Aztecs, Moors, and Christians: Festivals of Reconquest in Mexico and Spain, by Max Harris. Austin: University of Texas Press. 2000, paper, 309 pages.
Review by Thomas Hansen, Ph.D.
Max Harris gives us a thorough recounting of several interesting local festivals—some of which are still in existence—that show the influence of the Moors on Spain and the efforts of the Christians to rid the country of their dominance. Harris also shows us how parallel festivals have existed for hundreds of years in Mexico—with similar themes and players.
Although the native peoples of Mexico already had their own festivals, some of which were connected strongly to war and invasion, with the advent of the Spaniards came additional festivals focusing on the dangerous Moors, in some cases the Turks, and in some other cases unknown invaders. Harris gives us several different time periods of festivals to consider here.
Harris first tells of the importance of understanding the Moorish influence on Spanish culture and how it had to be fought back. He gives us one chapter each on beheadings of the Moors and on understanding the importance of the masks in the festivals. The more gruesome and bizarre the masks, the more frenzied the spectators watching the parading Moors and the zealous Christians who rout them.
Without giving all the content of the book away, I will say that the author paints very vivid descriptions of the masks, weapons, decorations, dances, music, chants, and cheering indeed. Each locale has its own flavor of festival, and the events are celebrated with great gusto in each case. The author does a very good job of explaining possible origins of some of the stranger customs and decorations, in addition to give giving a strong cultural and historical framework for all the events. Harris beings a great deal of expertise to this discussion.
Harris divides his content on the rest of the festivals this way: Spain 1150-1521; Mexico 1320-1521; Mexico 1521-1600; and Spain 1521-1600. The author has an obvious in-depth knowledge of Spanish, Mexican, and native peoples and their customs and beliefs. He also shows a facility for other languages and this helps him explain the festivals, in some cases adding possible origins of some of the events, traditions, and decorations being used.
Teachers of social studies will profit from using this text as background reading for units on religion, culture, and interaction among peoples from different continents. There are also clear uses for this book in history units, geography units, and world language projects for more advanced students. It is also perhaps interesting personal reading for teachers and administrators with an interest in history, Latino culture, and related topics.
I recommend the book for those uses and also as interesting reading for professional development discussions for teachers of social studies and other subjects. Harris provides a very thorough picture of several festivals in both Mexico and Spain. Certainly units and lessons on those countries can be based on information in this book.
The discussion of the Moors as “dangerous other” threatening other cultures is timely right now, given the fears of Muslim persons harbored by some persons who do not have a complete understanding of the religion and who have heard only parts of what has been happening in world events involving a very small number of Muslims. The fear of diverse people and different religions and customs is an important force to be understood in social studies lessons and units.
The Hope of Glory: Reflections on the Last Words of Jesus from the Cross, by Jon Meacham
Reviewed by Hank Bitten
The role of religious belief in world history is both a mystery and a connection to understanding continuity and change over time in history. The major beliefs of Hinduism, Buddhism, Judaism, Christianity, Islam have had an enduring influence on civilization for the past five millennium. They are also a critical part of the world history curriculum in New Jersey’s public schools. The Hope of Glory by Jon Meacham is a concise perspective of his personal understanding of the Christian faith, his scholarly research of distinguished individuals across several centuries, his years of nurture through Episcopalian clergy, and an understanding of Jesus Christ as an historical and spiritual leader. It is a useful perspective for educators, especially social studies teachers.
“I am one among that innumerable company and this book is a series of reflections on the Last Words of Jesus from the cross – words spoken on a Friday afternoon that is at once impossibly remote and yet imaginatively close to hand.” (Page 6).
Most teachers have their students read the Sermon on the Mount (Matthew 5-7) to understand the teachings of Jesus and in my classroom, I asked students to also read from the teachings of Moses (Ten Commandments), the teachings of Confucius (Analects), Lao Tzu, Muhammed (Koran), Siddhartha Gautama (Four Noble Truths), and the Ramayana. The enduring teachings about life, love, humility, forgiveness, relationships go beyond the ideas of our civilization. In fact, they are timeless and have endured more than 50 centuries. It is important that students have a cognitive understanding of the leaders of each faith and for many students in the United States, the Judeo-Christian heritage is familiar through the architecture of temples and churches, holidays and culture, and the experiences of their friends.
“His (Jesus) Sermon on the Mount and his frequently repeated messages, rooted in the scriptures of Israel, about the centrality of love can hardly be improved upon as guides to goodness and generosity. He does not, however, endure because he offered a corner of the Roman dominated world a message of radical love. He endures not only because of what he said but because of who he was – in the words of Peter, “the Christ, the Son of the living God.” Christianity’s foundational belief is that Jesus was in fact the “Christ” – in Greek, the ‘anointed one’ – who died and rose again to redeem and restore a fallen world that is to be reborn as what John the Divine called “a new heaven and a new earth.” (Pages 8,9)
The message of the Christian faith, although familiar to many, remains one of mystery. It is the only major religion that is for everyone in the world (the Gentiles). Christianity is not defined by birth, geography, or ethnicity. Jon Meacham states it cleverly: “We are all in a sense, like the Greek philosophers who came to Paul in Athens seeking clarity about the Christian message. ‘May we know what this new teaching is that you are presenting?’ they asked him in the Areopagus. ‘It sounds rather strange to us, so we would like to know what it means.’ The apostle then preached the gospel, saying that God through Jesus, ‘will have the world judged in righteousness by a man whom he has appointed, and of this he has given assurance to all by raising him from the dead.” (Pages 11,12)
The historical context of the thread of a Messiah that began in Judaism is presented in Psalm 98 and the 35th chapter in the Book of Isaiah. In The Hope of Glory, the thread of this context continues into the context of the Roman Empire and the establishment of the teachings of the Christian (Roman Catholic) church.
“Paul admitted the difficulty” ‘But we preach Christ crucified, unto the Jews a stumbling block, and unto the Greeks foolishness.’ A king who died a slave’s death? A human atoning sacrifice? A resurrected messiah? As Paul asserted in one of the earliest known writings in the New Testament, however, the heart of the matter was just that: Jesus ‘gave himself for our sins, that he might deliver us from the present evil world, according to the will of God and our Father.’ Why invent something with no historical basis in the preaching of Jesus himself? The Christian salvation story was singular and specific, offering a peculiar religious riff on the extent symphony of Judaism. That the disciples understood Jesus so poorly at the time of the Passion is evidence of the power and prevalence of the existing theology of God’s kingdom, a theology that anticipated an imminent final struggle between the forces of good and evil.” (Pages 22,23)
Students need a reference point in understanding the common and the unique tenets of the major religious beliefs. Each one references love, relationships, a world order, forces of good and evil, and the power of the divine. Some reference an afterlife, a rebirth, a pilgrimage, prayer, sacrifice, a free will, or a mandate of heaven. Teaching with visuals supports memory and thinking. Unfortunately, the role of religion in world history is mostly dependent on text sources, although paintings, mosaics, and architecture are useful for student understanding. Here is a perspective that supports continuity and change in chronology:
“History is what happened in time and space. Theology can be understood as what people think history means in relation to a presumed order beyond time and space. History is horizontal, theology vertical, and their intersection is a motive force behind our religious, national, and personal imaginations. The stories we tell ourselves about who we are, what we love, and how we live are furnished and fired by the factual and the fabled. History and theology are inextricably bound up with each other, and together, I submit, they create truth. Fact is what we can see or discern: truth is the larger significance we extrapolate from these facts.” (Page 27)
It is helpful for students to understand that reading sacred writings is different than reading an historical narrative or primary source. For students, all primary sources are likely the same. The critical insight of Jon Meacham is useful when reading texts from Confucius, Lao Tzu, Hinduism, Buddhism, Judaism, Islam, and Christianity.
“It’s certainly true that for the searcher or the believer; the point of reading sacred writings is not the same as reading, say the history of the Punic Wars or of World War II. The texts are directive documents. As the second Epistle of Timothy says, ‘All Scripture is God-breathed and is useful for teaching, rebuking, correcting and training in righteousness, so that the servant of God may be thoroughly equipped for every good work.” (Page 43)
The sacred writings are expressed prophetically, poetically, historically and perhaps with another form of expression. Students need to understand that context matters, and that criticism engages thinking, analysis, and interpretation. Reason and faith are both helpful starting points for an educational conversation.
The thesis of the book is based on the words of Jesus from the cross on Good Friday. For teachers who have their students read selected verses from the Sermon on the Mount in Matthew 5-7, these words should prompt thinking, analysis, and understanding. The first words spoken from the cross are only written in the gospel of Luke 23:34: “Father, forgive them; for they know not what they do.”
These words are similar to the atonement of sins on Yom Kippur in Judaism, the triumph of good over evil in Islam, and the search for the enlightenment in Buddhism. However, the Christian faith has paradoxes and forgiveness of enemies, our persecutors, and people who do evil is one example. The message of forgiveness is what gave momentum to the acceptance of the Christian faith in the Roman Empire by Constantine and the Edict of Thessalonica by Theodosius in 380 C.E..
The second words are from Luke: 23:43: “Assuredly, I say to you, today you will be with Me in Paradise.” If your students are engaged with learning history in small groups, the application of the last words of Jesus from the cross fit nicely into seven groups of three or four students. The context of Jesus entrance into Jerusalem for the celebration of the Passover gave reason to speculate over a political or militant uprising to challenge the power of the Roman government in Israel. Jesus was popular and his preaching about the arrival of the kingdom provided hope to the Jewish people in Jerusalem. However, if this was a political plot of revolutionaries, why were none of the followers who were with Jesus arrested or executed? Students need to think critically about the teachings of Jesus in the Sermon on the Mount or in his parables.
These words of Jesus are beyond our imagination or comprehension. They speak to the depth of the mercy and grace of an all-powerful God. Students will likely focus on the clarity of the first word, ‘Assuredly’, the definition of ‘today’, and the etymology of the word ‘Paradise’. These words have endured twenty centuries and will continue to inspire in the future in the search for answers about the human condition and existence. It is an example of continuity without change over time.
The third words are spoken first to Mary, Jesus’ mother, “Woman, behold thy son!”They are followed by the words, “Behold thy mother!” to one of his disciples. (John 19: 25-27) These words are spoken as commands, a charge to care for another person. There are links here to the religious teachings of right relationships by Confucius, being your brother’s keeper in Judaism, caring for others as reflected in the Eightfold Path and giving alms in the Five Pillars of Islam. The application of these words from the cross speaks to how we understand the meaning and purpose of love and serving others.
The fourth words speak to the human suffering of Jesus on the cross. “My God, my God, why hast thou forsaken me?” (Matthew 27: 45,46) There is no other religious teacher associated with the major religious beliefs who experienced the pain and fear that was present in the final day of the life of Jesus. Confucius died a normal death, very little is known about the death of Lao Tzu, Abraham lived beyond a full age of people in 1800 B.C.E., Siddhartha likely died from illness after reaching Nirvana, and Mohammed died peacefully in his home. If Jesus knew that He would return to life in three days, what is the meaning of these words? This is the power of the invisible and the mystery of the unknown. In this context, how do your students understand the meaning of this question and the context of how it was spoken? Which visual image has best represented the Christian faith over time: the cross, the empty tomb, or something else?
The fifth words spoken are: “I thirst.” (John 19: 28,29) On the surface, these words are unlikely to engage students in a meaningful discussion or application. Jesus was given vinegary wine on a hyssop branch with a sponge attached to it. The symbolism of hyssop is an important connection to the Passover in Judaism as it was used to sprinkle the blood of the lamb on the doorposts to guarantee God’s protection. Kind David was cleansed in Psalm 51:7 with the hyssop plant. In this context, it is important to emphasize the spiritual cleansing of forgiveness that is a core belief of the Christian faith. The ‘thirst’ is connected to the Passover in Judaism, the importance of how forgiveness changes our lives, and how the church forgives sins through confession, baptism, and the Lord’s Supper. For teachers, using the Sermon on the Mount, in addition to the words spoken in the final hours of Jesus, consider the words of Matthew 5:6, “Blessed Are Those Who Hunger and Thirst for Righteousness” support a meaningful discussion with many questions for deeper inquiry and application.
The next to last words spoken from the cross, “It is finished” are written in John 19:30. The meaning of these words for 21st century Christians is different than what the words meant for the first century followers and the eyewitnesses at Calvary. The Greek word, tetelestai means finished, completed, or accomplished. Paul preached to the Romans, “But now the righteousness of God has been manifested…through faith in Jesus Christ for all who believe. For there is no distinction: since all have sinned and fall short of the glory of God, they are justified by his grace as a gift, through the redemption which is in Christ Jesus, whom God put forward as an expiation by his blood, to be received by faith.”(Page 86)
However, the creeds of the church that were written after the death and resurrection of Jesus have believers professing that all is not finished because Jesus is to return from heaven. Heaven, as mentioned in the Bible, is not a future destiny or a distant place. Instead, it is a hidden dimension in our life. Another way to think about heaven is that it is God’s space. (Page 88) Students will be asking questions about heaven, hell, eternity, war, sickness, and the list will continue. These questions are important for inquiry by teenagers. It is also important to understand that answers are determined by knowledge and the only clear knowledge we have in the Christian religion is to love God and to love one another as ourselves. This is the time to ask the essential question about the role of religion in world history, which is likely in your curriculum. There is mystery in all the major religions and students need to understand this difficult concept.
The final words spoken by Jesus are written in Luke 23:46: “Father, into thy hands I commend my spirit.” The eyewitnesses watching the hours of Jesus dying were left with sadness and confusion. They expected a kingdom, a new earth and a new heaven. They only saw darkness. The most scholarly theologians are unable to fully explain the meaning of redemption. The religions of Judaism, Hinduism, Buddhism, Islam, and the teachings of Daoism and Confucius also leave students with unanswered questions. The common thread in each religion is the universal search for grace, a better world where good triumphs over evil, and hope!
The religious faiths of Judaism, Christianity, and Islam have become politicized as people in different periods of historical memory have persecuted, attacked, interpreted morality, and defined culture. The tenets of their foundational beliefs have endured trade, prosperity, the Crusades, scientific discoveries, schisms, epidemics, Age of Reason, imperialism, World Wars, a journey to the moon, and genocides. It is important for students of world history to understand how ordinary people live their lives with the same questions we are asking.
This is why we teach the role of religion in history.
A Discussion for Social Studies & Sociology Students on the Future of Religion in America
Hank Bitten, Executive Director, NJ Council for the Social Studies
The free exercise of religious beliefs is written into our constitution and has been part of the framework of our democratic society and American identity since the Pilgrims arrived in 1620. The principle of the separation of church and state prevented America from having a religious institution or denomination supported by the state, it has enabled the proliferation of houses of worship, the establishment of colleges to train clergy, the dissemination of religious beliefs into our culture through art, literature, and music, and prayers in public places. Religious beliefs and the practices of denominational churches are part of the tapestry of America.
“Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.” (First Amendment)
This is clearly evident in the First and Second Great Awakening, the Sunday School movement, and the missionary zeal in the 19th century to convert people to the Christian faith. The names of Jonathan Edwards, George Whitfield, Charles and John Wesley, Francis Asbury, Billy Sunday, Billy and Franklin Graham, Dwight Moody, Phoebe Smith, Mary Baker Eddy, James Dobson, Tim Keller, Oral Roberts, and Pat Robertson are just a few names that are part of several high school history textbooks.
In the first two chapters of the dissertation, “Behind the Numbers: A Traditional Church Faces a New America”, Rev. Larry Vogel, presents us with a turning point in the first two decades of the 21st century that is an opportunity for discussion, debate, and discernment. The dissertation provides a sociological, anthropological, and theological perspective that is insightful in how evidence is used to support a claim or thesis.
The data from the U.S. Census Bureau presents a vision of America that is as influential today as Jean de Crèvecoeur’s “Letters from an American Farmer” were in 1782. Crèvecoeur tried to describe the ‘new American’ as industrious and religious. The experiences of living during and after the American Revolution changed the colonists from Europeans to Americans. The ‘new American’ following the passage of the Immigration and Nationality Act of 1965 is from global origins and the ‘new American’ is Hispanic, African, and Asian.
By analyzing the census data in this dissertation, high school students will be able to make a claim regarding the importance of religion in American by 2050, the impact of immigration on society, the consequences of a society that is changing over time, and make predictions for the future. In a Sociology class, students can also survey their own community and compare the data with the national data in the U.S. Census.
“As for ethnicity, 61.6% of the US population is White alone (204.3 million), a decline from 223.6 million and 72.4% in 2010. Blacks who self-identified without any other racial combination increased slightly in number between 2010 and 2020 (from 38.9 to 41.1 million), but declined very slightly as a percentage of the population (from 12.6% to 12.4%). The Asian alone population of the US increased both numerically and proportionately. In 2010 14.7 M (4.8%) Americans identified as Asian alone. In 2020 that number swelled to 19.9 M (6%).”The Asian population is projected to more than double, from 15.9 million in 2012 to 34.4 million in 2060, with its share of nation’s total population climbing from 5.1 percent to 8.2 percent in the same period. (p. 58)
In the table below, the majority population in the United States declined 11% in ten years from 2010-2020. Will this trend continue to fall another 10% or will it be greater than 10% in this decade?
In high school social studies classes, teachers ask questions about our American identity. Students look at this over time by discussing how each century defined the emerging American identity? The demographics of what is happening to the religious beliefs of the ‘new American’ are important to our culture, economy, education, families, and government. Religion is perhaps the largest service industry in the United States with more than 100 million people attending worship regularly. The number of subscribers to weekly worship experiences is declining but this change is likely disguised as the ‘new American’ still believes in a supreme deity but expresses this belief differently than the way Crèvecoeur’s ‘American’ did. The insights in “Behind the Numbers: A Traditional Church Faces a New America” encourages the debate in the classroom and in the chancel. The analysis of the data provides a perspective of what life will be like in the United States at mid-century. Some will see this as an opportunity and others as a threat.
To begin our inquiry into the data, examine the population profile of the top ten states with the highest immigrant populations. (pp.66) Half of these states are in the Boston-New York-Philadelphia-Baltimore- Washington, D.C. corridor. A third of these states are in the western region of the United States.
One of the striking observations in the census report is that these changes have occurred after 2000.
“The continued growth of the US population is due to immigration rather than to immigrant birth rates. All-in-all, the foreign-born US population in 2018 was nearly 14% of the total US population and their second-generation children were an additional 12.3% of the total population. This means that fully 25% of the current US population is the result of immigration and that the changing racial-ethnic profile of the US is due almost entirely to immigration in recent decades. As Taylor puts it: “Immigration is driving our national makeover.” (p. 67)
As you review the data in the graph below, consider the implications of this decline in your community and state.
Here are some questions to ask regarding this data?
Will these demographic trends continue on the same trajectory over the next three decades or escalate?
Will external events (i.e., climate, artificial intelligence, economic conditions, etc.) have a direct effect on immigration trends?
Will the immigrant population move to other states as they have in the past?
As the immigrant population of 2020 ages, how will this influence the ‘new American’ identity?
As immigrants assimilate into American culture, will they be influenced by the religious institutions in America?
The Census Bureau predicts that the trend toward racial-ethnic diversity will continue: The non-Hispanic White population is projected to shrink over coming decades, from 199 million in 2020 to 179 million people in 2060—even as the U.S. population continues to grow. Their decline is driven by falling birth rates and a rising number of deaths over time as the non-Hispanic White population ages. In comparison, the White population, regardless of Hispanic origin, is projected to grow from 253 million to 275 million over the same period. (p. 236)
Dr. Vogel’s thesis claims that “the underlying support and stimulus for Global Christianity’s surge is the Bible translated into the vernacular. The Bible in whole or in part is available in over 1500 languages, including more than 650 African tongues. With the Bible in their own tongue, Christians in Africa and throughout the globe “can claim not just the biblical story, but their own culture and lore in addition.” (p. 82) However, his thesis also raises the counterargument that the Millennial generation (birth years 1981-1996) is leading the shift away from organized religion, specifically, Christian denominations. According to the Pew research from 2019, 40% of the Millennials (also Generation Y) identify as unaffiliated with 9% claiming a faith other than Christianity. The trend for Generation Z (birth years 1996-2010) will likely be higher.
The perspective of Dr. Mark Chaves of Duke University (and high school student of the author of this article), is that America will likely continue its religious identity in this century. The diversity of the American population will lead to changes, notably that non-Christian beliefs also lead to eternal life. Church membership and worship practices will likely change. A new subculture within the religious and worshipping population may emerge in the 21st century. The ‘new American’ will likely continue helping others in need by donating food, working in a soup kitchen, providing assistance after a disaster, building homes for the homeless, as the volunteer spirit will likely continue throughout this century. But this ‘new American’ may also be influenced by social media and artificial intelligence. Engage your students in exploring answers to these questions and possibilities.
George Hawley of the University of Alabama presents a strong counter argument regarding the demographics of the denominational church in 2022. He cites that 23 percent (almost one-fourth) of the population affiliated with a Christian denominational church are over the age of 65. He also observed that only 13 percent who attend church regularly are under the age of 30. This is not sustainable beyond 2050. Non-Christian religious traditions increased from 5% percent to 7% since 2010. In terms of actual numbers, 13 million Americans identify as atheists and 33 million or 10 percent) have no particular religious affiliation. To place this in perspective, the populations of 49 states are less than 33 million people. The population of Texas is 31 million.
To add a second layer of analysis to our scaffold is the research of the Barna Group which used three factors in determining affiliation with a Christian Church.
Christian identity with a denominational church
Regular worship attendance
Placing faith as a high priority
The data reports that 25% of the American population of 330 million people are practicing Christians. In 2000, the number was 45%! (p. 113) Although weekly church attendance continues to decrease in both Protestant and Roman Catholic churches, the diversity of Roman Catholic congregations appears positive, especially if the United States will continue as a Christian country. “Nearly 40% of Catholic churches are either predominantly or very much non-White. In 2014, The Center for Applied Research in the Apostolate (CARA) study of RCC parishes, 323 out of 846 responding parishes could be identified as multi-cultural parishes.
By using the data below, ask this question: ‘Why is Roman Catholic weekly attendance decreasing in the first quarter of this century and Protestant weekly attendance showing a slight increase?’ (Note: the years on the y axis appear to have 1983-1986 reversed with 1995-1996)
This article reflects the data in Chapters 1 and 2 of the dissertation. Chapters 3, 4, 5 include prescriptive information on a case study of the Lutheran Church and information about other denominations. Chapters 4 and 5 include a theological analysis of church history and the inclusion of all people.
The dissertation examines membership data for The Lutheran Church—Missouri Synod (LCMS) from the mid-1970s to the present. It considers the analysis of LCMS decline by two scholars, George Hawley and Ryan MacPherson, who independently proposed that LCMS membership decline was internal in causation due to diminished birthrates and fewer young families. While acknowledging the reality of such internal decline, this dissertation argues that the lack of external growth is a greater cause for LCMS decline. Its lack of external growth is due primarily to the racial and ethnic homogeneity of the LCMS and its failure effectively to evangelize the increasingly diverse American population. This indicates a theological weakness: a failure to teach and emphasize the catholicity of the church adequately in LCMS catechesis and dogmatic theology.
Recommended Citation
Vogel, Larry, “Behind the Numbers: A Traditional Church Faces a New America” (2023). Doctor of Philosophy Dissertation. 146. https://scholar.csl.edu/phd/146
Exploring Native American Sources Over a 30 Year Period
John Brainerd was born on February 28, 1720 in Haddam, CT. He had a vision to educate Native Americans in the colonies of New England and the Mid-Atlantic, including New Jersey. He graduated from Yale College in 1746 and received a Masters Degree from The College of New Jersey (Princeton) in 1749. He was a Presbyterian minister in Newark and New York before the French and Indian War. Her served as a chaplain in the Colonial Army during the French and Indian War, possibly between 1756 and 1759. He ministered to Christian Indian villages in Cranbury, Bridgetown, Mount Holly, Newark, and Deerfield in New Jersey. He also ministered to Native American communities in Pennsylvania and Connecticut. His brother David also ministered to Native Americans but died before John graduated from Yale. John Brainerd was married twice. His first wife, Experience Lyon died in 1757, while John Brainerd was with the Colonial Army. The two children she gave birth to, died in their first year. He remarried Hannah Spencer from Lynn, MA (also Haddam, MA) in 1664.
These were the years of the Great Awakening and prominent clergy such as John and Charles Wesley, George Whitefield and Jonathan Edwards preached the Bible, wrote songs, started schools, and ministered to colonial populations.
The French and Indian War, tough economic times after the French and Indian War, and the separation from England following the Declaration of Independence had a significant impact on the clergy who were supported by the Anglican Church of England, the Presbyterian Church of Scotland, and the Reformed Church in the Netherlands. Most clergy returned to England after the Declaration of Independence. John Brainerd, Samson Occum, and Francis Asbury are prominent clergy who ministered to people in New Jersey.
“IN the year1777, at fifty-seven years of age, Mr.-Brainerd removed from Brotherton to Deerfield, in Cumberland County, N.J., and took charge of the church there. He still seems to have retained some oversight of the mission. In 1778, 1779, and1780, up to the year of his death, the Synod of New York and Philadelphia voted that ”the interest on the Indian fund be paid to Mr. Brainerd for his services among the Indians. “To the last of life he seems to have clung to his little flock, his first love, and his brethren did their best in a time of war to sustain him. Brotherton, the Indian settlement which he had aided to build up, and where for fifteen years he had resided, was situated in what is now a prosperous and pleasant rural neighborhood, near the present Shamong station, on the Raritan and Delaware Bay Railroad, about forty miles from Philadelphia. The “Historical Collections of New Jersey “give the following description:
“Edgepelick (or Indian Mills) is the name of a locality about three miles north of Atsion, where was the last Indian settlement in the State. The remnant of the tribe, consisting of about one hundred souls, emigrated to the West nearly half a century since. There is, however, a single family, but of mixed breed, residing in the vicinity ,in a log hut. Brainerd, the missionary, for a time resided among the Indians at this place. His dwelling-house stood about eight rods south of the saw-mill of Godfrey Hancock, on rising ground, the site of which is still marked by depression, showing the precise spot where the cellar was. Within a few rods is the spring from which the family obtained water. The natives had a saw-mill on the site of Nicholas. Thompson’s mill, a quarter of a mile northeast of Brainerd’s house. Their burying-ground was on the edge of the pond about forty rods northwest of the same dwelling. In the vicinity stood their church, built of logs, and destroyed about thirty-five years since. After the Indians left, it was used by the whites for public worship.” (pp. 413, 14)
Use the sources below to discuss the following and debate the advantages and disadvantages of the proposed decision.
What motivated young men from notable families to serve rural and Native American populations? Was this the result of their college education, financial incentives, or personal motivation?
How did conflict and war present barriers to the clergy who wanted to minister to people in a congregation or community?
Was their motivation to preach the Word of God, educate Native American populations, or develop a larger church organization similar to what was established in Europe?
Discuss the barriers John Brainerd faced in his travels, family life, with decisions of colonial governments, livelihood, and in ministering to people in need.
Decision: If you were John Brainerd, would you continue your ministry to Native Americans in New Jersey, or accept a position at an established congregation in a populated New Jersey community? (i.e. Newark, Princeton, Perth Amboy, New Brunswick, etc.)
Abstract: Eleazar Wheelock writes of the progress at his school, and of the conditions under which he looks for more Indian pupils as well as public charity. He also mentions the ordination of Occom.
Abstract: Eleazar Wheelock writes to George Whitefield about first Occom’s mission to the Oneidas, and about the difficulties of teaching Indian students. He mentions the idea of appealing to the Earl of Dartmouth for charity.
Abstract: Wheelock writes to Brainerd about setting up a meeting with the Connecticut Board of Commissioners, and the proposed fundraising trip to England, which is complicated by a renewal of the Mason Land Case.
Abstract: Brainerd writes about the apprehension of the murderers of two Indian women, includes letters from Francis Alison and John Ewing recommending John G. Kals as a teacher and missionary, and gives his own recommendation of Kals, with reservations.
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