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- The composition or constitution of something
- Cosmetics such as lipstick or powder applied to the face, used to enhance or alter the appearance
- The combination of qualities that form a person's temperament
- constitute: form or compose; "This money is my only income"; "The stone wall was the backdrop for the performance"; "These constitute my entire belonging"; "The children made up the chorus"; "This sum represents my entire income for a year"; "These few men comprise his entire army"
- makeup: an event that is substituted for a previously cancelled event; "he missed the test and had to take a makeup"; "the two teams played a makeup one week later"
- A large group of fish or sea mammals
- an educational institution; "the school was founded in 1900"
- educate in or as if in a school; "The children are schooled at great cost to their parents in private institutions"
- a building where young people receive education; "the school was built in 1932"; "he walked to school every morning"
- Pennsylvania Station — commonly known as Penn Station — is the major intercity train station and a major commuter rail hub in New York City. It is one of the busiest rail stations in the world, and a hub for inboard and outboard railroad traffic in New York City.
- New York City
- .nyc is a proposed city-level top-level domain for New York City.
- New York is the most populous city in the United States, and the center of the New York metropolitan area, which is one of the most populous metropolitan areas in the world.
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Public School 31
Mott Haven, The Bronx
Public School 31, constructed 1897-99, represents an important step in the development of the Collegiate Gothic style as applied to public school architecture in New York City. Designed by C.B.J. Snyder during the early years of his lengthy term as Superintendent of School Buildings for the Board of Education of New York, P.S. 31 is one of the first New York public schools to display numerous late Gothic details, such as Tudor-arched doorways, and pointed windows topped with stone tracery. These and other elements, such as the central entrance tower and gabled bays, were further developed on Snyder's larger, borough-wide high school buildings, such as Morris and Curtis High Schools. P.S. 31 was one of a large number of school buildings constructed around this time to accommodate the huge waves of immigrants moving into the Bronx from other parts of New York, as well as from abroad. By designing so many schools in a relatively short period, Snyder had a tremendous influence on the developing New York City school building, both on its exterior appearance, as well as on its components and their arrangement.
Development of the Area
From 1639, when the Dutch West India Company purchased from the Mohegan Indians all the land that falls within the boundaries of the present borough, through the mid-nineteenth century, the Bronx retained its rural character.-
However, as massive immigration and industrialization began to alter the character of New York to the south, it was inevitable that the northward march of urbanization would eventually engulf the Bronx as well. The earliest immigrants to come to the Bronx were the Irish who arrived after 1840 and settled primarily in Mott Haven. This area, within the section called Morrisania, was adjacent to the Harlem River, and was named for Jordan L. Mott, inventor of the coal burning stove and founder, in 1828, of the Mott Iron Works on East 134th Street. The Irish participated in the construction of the Harlem and Hudson River railroads, beginning in 1842, and the Croton Aqueduct, and they were joined after 1848 by an influx of Germans. The new railroads opened up great potential for industrial development, and during the second half of the century factories ware erected along the Harlem and East River waterfronts.
The population of the Bronx rose from 28,981 in 1870, to 81,255 in 1890, and 200,507 in 1900, with even greater increases in the following years.
Politically, the Bronx remained a part of Westchester County from 1683 until the area was annexed to the city of New York. This change occurred in two stages, the western section joining New York in 1874, with the rest following in 1895. In 1898 the Charter of the City of Greater New York was implemented, creating the five boroughs, including the Borough of the Bronx.
Schools in Greater New York
A major effect of the new charter was to create a unified educational system out of numerous independently administered school districts with a variety of curricula, grade divisions, educational policies and standards for personnel selection. This endeavor was hindered initially by a tremendous shortage, both in number and quality, of existing school buildings, created primarily by two factors: new laws making the education of children mandatory, and huge waves of immigration at the end of the nineteenth century which increased the population density of numerous areas of the city.
This problem was noted even before consolidation, in 1896, in the Board of Education's Annual Report:
Insufficient school accommodations have furnished cause for very general complaint on the part of the citizens of New York during the past ten years. The unprecedented growth of the city, together with unexpected movements of population, rendered it almost impossible to keep pace with the demands in given localities or to anticipate the needs of certain sections of the city that speedily outgrew the accommodations that were provided. During the past year...the question of increased and improved school accommodations was kept constantly in mind.
Between 1884 and 1897, the Board of Education acquired 125 new sites in Manhattan and the Bronx, providing space for more than 132,000 new students. Yet, it was still not enough. By July 1899, schools in Manhattan and the Bronx could accommodate 232,931 students, many in half day sessions, but many more children had to be turned away for lack of space.
C.B.J. Snyder and His Work
The architect who planned and was responsible for the building of all the new and expanded schools was the Board of Education's Superintendent of School Buildings, C.B.J. Snyder (1860-1945).^ Snyder had been appointed to the position in 1891 when the Board oversaw only Manhattan and those parts of the Bronx which constituted nineteenth-century New York. He remained on the job until his retirement in 1923, with responsibility for buildings in all five boroughs after the city's consolidation. Little i
Voyeurs from Ty's . NYC Gay Pride Parade . 114 Christopher Street . Greenwich Village . New York City, NY . Sunday afternoon, 25 June 2006 . Elvert Xavier Barnes Photography
YOU CAN'T COME IN
After the NYC Gay Pride Parade
Ty's . Sunday night, 25 June 2006
It was, perhaps, at around 10:30 on Sunday night. I had spent much of the day, from 10:30 am until late afternoon - early evening photographing, recording, documenting and capturing the NYC Gay Pride in Greenwich Village. It had been a long, long, long day for me. The weekend before, I had spent in South Boston VA documenting the Juneteenth Celebration at Berry Hill Plantation as well as the Historic South Boston Virginia. And two weekenda before I documented WDC's two day, Capital Pride, and the Dancer Place Festival.
My trip to NYC was to have served several purposes. One of was to let my hair down. The last time that I documented the NYC Gay Pride was in 1997 when I had traveled to NYC to document Betty Shabazz's funeral in Harlem and, instead, spent the day in the Village photograpghing the 1997 NYC Gay Pride.
In a yet to be commpleted photo essay that I would begin to write, some years ago, pertaining the 27 June 1997 trip to NYC I begin by inquiring if the reader had seen the episode of Troy Donahue that featured Betty Shabazz and several KKK members discussing the issue of race mixing. During the episode Shabazza reiterated seveal times that it was not that she was against integration, but, that it had been her observation, from an historic perspective, that when whites mixed or intergrated with people of color that it was more about control and distruction.
During the episode a gay black man who was in the company of his gay white lover, stood up and confronted Shabazzz, saying something to the effect that 'times have changed' and that he had had many relationships with white men and that he did not understand whay she was talking about.
She said, "... you will come to understand, precisely,. what I'm talkming about,' when as an older gay black you'll come to realize that each of these gay white lovers that you lived your life with, were secretcly disamanteling you. And, conspiriing against you with you own people. Who, by the way, will respect your gay white lover for more than they would ever respect you gay black ass.
This is soemthing that I discuss in my writings as a form of social conditioning.
Later that evening, 27 June 1997, I would drop in at the Rawhide which is where I would meet up with a white guy who at the time was having a similar disussion with his black friend that other gay white men have had with me. We would decide to leave together and take a cab to an apartment that he shared with his sister on the upper west or east side. Having already mentioned, at Rawhide, that I had come to NYC to capture the Betty Shabazz Funeral but insted had spent the afternoon inthe Village photographuing the NYC 1997 Gay Pride he and I would spend much the evening discussing racism and integration. And, of course, having sex.
Not unlike the gay black man who stood on stage, beside his white lover, I, too, in years past had defended my white counter parts saying 'the times are diferrent now.'
However, just a few years after the Troy Donahue episode and certainly by the time that Betty Shabazz would die as I had come realize exactly what she had meant. Which may explain why I took the train to NYC on 27 June 1997 to document her funeral
And when I visit Chelsea, in NYC now, nothing is more apparent to me that what she expressed. Was as the case, in June 1997, which was something that the white that I met and I discussed in the taxi ride to his apartment. And, as he would sya, Harlem is a great example of what you'll talking about. Whgich is not exactly what I am talking about. And something that I will explan later.
In 1979 I would visit Chelsea for the first time with my best friend, Frank, who was an Italian from Long Island. We had been best friends since we first met in the fall of 1973 at the U of Maryland. During which time there was not ever a day that I did not expereince racsim. A fact that he would often mention to and, of course, witness with me. And, yet, I was always very popular, well received and managed to get into places that many blacks could not. That does not mean that I did not expereinmce racism, just that I seem to have an air or aura about me. Not unlike the air or aura that I still now exhibit and one that was so pronounced on Sunday, 25 June 2006 during the NYC Gay Pride Parade.
So, please, do not presume that I was able to get into places because of my close relationships with Frank and the other whites and/or acquaintances that I have had relationshipos with. Because, and as this essay will shed light on when many of these people associated with or accompanied me, they actually were setting the ground work for me to not be accepted nor allowed to return
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