Description: Hope Kelly reports on a celebration at the Museum of Afro-American History marking the arrival of the first African Americans in Massachusetts. Kelly notes that the first African Americans arrived as immigrants, not as slaves. Kelly's report features footage of Henry Hampton (Chairman, Museum of Afro-American History) addressing the gathering. Kelly reviews the history of African Americans in Massachusetts. Kelly's report is accompanied by historical photos and drawings related to African American history in Massachusetts.
1:00:09: Visual: Footage of a group of African American singers performing a song. Hope Kelly reports that a gathering at the Museum of Afro-American History celebrated the anniversary of the arrival of black immigrants in Massachusetts; that the first black immigrants arrived in Massachusetts on February 26, 1638. V: Shot of a black and white image of black immigrants and early white settlers; of a ship in a harbor; of a black man addressing a crowd. Footage of Henry Hampton (Chairman of the Board, Museum of Afro-American History) saying that the most important history is found in the lives of individual people; that people form the families and cultures which are important to history. Kelly reports that the first black immigrants arrived in a boat from the West Indies; that the first black immigrants were not slaves; that many worked as servants and laborers and in factories; that skilled professions were off limits to the first black immigrants. V: Shots of a black and white image of early black immigrants in the hold of a boat; of a poster for a slave auction. Shots of black and white images of the early black immigrants working as servants. Shot of a color image of black men working as dock laborers. Shots of a black and white image of black immigrant women working in a factory. Shot of a black and white image of black men and women waiting at a dock as sailing ships approach. Shot of a black and white image of a slave auction. Kelly reports that the experience of black immigrants in the north was different from that of black slaves in the South. V: Shot of a black and white image of two black children and a white school master. Shots of black and white photos of African Americans in Boston in the nineteenth century. Footage of Henry Hampton addressing an audience. Hampton says that the study of history must include the stories of all people. Footage of a group of African American singers singing "Amazing Grace."
Collection: Ten O'Clock News
Date Created: 02/26/1988
Description: Video starts with them talking over the color bars. End of an interview with Elma Lewis about the endurance of the African American community. She talks about the relationship between young and older African Americans, and the problems the older people suffered through to provide better opportunities for the younger generation. They talk informally while they shoot cutaways. Sound cuts out in the middle of cutaways. B-roll of the dancers rehearsing at the Elma Lewis School. Closeups on young boys drumming and dance instructor. Signs for the National Center of Afro-American Artists and the Elma Lewis School of Fine Arts. Closeups on pieces of African American art. Several takes of reporter standup.
Collection: Ten O'Clock News
Date Created: 01/24/1980
Description: Carmen Fields reports that the US Postal Service will issue a postage stamp bearing James Weldon Johnson's image in honor of Black History Month. Johnson was a poet, lawyer, diplomat, composer, and former director of the NAACP. Johnson is the composer of "Lift Every Voice," which is known as the "black national anthem." The Madison Park High School Choir performing "Lift Every Voice. Interview with professor Samuel Allen of Boston University, who was a student of Johnson's. He talks about Johnson's life and his legacy. Allen reads two of Johnson's poems. Fields report is accompanied by photos of Johnson and a shot of the postage stamp bearing his image.
1:00:07: Visual: Footage of the Madison Park High School Glee Club singing "Lift Every Voice." Carmen Fields reports that "Lift Every Voice" is known as the "black national anthem"; that the words to the song were written by James Weldon Johnson; that Johnson was a poet, diplomat, educator and the first African American lawyer in the state of Florida. V: Shots of a black and white photo of Johnson; of the caption beneath the photo. Fields reports that Johnson fought for anti-lynching laws as the executive director of the NAACP (National Association for the Advancement of Colored People); that Johnson also wrote lyrics for operas with his brother. Fields reports that Samuel Allen (professor, Boston University) was one of Johnson's students at Fisk University in the 1930s. V: Shot of a painting of Johnson. Footage of Allen being interviewed by Fields. Allen says that Johnson was "a Renaissance man." Allen notes that Johnson was an artist, writer, and diplomat. Allen reviews Johnson's accomplishments as US consul in Venezuela and in Nicaragua. Fields reports that Johnson is known for his poetry; that Johnson's poetry reflects the religious fervor in African American culture. V: Shot of a book of poetry held by Allen. Footage of Allen talking about and reading Johnson's poems, "The Creation" and "God's Trombones." Allen says that Johnson tried to immortalize the sermon of an African American preacher. Shot of a black and white photograph of Johnson. Fields reports that critics accused Johnson of hypocrisy for using religious themes in his poetry. V: Footage of Allen saying that Johnson was an agnostic. Shot of an image of Johnson on a US Stamp. Fields reports that "Lift Every Voice" was once seen as an unpatriotic and divisive song; that the song is now sung by school choirs and in churches. Fields notes that the US Postal Service will issue a stamp in honor of Johnson; that the stamp includes musical notation from "Lift Every Voice." V: Footage of the Madison Park High School Glee Club singing "Lift Every Voice." Shot of the US postal stamp featuring Johnson's image. Footage of Allen reading the lyrics of "Lift Every Voice."
Collection: Ten O'Clock News
Date Created: 02/01/1988
Description: E. Edward Clark, a ninety-two-year-old African American man, speaks to a racially integrated class at the Hennigan Elementary School. The son of slaves, Clark tells vivid stories about his family's experiences in the south following emancipation and about growing up in Cambridge. He stresses the importance of a good education and respect for people of all races. The students ask Mr. Clark questions. Tape 1 of 2.
1:00:00: Visual: E. Edward Clark speaks to a racially integrated class at the Hennigan school. Clark describes the lives of his parents, who were slaves. Clark's father bought his freedom eight years before emancipation. His father bought the freedom of his mother, then the two were married. Clark's parents had 13 children. Clark describes the schools he attended as a boy, and the good education he received from New England missionaries who traveled south to teach former slaves. Clark describes race relations in the south after the Civil War. Clark says that his family moved to a cold-water flat at 143 Erie Street in Cambridge in 1898. Clark talks to the students about the importance of a good education and respect for others; about his impressions of how the world has changed. Clark warns the students that an education will prepare them to make a living later on. He reminds the students that the teachers are there to help them. Clark describes growing up in Cambridge in the early part of the century. He describes how the city has changed and how little things cost back then. 1:18:32: V: Clark invites the students to ask him questions. One student asks him about the secret to long life. Clark says that his parents were healthy; that he does not drink or smoke; that he does not believe in hate or violence. Clark stresses again that an education is necessary for success in life. Another student asks Clark if he was ever married.
Collection: Ten O'Clock News
Date Created: 04/27/1977
Description: Marcus Jones reports on an exhibit at the Boston Athenaeum celebrating Black History Month. Jones notes that the exhibit features photographs of prominent people in Boston's African American community. Jones interviews Marie Cosindas (photographer) about the photographs. Jones' report includes shots of the photographs. Jones reports that the exhibit also includes documents, books and artworks representing the African American artistic, cultural and political traditions. Jones interviews Marilyn Richardson (exhibit advisor and MIT professor) about the exhibit. Richardson talks about a display of census documents and artworks by Edmonia Lewis (sculptor) and Allan Crite (artist). Jones' report includes footage of artworks in the exhibit.
1:00:07: Visual: Shots of color photographs of African Americans in Boston. Shot of a group photograph of Ruth Batson (community activist) and three others. Shot of a photograph of Hugh Morgan Hill (storyteller), also known as Brother Blue. The photographs are displayed at the Boston Athenaeum. Footage of Marie Cosindas (photographer) talking about the photographs. Cosindas says that the photographs were made with commercial cameras and Polaroid film. Marcus Jones reports that Cosindas made portraits of prominent African Americans in Boston; that her photographs are part of a Black History Month exhibit at the Boston Athenaeum. V: Shots of the portraits, including portraits of Elma Lewis (Roxbury community leader); of Mel King (community activist) and Joyce King (wife of Mel King); of Byron Rushing (State Representative). Shot of a portrait of Tanya Hart (WBZ television personality), Philip Hart (professor, University of Massachusetts), and a young woman. Footage of Cosindas saying that she is glad to have had the opportunity to meet these people; that she was able to learn about each person's character and personality. Shot of a portrait of Bruce Bolling (Boston City Council), Royal Bolling, Sr. (state senator), and Royal Bolling, Jr. (former state representative). Footage of Marilyn Richardson (exhibit advisor and MIT professor) talking to Jones about the exhibit. Richardson says that the exhibit includes one of the earliest census documents of the city of Boston; that the 1765 census includes blacks and Indians. Shot of the census document. Jones reports that Richardson helped to organize the 118-piece exhibit about African Americans in Boston. V: Shots of a display of books; of a painting; of a piece of sculpture. Footage of Richardson talking about a bust of Robert Gould Shaw. Richardson says that Shaw was the white captain of the Massachusetts 54th regiments, which was comprised of African American soldiers. Shot of a painting depicting the Massachusetts 54th regiment in battle. Footage of Richardson saying that the sculpure of Shaw was made by Edmonia Lewis (nineteenth-century sculptor); that Lewis was the first African American to gain an international reputation as a sculptor. Shots of photographs of Lewis; of an 1930s ink drawing. Footage of Richardson talking about the india ink drawings from the 1930s. Richardson says that Allan Crite (artist) portrayed black angels, black saints and a black Christ in his work from the 1930s. Shots of religious drawings by Crite; of a group of sculptures. Shots of a display of books. Footage of Richardson saying that the exhibit organizers have tried to gather rare and unusual documents to demonstrate the complexity and strength of the African American artistic and political traditions. Shots of a museum-goer looking at the exhibit; of a display of books; of paintings included in the exhibit. Jones reports that the exhibit will be on display until April.
Collection: Ten O'Clock News
Date Created: 02/29/1988
Description: Marcus Jones reports on efforts to provide positive male role models for young African American boys through the Paul Robeson Institute for Positive Self-Development. Third and fourth grade boys attend the Institute every Saturday, and 25 men from diverse backgrounds assist the boys in developing their understanding of math, science and history. Interviews with Pamela Brodie and Delores Wilson, who are both teachers at the Holland Community School. Both teachers praise the program. Brodie talks about the need for positive male role models. Interview with Keith Motley, a member of the Paul Robeson Institute, about the program. Motley says that programs like this one can help to end the violence on the streets. Interviews with two African American boys who attend the Institute. Following the edited story is additional footage of Brodie and her students in class at the Holland School.
1:00:14: Visual: Footage of students in a classroom at the Holland Community School in Dorchester. Shot of students are getting out their textbooks. The students are seated at their desks. Pamela Brodie (teacher, Holland Community School) stands at the front of the room. Shot of students raising their hands to be called on. Most of the students are non-white. Marcus Jones reports that the majority of students in public elementary schools in Boston are non-white. Jones reports that most of the teachers are female. Jones notes that male authority figures are limited; that African American male authority figures are virtually absent. V: Footage of Brodie being interviewed. Brodie says that most school systems have a lot of female teachers. Brodie says that it is important to have positive male role models for students; that some students do not have a male role model at home. Brodie says that schools need more male role models. Jones reports that elementary school students are in their formative years. Jones reports that a group called Concerned Black Men of Massachusetts visit the Holland School to help students make the right choices. V: Shots of students eating lunch at their desks. Shots of an African American boys walking around the classroom. Footage of Keith Motley (Paul Robeson Institute) being interviewed. Motley says that the group wants to fight against violence; that education is necessary to end violence. Footage from the Paul Robeson Institute. An African American man addresses a group of African American boys. The man speaks from a podium, while the boys sit in seats. The man encourages the boys to be the best people they can be. The man says that the future depends on them. Jones reports that the organized effort to provide positive role models is called The Paul Robeson Institute for Positive Self-Development. Jones reports that African American boys from the third and fourth grades in the Holland and Fifield Schools are involved in the program; that the boys visit the African American Institute at Northeastern University on Saturdays. Jones reports that 25 men from diverse backgrounds assist the boys in developing their understanding of math, science, and history. Jones says that the Institute focuses on African American history. V: Shot of an African American man speaking to a group of African American boys in a classroom. The boys are seated at desks. Shot of a sign for the African American Institute on the exterior of a building. Shot of an African American man standing at the front of a classroom. African American boys are seated at desks. A second African American man leans on a chalkboard as the other man teaches. Shot of a group of African American boys in orange T-shirts standing in a circle. The boys hold hands. An African American man stands in the center of the circle. African American men stand in a circle surrounding the boys. Footage of an African American boy being interviewed by Jones. Jones asks if the teachers at the institute are teaching him to be proud of himself. The boy says yes. Footage of another African American boy being interviewed by Jones. The boy says that the program has taught him that he can do something else besides sell drugs on the street. Shots of Brodie standing in her classroom; of an African American boy flipping through a textbook. Jones reports that the Robeson Institute has been operating for a year; that the Robeson Institute has earned praise from parents and teachers. V: Footage of Delores Wilson (teacher, Holland Community School) being interviewed. Wilson talks about one of her students who has behavior problems. Wilson says that the student's behavior has improved since attending the Robeson Institute. Wilson says that the student now helps other kids. Footage of Motley being interviewed. Motley says that programs like the Robeson Institute should be promoted and encouraged; that men and women should get involved. Shot of the African American boys at the Institute standing in a circle while holding hands. African American men form a circle around the boys. An African American man stands in the center.
Collection: Ten O'Clock News
Date Created: 12/13/1990