Young Center books in Anabaptist and Pietist studies
Notes
Includes bibliographical references and index.
Contents
Introduction : religion, religious minorities, and the American Civil War -- Politics and peoplehood in a restless republic -- Our country is at war -- Conscription, combat, and Virginia's "war of self-defense," 1861-1862 -- Negotiation and notoriety in Pennsylvania, 1862 -- Patterns of peace and patriotism in the Midwest -- The fighting comes north, 1862-1863 -- Thaddeus Stevens and Pennsylvania Mennonite politics -- Did Jesus Christ teach men war? -- Resistance and revenge in Virginia, 1863-1864 -- Burning the Shenandoah Valley -- Reconstructed nation, reconstructed peoplehood.
xii, 219 pages : illustrations, portrait, map ; 24 cm.
Series
Studies in Anabaptist and Mennonite history ; no. 8
Notes
Includes bibliographical references (pages 201-205) and index.
Contents
Bernese Anabaptists in the sixteenth century -- Debates and early persecution -- Bernese Anabaptism in the seventeenth century -- Bernese Anabaptism in the eighteenth century -- Bernese Anabaptism in the nineteenth and twentieth centuries -- Migration of Bernese Anabaptists to America in the nineteenth century -- Bernese Anabaptist settlements in America -- Bernese Anabaptism in America in the nineteenth and twentieth centuries.
Summary
"This book holds a wealth of information discovered in archives and libraries in Europe. Early history of the beginnings of Anabaptism in the Bernese area of Switzerland is given, followed by emigration stories as people fled to the Alsace and the Palatinate in the 17th century. Genealogy and history is combined, with examples of family names, stating where they lived in Switzerland before emigrating to other parts of Europe and later to America. The appendix lists Anabaptists who fled from Bern to the Palatinate in the 1670s; Bernese Anabaptists found in Basel in the early part of the 18th century; Anabaptists in Commune Florimont, France, in 1791; Anabaptists in Canton Bern in 1823; and Bernese Anabaptist-Mennonite congregations in America." [from the publisher]
Includes bibliographical references (p. 287-310) and index.
Summary
Although the United States has always portrayed itself as a sanctuary for the world's victim's of poverty and oppression, anti-immigrant movements have enjoyed remarkable success throughout American history. None attained greater prominence than the Order of the Star Spangled Banner, a fraternal order referred to most commonly as the Know Nothing party. Vowing to reduce the political influence of immigrants and Catholics, the Know Nothings burst onto the American political scene in 1854, and by the end of the following year they had elected eight governors, more than one hundred congressmen, and thousands of other local officials including the mayors of Boston, Philadelphia, San Francisco, and Chicago. After their initial successes, the Know Nothings attempted to increase their appeal by converting their network of lodges into a conventional political organization, which they christened the "American Party." Recently, historians have pointed to the Know Nothings' success as evidence that ethnic and religious issues mattered more to nineteenth-century voters than better-known national issues such as slavery. In this important book, however, Anbinder argues that the Know Nothings' phenomenal success was inextricably linked to the firm stance their northern members took against the extension of slavery. Most Know Nothings, he asserts, saw slavery and Catholicism as interconnected evils that should be fought in tandem. Although the Know Nothings certainly were bigots, their party provided an early outlet for the anti-slavery sentiment that eventually led to the Civil War. Anbinder's study presents the first comprehensive history of America's most successful anti-immigrant movement, as well as a major reinterpretation of the political crisis that led to the Civil War.
The Jonas Martin Era : presented in a collection of essays, letters, and documents that shed light on the Mennonite churches during the 50 year ministry (1875-1925) of Bishop Jonas H. Martin
edited and translated by Robert H. Billigmeier & Fred Altschuler Picard. Sketches by Hans Erni.
Place of Publication
Minneapolis
Publisher
University of Minnesota Press
Date of Publication
1965
Physical Description
281 p. illus. 24 cm.
Notes
Bibliographical footnotes.
Contents
Note on translation.--Introduction, by R.H. Billigmeier.--Account of a journey to North America and through the most significant parts thereof, by J. Schweizer.--Day book on a journey to North America in the year 1823, by J.J. Rutlinger.
Summary
"In the 1820's, when the flow of immigration was still small, two Swiss immigrant families wrote accounts of what seemed to them to be the most decisive experiences of their lives. These particular accounts relate to a period in the history of American immigration that is less well known than the more spectacular colonial and post- Civil War movements. They are particularly vivid and insightful personal documents affording valuable perspectives of the integration of the 'Old Immigration' of ante-bellum days." [from the introduction]
The trials of William S. Smith and Samuel G. Ogden for misdemeanours had in the Circuit Court of the United States for the New-York district in July, 1806 : with a preliminary account of the proceedings of the same court against Messrs. Smith & Ogden in the preceding April term
Publisher description: In our society, the recognition of talent depends largely on idealized and entrenched perceptions of academic achievement and job performance. Thinking Styles bucks this trend by emphasizing the method of our thought rather than its content. Psychologist Robert Sternberg argues that ability often goes unappreciated and uncultivated not because of lack of talent, but because of conflicting styles of thinking and learning. Using a variety of examples that range from scientific studies to personal anecdotes, Sternberg presents a theory of thinking styles that aims to explain why aptitude tests, school grades, and classroom performance often fail to identify real ability. He believes that criteria for intelligence in both school and the workplace are unfortunately based on the ability to conform rather than learn. He takes the theory a step further by stating that 'achievement' can be a result of the compatibility of personal and institutional thinking styles, and 'failure' is too often the result of a conflict of thinking styles, rather than a lack of intelligence or aptitude. Sternberg bases his theory on hard scientific data, yet presents a work that remains highly accessible.
