Page 4 The Portland Observer July 18, 1990
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JEREMIAH 31:3
Let’s Set the Record Straight
□ Part three in a series
of excerpts from
Your Church and You.
by A. Lee Henderson
That choice is not an easy one,you
know! Allens’ choice was not an easy
one either.
The founders of the Bethel congre
gation issued a statement about Allen’s
actions with their compliance. They ac
knowledged that their separatist actions
had ” in some measure discriminated
ourselves...we had no other yiew therein
but the glory of God and peace of the
Church, by removing what was in a
measure treated and esteemed as a nui
sance, on the one hand, and an insult on
the other, endeavoring through grace to
avoid the appearance of evil and to seek
peace with all men, especially them
that are of the household of the faith.”
Meaning Wesley’s Methodists.
Allen’s candle of hope became a
flame of rebellion. In 1787, White
members at various church groups in
Baltimore, the Log Meeting House,
Strawberry Alley Society, and Lovely
Lane blocked Blacks from worship in
the same pews and participating in Holy
Communion. The Blacks set up the
Baltimore African Church in protest.
They joined Allen’s group in 1812.
Under the leadership of Peter
Spencer, forty-two Black members of
the Asbury Church of Wilmington,
Delaware, organized the Union Church
of Africans and joined Allen’s group in
1813. Spencer and William Anderson
organized the Blacks and Methodists of
Attleborough, Pennsylvania, between
1813 and 1816. Sixteen representatives
of the forgoing communities attended
the General Convention in April, 1816,
to form the Ecclesiastical Compact at
the Bethel Church in Philadelphia. They
passed this resolution: ’ ’That the people
of Philadelphia, Baltimore, and all other
places who should unite with them,
shall become one body under the name
and style of the African Methodist
Episcopal Church.’’Historian Richard
R. Wright, celebrated the one hundred
year anniversary of African methodist
episcopal history with these words: “ The
purpose in mind of the founding father
of African Methodism...was, among
other things, to exemplify in the Black
man the power of self-reliance, self-
help by the exercise of free religious
thought with executive efficiency. Hence,
her spirit and practices have been, at all
times and places, to encourage frater
nal and economic organizations among
the colored race, so that, upon any
proper occasion, she throws open her
churches and halls for funerals, anni
versaries and conventions.”
The courage of Richard Allen to
use mobilization as a means of collect
ing strength is one that has been a
shining example to future civil rights’
activists, political candidates for gov
ernment, and all those who oppose
economic, housing, and healthcare
inequities from the local to nation
level.The tugs of war from those who
envisioned a retum-to-Africa movement
as a decolonizing wedge against Whites,
or other denominational groups desir
ous of vaulting their African brother/
sisterhoods from Allen’s conception of
a membership society to that of a wor
ship center threatened to splinter the
nucleus of the movement. Yet, the core
remained. Central to Allen’s conceived
purpose, the groups did multiply like
spokes upon a wheel, fanning out to
participate in the Underground anti
slave movement, the Denmark Vesye
slave insurrection of 1822 (The African
Methodist Association of Charleston,
South Carolina, with the Reverend Morris
Brown who later became a bishop of
the African Methodist Episcopal Church
recruited and indoctrinated this famous
slave revolt).
The names of David Walker, bril
liant writer, bom Sept. 28,1785, son of
a free mother and slave father whose
gospel-inspired writings have been
compared to Voltaire in his quest for
freedom, and Nat Turner whose vi
sions, like those of Joan of Arc, culmi
nated with his 1831 slave revolt and
subsequently being put to death, are
only a few of the better known crusad
ers of the volatile Richard Allen times
and their aftermath.
(continued next week)
□ This week's "Perspectives" column space is reserved for continuation
o f the important front page article, "Portland Public Schools: Star
Trek". Next week we will return to the usual format.
Portland Public
Schools: Star Trek
Continued from Page 1__________
n Part III of this Scope & Sequence
manual a correspondence is estab
lished between technical accomplish
ments and ethnic genesis.
“ The ’ Bibiography’ section indicates
the sources used by the writers and
researchers. Many o f these books
and articles are presently in the Pro
fessional Library collection and others
are being added. These materials
are available for independent re
search.”
Filially, Part IV, “ Bibliography” ,
is an innocuous, six-page compendium
¡of text and periodical material from a
number of sources-quite a few out of
print—and without any annotation or
correlation to other elements of the
process.
“ The section titled Multiethnic -
Historical Timeline’ provides a chro
nology of major known mathemat
ics and science developments within
each of the six geocultural groups.
Again, these listings are not inclu
sive. It is, however, made up of veri
fiable contributions and contribu
tors. Teachers using these data can
help students to better understand
and appreciate the ways various cul
tures in times past and present de
veloped a wide range of mathcmaics
and science knowledge and skills.
Also, students can positively iden
tify with the contributions of their
own cultural/ethnic heritage.”
For now, let us leave this serpentine
process of the “ Chinese boxes” and
ask, ” What is going on among the ’ revo
lutionaries’ to Counter the failed deliv
ery system?” (excluding the “ Schools
of Excellence” group.) I know that you
were left puzzled by that directive to
teachers in the “ Scope and Sequence”
manual, “ The Curriculum Continuum:
Mathematics Should be Consulted
I
I had bought and assembled on Belmont
but we will deal with that next week.
Street, the latest and best available equip
Since I have successively pursued
ment for delivery of a quality educa
the “ Business-Education” interface for
tional project to school districts-all
over twenty years, it should not be all
familiar devices and machines I had
that surprising to find that my base of
learned to use in industry over the years.
operations has recently been transferred
to Beaverton-though the innercity is
A brief recitation included on-line com
puters, teletypes, telex, closed circuit
my focus. There will be eyebrows raised
t.v., projectors; and I had all equipment
among many who are aware of how
many successful projects were accom necessary to design, prepare and ship
plished over eight years from a three-
curriculum material from Itek cameras
room apartment with no grants (except
and chief printing press to projectors,
for others) and, until last week, using
binders, stitchers, plasticizers, wrappers
SOCIAL SECURITY, the comer PAY
and postal scales. That was twenty
TELEPHONE, and riding TRI-MET!
years ago, and where is the school dis
Those projects included the “ Providence
trict on this today? I would love to
Medical Center” medical technology
testify before a legislative committee
program for African American youth-
concerning ugly responses from the school
emulated now by a number o f institu district over the years (in fact, they have
tions--and many others you’ve read of
already called).
My Beaverton operation is a three
here.
1 don’t wish to disillusion the many
fold expansion of that original base (in
parents and teachers 1 have persuaded to
cluding WATS lines, FAX, closed cir
use my “ lean cuisine” format to deal
cuit T.V. lines), facilitated by a former
more effectively with the establishment-
student, white, who owns a large com
though they had more of the conven puter and software firm -along with in
tional amenities, they were still travel dustrialist friends (that Business-Edu
ing “ economy class” . To place this
cation togetherness we keep talking
Beaverton move in perspective, we will
about). There is nothing like standing at
refer to a 1969 Oregonian newspaper
a chalkboard in the living room of an
article describing my 4000 aquare foot,
Oregon industrialist and demonstrating
S.E. Belmont “ Education, Computer,
with his grandchildren that YOU RE
and Telecommunication Center” . Four
ALLY CAN TEACH 7- & 8-YEAR
years earlier I had won a National Sci OLDS ALGEBRA-and 9- to 11-year
ence Foundation award for the Dalles'
olds, radix, exponential functions, per
school district, using on-line computers
mutations and other basics of the num
and exhibits to model the African-origi
ber system. You readily get the atten
nated “ Binary Mathematical System”
tion of angry, dumfounded businessmen
in demonstrating how mathematics,
(“ By God, and we’ve got those clowns
computers and telecommunications are
talking about being ready for the year
used by industry and government in
2000’’.).
today’s world of technology (can you
These are just some of the models 1
imagine where minority kids in the
incorporated into my lesson plans/cur-
Portland school district would be today
riculum submitted in the vaunted De
had I been able to persuade a recalcitrant
segregation-Curriculum Project. You
administration to use the system-rac
try to find them -I can’t and neither
ist?)
could the frustrated students and parents
Fresh from industry (and commit
that Oregonian reporter Bill Graves
ted, but naive to the Renaissance machi quoted! More, much more next week...
nations of the educational i
X X . Mr A l l Graves
I