the Royal Military Order of Saint Henry.

1811 Louisiana German Coast revolt.

1816 the American Colonization Society established mainly by the effort of Charles Fenton Mercer as well as John Caldwell and the Presbyterian minister Robert Finley.

1820 Reverend Daniel Coker and Reverend Samuel Bacon sail to Liberia on the Elizabeth with 88 emigrants. Sierra Leone Reverend Bacon King Jack Ben of Grand Bassa secured tract of land Cape Mesurado named Monrovia after President James Monroe.

Of the 4, 571 emigrants who arrived between 1820 and 1843 only 1, 819 of them survived.

1822 Delanys mother Pati moves their family to Chambersbury in the free state of Pennsylvania after in the state of Virginia where education of blacks prohibited The New York Primer and Spelling Book Delany and his siblings used to learn how to read and write is discovered.

1826 Truth escape from slavery.

1828 Truth reunited with her son Peter illegally sold.

1831 Delany ath the age of 19 moves West to Pittsburgh where he works as a barber and laborer.

1831 Saint James, Trelawny and WestmorelandSam Sharpes Baptist War.

August 21 Southampton County, Virginia Nat Turner Rebellion.

1832 Delany during the National cholera epidemic becomes apprentice to Dr. Andrew N. Mc Dowell and learns fire cupping and leeching techniques, and also studies with abolitionist doctors such as Dr. F. Julius LeMoyne and Dr. Joseph P. Gazzam of Pittsburgh.

1835 Delany attends National Negro Convention in Philadelphia.

Douglass begins to be taught the alphabet by his masters wife whos husband however disapproves of the slaves being made literate and later also snatches a newspaper from him. Douglass learns to read from white children in his neighborhood and from observing the writings of the men he works with with this Douglass’s reading is greatly increased.

Douglass after being hired begins to teach large numbers of other slaves from the plantation to read the New Testament at weekly Sunday school.

1838 September 3 Douglass escapes from slavery in under 24 hours Philadelphia, Wilmington and Baltimore Railroad from Havre de Grace, Maryland, in Harford County crossed Susquehanna River to Perryvile in Cecil County steam ferry and took the train to Wilmington, Delaware steamboat Delaware River to Quaker City" of Philadelphia, Pennsylvania abolitionist David Ruggles in New York City.

1839 Douglass becomes a licensed preacher.

September 15 Douglass marries Anna.

1840 Douglas makes Elmira, New York, Underground Railroad station speech.

1841 William Lyod Garrison Bristol Anti-Slavery Society.

Douglas speaks at Massachusetts Anti-Slavery Society’s annual convention in Nantucket.

1843 Delany begins publishing The Mystery black newspaper, his articles and writings reprinted in William Lloyd Garrisons The Liberator.

Douglass American Anti-Slavery Society’s “Hundred Conventions” project, a six-month tour. Pendleton Indiana Douglas mob suffers broken hando.

Isabella Baumfree gives herself the name Sojourner Truth and becomes a Methodist.

1844 Truth Northampton, Massachusetts.

1845 August 16 Douglas sails on the Cambria for Liverpool, travels to Ireland and Great Britain, meets Irish nationalist Daniel O’ Connell as well as British abolitionist Thomas Clarkson

Autobiography Narrative of the life of Frederick Douglass.

Imperial Hotel.

1946 Delany sued $650 for libel against a African American Fiddler Johnson who he accused in The Mystery newspaper of being a slave catcher.

Douglass.

1847 Delany mets Frederick Douglass and William Lloyd Garrison whilst they are in Pittsburgh on an anti-slavery and helps to put together Frederick Douglass’s first abolitionist newspaper the North Star.

Delanys eulogy for Rev. Fayette Davis widely redistributed.

Martin Delany, c. 1847. Called the father of Black Nationalism, this rare image captures Delany, already an abolitionist, writer, publisher, and journalist at this point in his life. Courtesy of Floyd Thomas.

Delany recruits for the Union Army. His son Touissant Louverture Delany serves with the 54th regiment.

1948 July Delanys in the North Star that U.S. District Court Justice John McLean instructed the jury in the Crosswait trial to make it a punishable offence for a citizen to thwart those trying to "repossess" an alleged runaway slave, and as a result influences abolitionist Salmon P. Chase to remove McLean as a candidate of the Free Soil Party for the Presidency.

Douglass attends Senecca Falls convention, Elizabeth Cady Stanton resolution for Womens suffrage passed James and Lucretia Mott 15th Amendment.

Ezra Greenleaf Weld, Fugitive Slave Law Convention, Cazenovia, New York, 1850. Courtesy of the J. Paul Getty Museum. Frederick Douglass, who presided over the proceedings, is seated at the corner of the table. Mary Edmonson (in plaid shawl) stands over his left shoulder. Abolitionist Gerrit Smith stands over Douglass’s right shoulder, with Emily Edmonson (also in plaid) to his right.

Delany becomes one of the first of three black men to attend Harvard Medical School but is dismissed on account of race complaint from white students within three weeks.

1850 Blyden emigrates to Liberia.

1851, Douglass the North Star with Gerrit Smith’s Liberty Party Paper to form Frederick Douglass’ Paper ceased 1860.

Truth George Thompson.

After 42 years at St. Paul Street and Central Avenue, and mostly because of the endless railroad traffic nearby, the monument had become “grimy and sooty.” And so a committee was formed, and a decision was made to move the monument to Highland Park. The place in the park for the statue was within a few hundred yards of where Douglass had once lived, on South Avenue. Not exactly the apex of city life, but away from the grime of the trains.

And so today the statue stands, as it has for 75 years, in the park. It was rededicated on September 4th, 1941.

Douglass’s address to the ladies of the Rochester Anti-Slavery Sewing Society July 5, 1852.

Delany being discriminated against and on account of African Americans not being elevated to such positions, publishes his The Condition, Elevation, Emigration and Destiny of the Colored People of the United States, Politically Considered.

“SWEET is the virgin honey, though the wild bee store it in a reed; And bright the jewelled band that circleth an Ethiop’s arm; Pure are the grains of gold in the turbid stream of the Ganges; And fair the living flowers that spring from the dull cold sod. Wherefore, thou gentle student, bend thine ear to my speech, For I also am as thou art; our hearts can commune together: To meanest matters will I stoop, for mean is the lot of mortal; I will rise to noblest themes, for the soul hath a heritage of glory.”

1853 Douglass attends the National African American Convention in Rochester.

September 7 Truth speaks at suffragist "mob convention" at the Broadway Tabernacle in New York City.

1854 Delany publishes The Origins and Objects of Ancient Freemasonry: Its Introduction into the United States and Legitimacy among Colored Men.

Delany, during Cholera outbreak stays behind to treat patients whilst leave.

August Dealany leads the National Emigration Convention in Cleveland, Ohio and publishes his “Political Destiny of the Colored Race on the American Continent”. Political rights resolution passed for Blacks.

Truth speaks to "Friends of Human Progress" at Battle Creek, Michigan.

1856 Delany moves his family to Chatham, Ontario, Canada.

Blyden edits the Liberia Herald and writes the column "A Voice From Bleeding Africa.

1859 Delany publishes parts of Blake: Or The Huts of America in response to Harriet Beecher Stowe's Uncle Tom's Cabin, in which he criticises for inaccurately portraying the slaves as too passive although for cruelty of Southern slave owners serialised form in The Anglo-African Magazine between January to July.

May Delany sails from New York to Liberia, signs treaty chiefs in the Abeokuta region settlers to live on so long as they can.

1860 Delany leaves Liberia for England where he is honoured by the International Statistical Congress, and returns to America the same year.

1861 Delanys second part of part one series published in Weekly Anglo African Magazine.

Blyden becomes professor of Greek and Latin at Liberia College remains until 1864.

Lincoln's Emancipation Proclamation, which took effect on January 1, 1863, declared the freedom of all slaves in Confederate-held territory. (Slaves in Union-held areas and Northern states were freed with the adoption of the 13th Amendment on December 6, 1865.)

Douglass described the spirit of those awaiting the proclamation: “We were waiting and listening as for a bolt from the sky … we were watching … by the dim light of the stars for the dawn of a new day … we were longing for the answer to the agonizing prayers of centuries.”

1862 Blyden becomes Liberian Secretary of State.

1863 Delany begins recruiting black men for the Union Army Rhode Island, Connecticut and Ohio raising thousands of enlistees many joining the new United States Coloured Troops, his son serving in the 54th regiment 179, 000 black men enlisting in the U.S. Coloured Troops almost 10% of those serving in the Union army.

1864 Truth employed by the National Freedman's Relief Association in Washington, D.C.

1865 February Delany meets Abraham Lincoln.

Delany becomes the first black line field officer in the U.S. Army as well as only Black officer to be receive commission of the highest rank of Major during the Civil War.

April 14 Delany invited to the War Department ceremony in Charleston, South Carolina, attending with Robert Vesey son of hanged black abolitionist, Denmark Vesey in ship named the Planter former slave Robert Smalls abolitionist William Lloyd Garrison Senator Warner.

April 15 President Lincoln assassinated by John Wilkes Booth.

Delany serves under General Rufus Saxton in the 52nd U.S. Colored Troops Freedman Bureau Hilton Head.

Truth works in Freedman's Hospital in Washington.

1865 October Baptist Deacon Paul Bogle of Stony Gut Saint Thomas, Morant Bay Rebellion George William Gordon.

1867 May 9 Truth American Equal Rights Association.

1868 October 10 El grito de Yara (Cry of Yara) revolt led by Carlos Manuel de Lespedes.

Antonio Maceo at age 23 with his Father and brothers join the Ten Years War. Maceo promoted to Commander/Major and weeks after to Lieutenant Colonel.

1870, Douglass last newspaper, the New National Era.

Love serves as 1st Most Worshipful Grand Master of Prince Hall Freemasonry 1870-1872 in the Most Worshipful Sovereign Grand Lodge of Florida and in the Most Worshipful Sovereign Grand Lodge of Georgia 1873-1875.

1871 January 1 Truth Eighth Anniversary of Negro Freedom.

1874 Delany runs as an Independent Republican for Lieutenant Governor of South Carolina (with John T. Green as the gubernatorial candidate).

March Douglas becomes President of Freeman Saving bank.

1875 Delany charged with defrauding a church.

1876 Delany supports Democratic candidate Wade Hampton in the gubernatorial election suppress Black voting at polls more than 150 Black’s killed by rifle clubs and paramilitary group Red Shirts.

1877 Delany Liberian Exodus Joint Steamship Company Charleston, South Carolina purchase the 400 ton Azor 1878 Charleston to Monrovia led by Harrison N. Bouey.

1878 Booker T Washington attends Wayland Seminary in Washington D. C.

March 15 Maceo meets with General Martinez Campes Protest of Baraqua Pact of Zanjon.

1879 Maceo and General Calixto Garcia Iniguez plan invasion of Cuba from New York, Maceo sends Calixto Garcia as highest commander.

1880 Blyden serves as President of Liberia College until 1884.

1881 Hampton Institute President Samuel C Armstrong Washington.

1882 Anna Douglas passes away.

1883 Newspaper Advertisement announcing the debut performance of Henrietta Vinton Davis at Marini’s Hall in Washington DC.

Davis 36 years later would join Marcus Garveys Universal Negro Improvement Association.

November 26 Truth passes away.

1884 Douglass marries the daughter of abolitionist Gideon Pitts Jr suffragist and abolitionist Helen Pitts.

1885 January 24 Delany dies of tuberculosis in Wilberforce, Ohio.

WEB Du Bois attends Fisk University Nashville, Tennessee receives bachelor degree.

W. E. B. Du Bois with the Fisk University class of 1888.

1888 Douglass becomes the first African American to recieve vote for President.

1889 Douglass appointed U. S. minister resident and Consul General to Republic of Haiti and charge d'affaires for Santo Domingo by President Harrison.

Love moves to Jamaica where he starts the Jamaica Advocate newspaper.

1890 Du Bois awarded his second bachelor degree, cum laude, in history by Harvard.

1891 Du Bois receives scholarship to attend sociology graduate school at Harvard.

1892 Douglass place Fells point, Baltimore was constructed as rental housing for African Americans.

Indianapolis conference convened by Bishop Henry McNeal Turner.

Du Bois receives John F. Slater Fund to attend University of Berlin studies with Germans top social scientists such as Gustav von Schmoller, Adolph Wagner, and Heinrich von Treitschke.

1893 Douglass made co commissioner of Haitian pavilion at Worlds Colombian Exposition in Chicago.

1894 Du Bois begins work as a teacher at Wilberforce University in Ohio.

1895 Du Bois becomes the first African American to PhD from Harvard University. Douglass attends National Council of Women in Washington D. C. dies in the same year of a heart attack.

Delegate of the Cuban Revolutionary Party Jose Marti Maceo the Necessary War Maceo Gomez highest in command. Flor Crombet Baracoa Santiago de Cuba Marti falls in battle in Dos Ríos (confluence between the rivers Contramaestre and Cauto).

Bishop H. M. Turner receiving James M. Dwane, of South Africa - Bishop H. M. Turner, H. B. Parks, J. M. Dwane, J. S. Flipper. Bishop Henry Mc Turner was also an advocate for repatriation for African Americans to Liberia and was responsible for two ships with 500 emigrants sailing to there in 1895 and 1896.

Maceo Jose Marti.

James Mata Dwane South African Methodist Minister who left the Methodist Church to join the Ethiopian Church of Mangena Mokone in 1896, founder of the Order of Ethiopia in the Anglican Church.

1896 Du Bois becomes a sociological field researcher at the University of Pennsylvania.

Maceo Lieutenant General second in command after Gomez General in Chief.

Maceo and Gomez commanding two mambises columns invade the west of Cuba from Mangos de Baragua Martinez Campos cover horseback and by foot 1000 miles in 96 days.

Maceo Spanish forces in Havana and Pinar del Rio.

October Maceo arrives at Mantua in the western extreme of Cuba

December 7 Maceo shot in the chest, a broken jaw and penetrated skull.

1897 Du Bois takes part in the American Negro Academy, in July takes professorship in history and economics at the Atlanta University in Georgia and publishes Strivings of the Negro People in the August issue of the Atlantic monthly.

1899 Du Bois publishes his sociological study The Philadelphia Negro which was the first of its kind from the field research he conducted whilst in Pennsylvania.

Du Bois on his way to meet Atlanta Constitution editor Joel Chandler Harris about Sam Hose who was torchered, burnt and lynched for killing his landlord in an act of self defence turns back after being informed Hose knuckles were for sale a grocery store further down on the very Street (Mitchell Street) he was walking on.

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hottytoddynews · 7 years

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Flags of the United States of America, the Mississippi Band of Choctaw Indians, and the state of Mississippi hang at the Chahta Enterprises Metal Fabrication plant.

It’s just before 5 p.m., and even though some of the lights have already been switched off, the electric hum from the large overhead fuorescents can still be heard as they slowly cool down. Even in the darkness, three flags can be seen hanging vertically from the rafters. In the center, the American fag. To its right, the state fag of Mississippi. To its left, the flag of the Mississippi Band of Choctaw Indians.

This is no ordinary metal fabrication facility. Sure, sparks fy brightly as the intense heat from a welding torch makes contact with what will one day be part of an American-made flatbed trailer, an image that could just as easily be seen in industrial cities such as Detroit or Buffalo.

Here at the Chahta Enterprises Metal Fabrication Operation, however, the man behind the mask as sparks cascade around him is a Choctaw Indian. Twenty years ago, he might not have had the opportunity to hold a job like this. But here he is, part of a workforce more than 5,750 strong, all of them employed by the Mississippi Choctaw.

As the few remaining workers finish up on a bright orange trailer, another man emerges from behind a translucent yellow eye-shield. He’s tall and stocky and stands out even among the large machines that fill the room. He has dark skin and even darker, somewhat curly short black hair. His name is Mark Patrick, and he has been Director of Quality and Sales at Chahta Metal Works since the plant opened in 2014.

Patrick is quiet at first. Then I ask if he has any children. Patrick perks up a bit.

He tells me that he has two sons. One recently graduated from the University of Southern Mississippi, using the tribe’s generous college scholarship program to pay for his education. His other son works here at the plant.

Upon completion, a flatbed trailer gets a sticker that shows Chahta Enterprises Metal Fabrication worked on it.

In a sense, Patrick embodies the remarkable resurrection of the Mississippi Choctaw, a group that a century ago was nearly extinct and a little over three decades ago sufered in seemingly hopeless poverty. Today the Mississippi Band of Choctaw Indians is one of Mississippi’s largest employers, one of the nation’s most successful Indian nations, a glittering example of what can happen when government loosens its hold and allows a tribe to run its own affairs. It is a miraculous transformation, one of the greatest minority success stories in American history.

But how? How is it that now, a Choctaw like Patrick is able to send one son to college and give the other son the opportunity to work and sustain himself when just over one generation ago most of the tribe was living in utter poverty, barely making $2,000 a year?

The Choctaw tradition of business can be traced back to the 18th century, back when the Choctaw people had a strong economy based on communal ownership and responsibility. At one time in the South, pidgin Choctaw was the language of commerce. The Choctaw favored business over warfare, the sharing of goods over the shooting of arrows.

Marveling at their affinity for trade, Robert White, author of Tribal Assets, wrote that the Choctaw “were the late 20th-century Japanese of the pre-European South.”

After a series of treaties gradually tore land away from the Choctaw beginning in 1786 with the Treaty of Hopewell, tribal members who were able to avoid Removal, the Choctaw’s preferred term for the “Trail of Tears,” made their living sharecropping.

“Made their living” is a bit of an exaggeration, as thousands of Choctaw sharecroppers were forced into bitter poverty and wretched lives. On its website, the tribe’s own economic development history quotes a congressional investigator’s description of the Mississippi Choctaw in the early 1900s as “the poorest pocket of poverty in the poorest state in the country.”

By 1910, the number of Choctaw in the state had dwindled to just 1,253. In 1918, one-fifth of the remaining population was killed in a flu epidemic. For years, the survivors barely existed in the poor red clay farmland of hill country Mississippi.

In 1945, this tattered remnant fnally won tribal recognition from the federal government. But it took more than federal acceptance for the tribe to emerge from its economic doldrums. During the 1950s, tribal leaders had seen little to no improvement in the desperate living conditions of their people, even with what help they were able to get from the forever financially strapped Bureau of Indian Affairs. Average annual income was $600 per family, with most lucky to make more than $2.50 a day on farm wages.

The tribe needed a savior. It found him in Phillip Martin, whose knack for economic development has since become legend to Native Americans across the land.

Martin started out on the Tribal Council but became chief in 1978. From the beginning, he was convinced that the tribe would never be successful depending on the federal government to save it. With 80 percent of the Choctaw unemployed, Martin knew what the tribe desperately needed most: jobs.

Franklin Taylor (white shirt) and Toby Steve process bed sheets and table cloths at the tribe’s busy commercial laundry.

In 1969, Martin led the tribe to seize upon the one opportunity he could see at the time, federally funded housing. The tribe launched Chahta Development, a construction company. Instead of letting the feds continue to pay contractors to build low-income housing on the reservation, the Choctaw got the feds to pay Chahta Development to build the houses.

The tribe didn’t just begin a construction company that day. It began an economic resurgence that would expand to provide almost 6,000 permanent, full-time jobs and a payroll of more than $100 million. The tribe became one of Mississippi’s major employers, with enough money to establish a scholarship program that pays for a Choctaw’s college education and gives students a stipend to live on as well as a laptop, ultimately preparing them to hold more specialized jobs.

In the two decades ending in 1999, household income on the reservation jumped from $2,500 to $24,000, while unemployment fell to about 2 percent. Between 1985 and 2000, life expectancy in the tribe rose 20 years. It’s only gotten better from there.

Talk to anyone on the reservation about how the tribe was able to pull it of and the conversation goes right back to Phillip Martin. He is revered much like a saint, a Moses fgure leading his people out of a wilderness of poverty and into the promised land of prosperity.

“He was a natural-born leader,” John Hendrix, the tribe’s economic development director, says about Martin as we sit in the conference room of Chahta Enterprises. We’re sitting in building A of the TechParc, a campus of multiple buildings that house Choctaw business and industry. Martin hired Hendrix in 1993 after he had acquired a business degree from Millsaps College. He got the job even though he is not a Choctaw, a regular occurrence at the time, considering more than half of their employees were not Native Americans.

“I think what got (Martin’s) spark was that he was stationed over in Europe after World War II,” Hendrix says. “So he saw Europe rebuild itself after the war, and he came back and said, ‘Well, we can do that, too.’ He wasn’t a micro-manager; he just intuitively knew what needed to be done and he hired the right people for the job.”

Unlike some bosses, Martin was always open to letting people work on new ideas that had potential to better the tribe.

“He had a very entrepreneurial approach to management, and he discouraged red tape and bureaucracy.

“If somebody had an idea, even if it wasn’t directly their job, Martin would let them try it,” Hendrix says. “And if it didn’t work, he didn’t fire them. He had a very flat management structure, and it worked.”

Martin’s Mississippi miracle was nothing less than a revolution. In time, it would inspire other tribes across America to subscribe to his self-help philosophy.

In a state that regularly ranks at the bottom in terms of per capita income, the scope of the Choctaw’s economic influence is impressive. The tribe has 12 businesses, ranging from Defense contracting to growing organic vegetables to commercial laundry services. They have a brand-new health center and three casinos that since the first one opened in 1994 have provided thousands of jobs.

Mark Patrick, behind the welder’s mask, finishing up work on a flatbed trailer.

Martin kicked it of with sheer force of personality. He coaxed the tribe into springing for an industrial park with no tenants in sight. Then he criss-crossed the country for years, buttonholing business executives and trying to sell them on moving to the reservation.

Finally, he lured a plant that hired Choctaws to install the spaghetti-like tangle of wiring in automobiles. He got American Greetings, a billion-dollar player in the lucrative greeting card industry, to move into a 120,000-square-foot plant on the reservation. He talked the neighboring town of Philadelphia into using municipal revenue bonds to help pay for it. He made the tribe a powerful lobbying force in Washington, D.C., where he was a familiar figure in the offices of senators, congressmen and federal agencies. And with that, the empire began to grow. So did the tribe’s reputation, which made it that much easier to recruit industry and key employees.

In 1988, Congress approved the Indian Gaming Regulatory Act, which allowed tribes to get into the casino business. Indian gaming took America by storm.

The Choctaw met initial resistance from state government but in 1994, with the help of a new governor, Kirk Fordice, a towering hotel and casino complex rose from the red dirt on an otherwise unremarkable stretch of state highway in rural Neshoba County.

The Silver Star Hotel and Casino is an elaborate gambling palace with four restaurants, entertainment venues, first class hotel and a sea of slot machines and card games. If the Silver Star is not enough excitement, a covered walkway soars guests over the adjacent highway and into a sister casino and hotel complex, the Golden Moon, which opened in 2002. (A third, Bok Homa, is a two-hour drive from the frst two.) Along with two championship golf courses and a water park, they make up the multi-million-dollar Pearl River Resort, which quickly became the tribe’s major source of revenue. An economic impact statement prepared by Mississippi State University once estimated that the resort businesses generated more than $180 million in wages alone.

All of this has given the tribe the ability to take care of itself. And it does. But not, as some tribes do, by giving large annual payments to rank-and-file members. The latest semi-annual check the Choctaw sent to each member was a demure $500. The total annual payment is limited to $1,000 per member.

The day starts early at the greenhouses.

Instead, they do something much more valuable for fellow Choctaws. All that money from this self-made empire gets plowed back into programs and services that are the envy of poorer tribes — a 120-bed nursing home, subsidized housing, transportation, day care, Head Start, food programs for the elderly, programs for those struggling with substance abuse and addiction. If a tribal member needs a job or a house, the tribe can help. It is a business juggernaut and miniature Great Society rolled into one. And, most remarkably, the Choctaw were doing it even before casino gambling came along.

It’s a rainy St. Patrick’s Day in Tucker, not far from Choctaw, where the tribal government is headquartered. The Tucker Elementary School, one of eight reservation schools, is having its annual spring festival inside a gymnasium.

The program has “Halito!” written across the top in dark green. It means “hello” and is heard multiple times as Choctaw children in brightly-colored traditional garb begin to fill forest-green bleachers. Some of the girls’ dresses cost upward of $800. Some are homemade. Many conceal at least 40 safety pins, needed just to hold everything together.

The Choctaw also supply organic vegetables to commercial markets like Whole Foods as far away as Jackson.

The Choctaw Princess, Emily Shoemake, is here, almost at the end of her year-long term. The princess is beautiful, her dress covered in rose print, a crown atop her head and a hand-woven basket held in the crook of her left arm.

Shoemake almost wasn’t able to fulfll her duties as princess. As a mechanic in the 91 Bravo Humvee unit, she was supposed to go off to Army basic training a few weeks into her term. Current Chief Phyliss Anderson wrote a letter pleading her case, and the Army allowed her to report immediately after she finished her term.

The spring festival is meant to showcase the children and traditional Choctaw dances, as well as celebrate their culture. I look inside the program and see a few dances I recognize, like the “Snake Dance,” which mimics the slithering of a snake as dancers hold hands and weave in and out of an ever-changing line. As I scan further inside, I see a name I recognize:

“Invocation — Mark Patrick”

Sure enough, Mark Patrick emerges shortly after the start of the festival to say a prayer in Choctaw. The only words I recognize are “Jesus Christ” and “Amen.” He’s wearing a green shirt for St. Patrick’s Day.

“It’s my day, Patrick,” he jokes after walking over to where I’m leaning up against a padded gym wall.

Patrick is anything but quiet here. He’s a fxture in the Choctaw community. He knows everyone. Speaks to everyone. Waves at everyone. He spots a 14-year-old girl and asks how her driving test is coming along. He asks where her mother is and says he needs to talk to her.

Field Coordinator and Greenhouse Manager Daphne Snow with her precious cargo of fresh produce.

“What did I do?” the girl snaps back. She’s heard this question before.

I ask Patrick how he knows everyone so well, and he tells me he likes doing a lot of community outreach. When he grew up, he says, he had no idea who his father was. His grandmother raised him and wove baskets to support him.

“I just know everybody,” Patrick says. “A lot of the kids look for that father or mother figure or infuence in their lives, and it means a lot to me.”

Patrick watches as children perform the Raccoon Dance. “Some of these kids have no clue what they’re doing or why they’re out there,” he says. “But they’ll realize it soon enough.”

It’s true, and these children don’t know it yet, but the opportunities they have even at this age already outnumber what their parents and grandparents had. An older Choctaw teacher in a magenta zip-up jacket watches her class dance on the Dreamsicle-orange basketball court. She won’t reveal her name. She’s there to watch one of her last classes in 40-plus years of teaching school.

“I feel like I’m watching my grandkids out there now,” she says. “Things have changed so much.”

John Hendrix became the tribe’s director of economic development in 1993 after getting a business degree from Millsaps College.

When I ask how she’s seen the opportunities for children in her classes change over the years, she finally turns to look at me.

She says she’s seen countless children grow up without having a chance. She’s seen kids whose only job opportunities were spending their years behind the wheel of a school bus, kids used to having no hope of a better life.

Things are diferent now. The Mississippi Band of Choctaw Indians has more jobs than they do working-age Choctaw these days. Average income has risen, education has improved, anyone who needs a home gets one, an economic impact report once pegged the tribe’s contribution to the state GDP at around $1.2 billion, and the chances to succeed have never been higher.

The children dancing and laughing in the middle of this gym on a rainy St. Patrick’s Day are no longer just Choctaw kids. They’re comeback kids.

LEFT TO RIGHT: Ariel Cobbert, Mrudvi Bakshi, Taylor Bennett, Lana Ferguson, SECOND ROW: Tori Olker, Josie Slaughter, Kate Harris, Zoe McDonald, Anna McCollum, THIRD ROW: Bill Rose, Chi Kalu, Slade Rand, Mitchell Dowden, Will Crockett. Not pictured: Tori Hosey PHOTO BY THOMAS GRANING

The Meek School faculty and students published “Unconquered and Unconquerable” online on August 19, 2016, to tell stories of the people and culture of the Chickasaw and Choctaw. The publication is the result of Bill Rose’s depth reporting class taught in the spring. Emily Bowen-Moore, Instructor of Media Design, designed the magazine.

“The reason we did this was because we discovered that many of them had no clue about the rich Indian history of Mississippi,” said Rose. ��It was an eye-opening experience for the students. They found out a lot of stuff that Mississippians will be surprised about.”

Print copies are available October 2016.

For questions or comments, email us at [email protected].

The post Unconquered and Unconquerable: The Resurrection of the Choctaw appeared first on HottyToddy.com.

#hottytoddy #olemiss #oxfordms #oxford ms #mississippi #university of mississippi #the grove

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livisavampire-blog · 7 years

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Judy Pfaff http://www.judypfaffstudio.com Judy Pfaff was born in London, England, in 1946. She received a BFA from Washington University, Saint Louis (1971), and an MFA from Yale University (1973). Recipient, Academy Member Fellowship, American Academy of Arts & Sciences (2013); Anonymous Was A Woman Award (2013); MacArthur Fellowship (2004); Guggenheim Fellowship (1983); National Endowment for the Arts grants (1979, 1986); member, American Academy of Arts and Letters. Numerous solo exhibitions and group shows in major galleries and museums in the United States and abroad. Commissions include Pennsylvania Convention Center Public Arts Projects, Philadelphia; large-scale site-specific sculpture, GTE Corporation, Irving, Texas; installation: vernacular abstraction, Wacoal, Tokyo, Japan; and set design, Brooklyn Academy of Music. Work in permanent collections of Museum of Modern Art; Whitney Museum of American Art; Brooklyn Museum of Art; Detroit Institute of Arts; others. Milton Avery Distinguished Professor of Art, Bard College (1989, 1991). https://art21.org/artist/judy-pfaff/ Judy Pfaff was born in London, England, in 1946. She received a BFA from Washington University, Saint Louis (1971), and an MFA from Yale University (1973). Balancing intense planning with improvisational decision-making, Pfaff creates exuberant, sprawling sculptures and installations that weave landscape, architecture, and color into a tense yet organic whole. A pioneer of installation art in the 1970s, Pfaff synthesizes sculpture, painting, and architecture into dynamic environments, in which space seems to expand and collapse, fluctuating between the two- and three-dimensional. Pfaff’s site-specific installations pierce through walls and careen through the air, achieving lightness and explosive energy. Pfaff’s work is a complex ordering of visual information, composed of steel, fiberglass, and plaster as well as salvaged signage and natural elements such as tree roots. She has extended her interest in natural motifs in a series of prints integrating vegetation, maps, and medical illustrations, and has developed her dramatic sculptural materials into set designs for several theatrical stage productions. Pfaff has received many awards, including a John D. and Catherine T. MacArthur Foundation Award (2004); a Bessie (1984); and fellowships from the John Simon Guggenheim Memorial Foundation (1983) and the National Endowment for the Arts (1986). She has had major exhibitions at Elvehjem Museum of Art, University of Wisconsin, Madison (2002); Denver Art Museum (1994); St. Louis Art Museum (1989); and Albright-Knox Art Gallery, Buffalo (1982). Pfaff represented the United States in the 1998 Bienal de São Paulo. Pfaff lives and works in Kingston and Tivoli, New York. Video https://art21.org/watch/extended-play/judy-pfaff-making-feeling-short/ In this video she describes knowing what she wants the piece to end up feeling like but not exactly what it's gonna look like or what she wants it to look like because there's a lot of things you can't control in art. She says if you're in a piece you're in a day and night it's kind of like an actor or actress who can't break character. http://www.ricegallery.org/judy-pfaff/ Judy Pfaff is a pioneer of installation art and one of its most influential practitioners. Since the start of her prolific career as a sculptor, painter, printmaker, and installation artist, Pfaff has been recognized for her innovative approach to space. In the 1970s, when the dominant trend in art was “cool” in feeling and minimalist in form, Pfaff began making colorful, visually active environments that encompassed an entire gallery. Not limiting herself to a single medium, she incorporated a range of everyday and industrial materials such as wire, plastic tubing, and fabric into carefully structured installations that appeared to be spontaneous. In 2004, Pfaff was named a MacArthur Fellow and joined the illustrious roster of recipients of what is colloquially known as the “genius grant.” The installation’s title, … . . all of the above, is an idiom Pfaff uses often. Connoting a wide sweep of possibilities, it is an apt choice for an artist whose work thrives on the complexity of life and fluidity of the creative process. “We live in an unsettled, unstable world,” says Pfaff. “It is raucous and staccato … and an installation, with its total openness, allows me to plunge into that spacey void and edit the chaos into a dramatic and sensual environment.” Work on … . . all of the above began in Pfaff’s 2,100 square foot studio in upstate New York, not far from where she teaches at Bard College. In mid-January, Pfaff and four assistants arrived in Houston, bringing with them a truck full of tools, welders, pre-cut installation components, as well as raw material, and began to experiment. Pfaff enters an exhibition space not knowing exactly what will happen. She must rely on her knowledge, skill, and experience to carry her through. “What form it takes, what happens during making it, that’s probably 30 or 40%, but usually I have a pretty strong idea about what it is going to be about,” says Pfaff. Her process is gutsy and fluid - there is no “safe” fallback plan. Her work has been described as “danc(ing) at the edge of chaos.” Pfaff’s art is quintessentially site-specific; her installations grow organically within their spaces as she accumulates, subtracts, and refines their elements. Walking into … . . all of the above is like entering a three-dimensional drawing; the gallery is filled with overlapping linear elements with a variety of materials suspended and layered in space. There is no focal point, but rather an environment to be explored and experienced. Vines, gathered from the artist’s upstate New York property and stained with dye, snake across the ceiling like lines brushed in Sumi ink. Tattered pieces of matte black foil, the sort used on photographer’s lights, cling to the vines like rotting matter. Huge white spirals of welded steel rings entwine themselves with the vines while drippy parallel lines run across the walls like an exercise in perspective drawing. To create these elegant arcing marks, Pfaff dipped rope in dye and then snapped it against the wall, a dramatic drawing gesture writ large. Yellow and orange Day-Glo string crisscrosses the room and angles to the floor. Activated by UV light, the luminous geometry of the string contrasts with the dark meandering nature of the vines. Metal spheres cast from cannonballs hang from the ceiling like plumb bobs. On the floor different-sized circles of foam board coated with joint compound are stacked into Dr. Seuss-like towers.

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blackresearchcentral · 7 years

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The First 2 Openly Black Professional Baseball Players - Fleet and Weldy Walker

Moses Fleetwood Walker

Moses "Fleet” Walker (1857-1924) was born at a way station along the Underground Railroad in Mount Pleasant, Ohio. He was officially the first African American to play Major League Baseball (MLB) in the 19th Century.

According to the University of Michigan Library:

"In 1882, Moses "Fleetwood" Walker was the first African American to play baseball at the University of Michigan. Walker may have also been the first African American to play college baseball. He left Michigan in 1883, without a degree, to join a professional baseball team in Toledo. He became the first African American major leaguer when that Toledo team joined the American Association."

The University of Michigan’s “Michigan Wolverines” Baseball Team Photo 1882

(Source: Robert Edward Auctions)

According to James A. Riley, a baseball historian and the author of several books on the Negro Leagues:

"Walker was playing at a time when the Civil War was not in the distant past. Many of the fans would yell things out of the stands when he'd go into the game. They'd call him names.

As a player, he was not the equal of Jackie Robinson in any sense of the word. He wasn't that good. He was more of an average player."

He soon left “Organized Baseball”.

The “Toledo Blue Stockings” Team Photo with Fleet Walker standing at back

Source: Official Site of the Philadelphia Phillies

As listed on BlackPast.org, he then played in the minor leagues on teams in Cleveland (1885), Waterbury (1885, 1886), Newark (New Jersey; 1887) and the Syracuse (New York; 1888, 1889), of the International League.

The “Syracuse Stars” baseball team photo taken in 1888 with Fleet Walker at top left and Bob Higgins at bottom left (Sources: 1, 2)

Walker left baseball for good in 1889.

The New York Age reported of Walker on January 11, 1919:

“Toledo once had a colored man who was declared by many to be the greatest catcher of the time and greater even than his contemporary, Buck Ewing."

According to writer John R. Husman with the Society for American Baseball Research (SABR):

Moses Fleetwood Walker of the 1884 Toledo team is, without question, the first to play major league baseball openly as a black man. His brother Weldy became the second to do so that same year, also in Toledo. Jackie Robinson, the best known of these black players became the third, much later. There is no quarrel that Toledo was a major-league city that year or that the Walkers were team members. Baseball historians, researchers, writers, the Mud Hens, yours truly, and John Thorn, major-league baseball’s official historian, all agree. Thorn has said of Walker, “He would be the last black player in the major leagues until 1947.”

Recent research has caused some, including Thorn, to suggest that still another man was the first black to play major-league baseball. William Edward White, who was partly African-American and partly white, did have a one-game major-league career in 1879. White, however, played and lived his life as a white man and faced none of the trials that Walker and Robinson did.

Weldy Wilberforce Walker

In the spring of 1881, the Walker brothers played on Oberlin College's first varsity inter-collegiate baseball team. Weldy, a freshman, played right field while Fleetwood, a junior, was the catcher.

Oberlin College (now called the “Yeomen”) baseball team photo taken in 1881 with Moses Fleetwood Walker seated at left and Weldy Walker standing in back row.

(Source: Oberlin College Archives)

Arthur Packard, Weld’s fellow team pitcher and transfer from Oberlin College to Michigan, wrote in The Chronicle on Dec. 17, 1881:

"All the steps have been taken to secure such a nine and we firmly believe that we will have one in the spring that will do honor to our University. The weak point in our nine has for some years been in our catcher. This will no longer be the case. We will have one in the spring who is second to no amateur catcher in the country. By many he is considered the equal of most of the League catchers."

After the 1881 baseball season, Weldy's brother Fleetwood transferred to the University of Michigan and played as a catcher in 1882.

The Chronicle wrote on May 27, 1882, after a victory over Wisconsin:

"Walker's catching cannot be too highly commended, and the general verdict is, that the man is a wonder... With two men out and two on bases, Walker came to the bat. With two strikes called and the crowd in great suspense, the 'wonder' struck the ball square in the face for the most beautiful home run seen on the grounds this year."

The Chronicle frequently said that the fans took well to Walker, and there is no documented evidence of any racism in Ann Arbor. After his home run against Wisconsin, The Chronicle said that Walker was greeted by "tumultuous applause."

The University of Michigan’s “Toledo Blue Stockings” Baseball Team Photo 1883

(Source: University of Michigan Bentley Historical Library)

Weldy Walker

In the fall of 1882, the Oberlin Review reported:

"Weldy Walker, '85 leaves to assist his brother in making the 'Ann Harbor' nine a little more able to compete with Oberlin."

Two weeks later, a writer for an Ann Arbor newspaper noted that

"we have added to the list Weldy Walker, a magnificent fielder, safe batter, and phenomenal base runner."

Fleetwood left Michigan to play professional baseball for a team from New Castle, Pennsylvania.

During the 1883 season, Weldy became the second African American to play for the baseball team at the University of Michigan. He played third base for Michigan and also served on the Board of Directors of the University Base-Ball Association.

On April 29, 1883, after a loss to a Detroit professional team, the paper wrote:

"Many doubts had been expressed previous to the game, as to the strength of our nine, but they are now all dissipated. Walker, as catcher, did some of the finest work behind the bat that has ever been witnessed in Ann Arbor."

The paper referred to Walker's color only once in the entire season.

During the 1884 season, future hall of famer Cap Anson refused to play against Toledo until the Walker brothers were benched. Later in 1887, Anson again refused to play against the Newark team on which Fleetwood played.

Racial pressure against both Walker and the organization was persistent. Prior to the Toledo team’ visit to the Southern city of Richmond, Virginia, Toledo manager Charlie Morton received this letter written September 5, 1884 and published in the Toledo Evening Bee 2 weeks later:

“Manager Toledo Base Ball Club:

Dear Sir: We the undersigned, do hereby warn you not to put up Walker, the Negro catcher, the evenings that you play in Richmond, as we could mention the names of 75 determined men who have sworn to mob Walker if he comes to the ground in a suit. We hope you will listen to our words of warning, so that there will be no trouble: but if you do not, there certainly will be. We only write this to prevent much blood shed, as you alone can prevent.”

In October 1884, Weldy and a partner went into business operating Delmonico Dining Rooms in Mingo Junction, Ohio, near Steubenville.

By early in the year 1887, there were 13 African Americans playing in the "white" minor leagues, including four in the Ohio State League. Weldy began the 1887 season with the Akron Acorns of the Ohio State League. However, he appeared in only four games for the Acorns. During this year, racial segregation began to become the official policy in certain minor leagues.

Tri-State League (which was the successor to the Ohio State League) had abandoned racial integration. In March 1888, Weldy wrote a letter to the league's president protesting the decision. In his 1970 book “History of Racial Segregation in Baseball, Robert Peterson described Weldy's letter as "perhaps the most passionate cry for justice ever voiced by a Negro athlete."

On March 14, 1888, and at Weldy's request, his letter was published in The Sporting Life under the headline "Why Discriminate?"

Here is part of what is written in the letter:

The law is a disgrace to the present age, and reflects very much upon the intelligence of your last meeting, and casts derision at the laws of Ohio – the voice of the people – that say all men are equal. I would suggest that your honorable body, in case that black law is not repealed, pass one making it criminal for a colored man or woman to be found on a ball ground ... There should be some broader cause – such as lack of ability, behavior and intelligence – for barring a player, rather than his color. It is for these reasons and because I think ability and intelligence should be recognized first and last – at all times and by everyone – I ask the question again, 'Why was the law permitting colored men to sign repealed, etc.?'

There was no answer.

[You can see the full newspaper clipping here (via the LA84 Foundation)]

Walker and other African Americans in Ohio left the Republican Party and formed the Negro Protective Party in response to an incident in June 1897 in which residents of Urbana, Ohio, formed a lynch mob, removed a black man named "Click" Mitchell from the town jail, and publicly killed him by hanging.

The party adopted a platform (published in the Annual Report of Ohio Secretary of State) demanding "an immediate recognition of our rights as citizens such as have been repeatedly pledged and as often violated," and declaring an intent "to take immediate political action that we may show to the world that we are no longer the plaything of politicians or chattels for sale to the highest bidder." The party also began publishing The Negro Protector.

In 1897, Weldy and Joe Jetters opened an oyster and fish store on North Sixth Street in Steubenville as recorded in the Cleveland Gazette (the longest-publishing African-American weekly in the United States).

Fleet Walker's life seemed to take a spiral turn after the sport:

In April, 1891, a group of white men, all of whom were drunk, attacked him while he was walking home from a bar. Walker, also reportedly drunk, stabbed one of them, Patrick Murray.

Sporting Life wrote of the details:

"Walker drew a knife and made a stroke at his assailant. The knife entered Murray's groin, inflicting a fatal wound. Murray's friends started after Walker with shouts of 'Kill him! Kill him!' He escaped but was captured by the police, and is locked up."

Walker was tried for second degree murder. A number of his friends testified on his behalf, saying that he wasn't drunk, but rather dizzied from being hit in the head. Walker pleaded self defense.

During the trial, Walker, who was popular with the Stars and considered charming and intelligent, received support from the public. When Walker was acquitted, Sporting Life wrote:

"immediately a shout of approval, accompanied by clapping of hands and stamping of feet, rose from the spectators."

He became involved with the Knights of Pythias and then the Negro Masons.

In September 1898, while employed as a railroad postage clerk, postal inspectors charged Walker with embezzling the contents of registered letters addressed to a dozen different persons. He was found guilty and sentenced to a year in jail.

When he was finally released, Fleet joined his brother Weldy in operating the Union Hotel at 105 Market Street in downtown Steubenville, Ohio and in 1904 Fleet became the manager of the Opera House in nearby Cadiz, Ohio. Around this time, he became a vocal critic of integration. Inspired by the "Back to Africa" movement, he and Weldy jointly edited a black-issues newspaper, The Equator and a 1908 47-page book, “Our Home Colony: a treatise on the past, present and future of the Negro race in America”.

Here are 2 quotes from the book:

"The only practical and permanent solution of the present and future race troubles in the United States is entire separation by Emigration of the Negro from America."

"The Negro race will be a menace and the source of discontent as long as it remains in large numbers in the United States. The time is growing very near when the whites of the United States must either settle this problem by deportation, or else be willing to accept a reign of terror such as the world has never seen in a civilized country."

Fleet Walker was an established inventor, responsible for an exploding artillery shell and techniques related to the improvement of changing movie reels.

Fleet Walker married twice and had three children. On May 11, 1924, Fleet Walker died of lobar pneumonia at 67 years of age at his home in Cleveland. His sole grandchild did not survive infancy, and so he left no direct descendants. He was buried, in a grave unmarked until 1991.

Weldy Walker never married. In November 1937, he died from pneumonia at his home at 100 Market Street in Steubenville. You can see Weldy’s death certificate here.

Both were buried at Union Cemetery in Steubenville, Ohio.

In February 2016, the Ohio House passed a bill honoring Fleet Walker as the first black professional baseball player. The measure mandated that Oct. 7 be declared Moses Fleetwood "Fleet" Walker Day each year in Ohio.

Read More on Fleet Walker from a biography “Fleet Walker and the Twilight Zone” published 1992 by Donald Lankiewicz in the Queen City Heritage and More on Weldy Walker from a biography "Fleeting Evidence: A Case Study of Handwriting and History" published by David Zang in the Journal of Sport History.

#black history #pan-africanism #united states #u.s. history #american history #baseball history #baseball #sports #lynching #racism #segregation #discrimination #fleet walker #weldy walker

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