Nannie Helen Burroughs Advocate and Businesswoman

Nannie Helen Burroughs founded what was at the time the largest black women’s organization in the United States and, with the organization’s sponsorship, founded a school for girls and women. She was a strong advocate for racial pride.  Educator and activist, she lived from  May 2, 1879, to May 20, 1961.   Background and Family Nannie Burroughs was born in north-central Virginia, in Orange, located in the Piedmont region. Her father, John Burroughs, was a farmer who was also a Baptist preacher.  When Nannie was only four, her mother took her to live in Washington, DC, where her mother, Jennie Poindexter Burroughs, worked as a cook. Education Burroughs graduated with honors from the Colored High School in Washington, DC, in 1896. She had studied business and domestic science.   Because of her race, she could not get a job in the DC schools or the federal government.  She went to work in Philadelphia as a secretary for the National Baptist Convention’s paper, the Christian Banner, working for the Rev. Lewis Jordan.  She moved from that position to one with the Foreign Mission Board of the convention. When the organization moved to Louisville, Kentucky, in 1900, she moved there. Womans Convention In 1900 she was part of founding the Woman’s Convention, a women’s auxiliary of the National Baptist Convention, focused on service work at home and abroad. She had given a talk at the 1900 annual meeting of the NBC, â€Å"How Sisters Are Hindered From Helping,† which had helped inspire the founding of the women’s organization. She was the corresponding secretary of the Woman’s Convention for 48 years, and in that position, helped recruit a membership which, by 1907, was 1.5 million, organized within local churches, districts, and states.  In 1905, at the First Baptist World Alliance meeting in London, she delivered a speech called â€Å"Women’s Part in the World’s Work.† In 1912, she began a magazine called the Worker for those doing missionary work.  It died out and then the women’s auxiliary of the Southern Baptist Convention—a white organization—helped bring it back in 1934. National School for Women and Girls In 1909, Nannie Burroughs’ proposal to have the Woman’s Convention of the National Baptist Convention found a school for girls came to fruition.  The National Training School for Women and Girls opened in Washington, DC, in Lincoln Heights.  Burroughs moved to DC to be president of the school, a position in which she served until she died.  The money was raised primarily from black women, with some help from a white women’s Baptist mission society. The school, though sponsored by the Baptist organizations, chose to remain open to women and girls of any religious faith, and did not include the word Baptist in its title.  But it did have a strong religious foundation, with Burrough’s self-help â€Å"creed† stressing the three Bs, Bible, bath, and broom: â€Å"clean life, clean body, clean house.† The school included both a seminary and a trade school. The seminary ran from seventh grade through high school and then into a two-year junior college and a two-year normal school to train teachers. While the school stressed a future of employment as maids and laundry workers, the girls and women were expected to become strong, independent and pious, financially self-sufficient, and proud of their black heritage. A â€Å"Negro History† course was required. The school found itself in conflict over control of the school with the National Convention, and the National Convention removed its support. The school temporarily closed from 1935 to 1938 for financial reasons. In 1938, the National Convention, having gone through its own internal divisions in 1915, broke with the school and urged the women’s convention to do so, but the women’s organization disagreed. The National Convention then tried to remove Burroughs from her position with the Woman’s Convention.  The school made the Woman’s Convention owner of its property and, after a fund-raising campaign, reopened.  In 1947 the National Baptist Convention formally supported the school again. And in 1948, Burroughs was elected as president, having served as corresponding secretary since 1900. Other Activities Burroughs helped to found the National Association of Colored Women (NACW) in 1896. Burroughs spoke against lynching and for civil rights, leading to her being placed on a U.S. government watch list in 1917.  She chaired the National Association of Colored Women’s Anti-Lynching Committee and was a regional president of the NACW. She denounced President Woodrow Wilson for not dealing with lynching. Burroughs supported women’s suffrage and saw the vote for black women as essential for their freedom from both racial and sex discrimination. Burroughs was active in the NAACP, serving in the 1940s as a vice president. She also organized the school to make the home of Frederick Douglass into a memorial for that leader’s life and work. Burroughs was active in the Republican Party, the party of Abraham Lincoln, for many years. She helped found the National League of Republican Colored Women in 1924, and often traveled to speak for the Republican Party. Herbert Hoover appointed her in 1932 to report on housing for African Americans. She remained active in the Republican Party during the Roosevelt years when many African Americans were changing their allegiance, at least in the North, to the Democratic Party. Burroughs died in Washington, DC, in May, 1961. Legacy The school which Nannie Helen Burroughs had founded and led for so many years renamed itself for her in 1964.  The school was named a National Historic Landmark in 1991.

A Juvenile Justice Case - 541 Words

After carefully reviewed all the facts, evidences and interviews of those associated in John’s case, as a judge, I would handle the case in a non-judicial way, require John to make restitution to the store in a form of community service and order his parents to cooperate in the treatment program. In case of John’s parents are unwilling to cooperate in the treatment programs, under the Parens Patriae concept, I would have to put him on probation in order to help deter John from committing crime in a future. In this report I will explain the reasons why. First, John is not considered delinquent because this was his first offense and based on his statements, it seemed to me that John wasn’t aware of the consequences that would follow his actions and furthermore, John simply had a mindset that his action was normal and that his friends did it all the time. This would place John under the Social Process Theories. The explanation of Social Process Theories according to the textbook, (Clemens F. B, Stuart J, 2011, p.70) â€Å"Social process theories examine the interactions between people and their environment that influence individuals to become involved in criminal or delinquent behaviors.† John’s behaviors were the result of bad influences and that he has learned that stealing was acceptable as many of his friends did it. Secondly, I would considered John as a victim himself because after reviewing the interview given from his mother; Joann, John would fall under the category of aShow MoreRelatedA Case of Juvenile Justice Essays1116 Words   |  5 PagesCharlie – A Case in Juvenile Justice Melissa Thomas CJ420 – Juvenile Justice Prof. Amy Ng December 4, 2012 Abstract Children are gifts from above and need guidance and love. If either one is absent then they are at risk of becoming juvenile offenders or career criminals. The juvenile justice system has many players that facilitate the tools for a juvenile to use an offense as a learning experience. The juvenile encounters three important individuals; the juvenile police officer, probationRead MoreOutgrowing Juvenile Justice: Jamal Vick Case Study Raises Essay606 Words   |  3 PagesIn Outgrowing Juvenile Justice, Michael Jonas (2001) raises several important issues concerning juvenile justice policies and practices. In discussing Jamal Vick, a range of youth crime issues surfaces, including: †¢ Balancing treatment verses punishment †¢ Responses to serious juvenile offenders o Waiver into the adult criminal justice system o Utilize the juvenile justice system o Blend elements of both the adult system and the juvenile system †¢ Youth in confinement o Growing numbers of youthRead MoreThe Juvenile Justice Process Essay1293 Words   |  6 PagesThe Juvenile Justice Process: A Breakdown of the System Dana R Kirkland Strayer University Abstract Although based on the adult criminal justice system, the juvenile justice process works differently. Juveniles can end up in court by way of arrest, truancy or for curfew violations or running away. A youth may also be referred to the juvenile court system by school officials or a parent or guardian for being continuously disobedient. The juvenile justice process involves several different stepsRead MoreJuvenile Justice And Criminal Justice1368 Words   |  6 Pages The border between juvenile justice and criminal justice did not endure the juvenile court’s first century. By the 1980s, there was general disappointment with both the means and the ends of normal juvenile justice. As with every other social repair efforts, it is difficult to say whether frustration with juvenile justice was born of erroneous concept or of wretched execution. The administering accepted by justice policy, however, was unmistakable. Juvenile courts began to adopt the sentiment andRead MoreStatus Offenders, Dependent and Neglected Youths, and Juvenile Victimizations1872 Words   |  7 PagesDependent and Neglected Youths, and Juvenile Victimizations: As they come into contact with the juvenile justice system different, delinquent youths are treated differently in this system. Notably, the jurisdiction of this system and its courts also extends to non-delinquent youths like dependent and neglected youths, and status offenders. However, non-delinquents are not only viewed differently but they are also treated separately from delinquents. In most cases, non-delinquents are regarded as childrenRead MoreJuvenile Offenders And The Criminal Justice System860 Words   |  4 PagesOnce youth is committed a crime he or she must face the criminal justice. Whether it is simple face to face contact with the police officer or trip to juvenile facility, juvenile is becoming part of the criminal justice system. For many youth it is their first contact with the justice system however for some others it is a very familiar process. So once juvenile is making face to face contact with the police officers, his life is in the hands of that officer w ho can make very important and sometimeRead MoreJuvenile vs Adult Justice System Essay989 Words   |  4 PagesAdult Justice v Juvenile Justice System There is no question that if a person is involved in any type of crime they will at some time make their way through the justice system. However, when that person is an adolescent they will go through the juvenile justice system, as an adult would go through the adult justice system. Even though the crimes of each can be of the same manner or hold the same severity the punishment results can differ. The main reason for having the two different justiceRead MoreComment On The Juvenile Justice System943 Words   |  4 Pagesincreased punitiveness in juvenile justice. When is it appropriate to have cases involving murder or rape be heard in juvenile courts, and when should they be heard in adult court? Please be specific. It has been understood by society that juveniles have been committing more serious crimes while the juvenile justice system had also become lenient with juvenile offenders. They were only getting a ‘slap on the risk’ as some members of society interpreted it, by the juvenile justice. This therefore led toRead MoreThe Juvenile Justice System Is Creating A Criminal Class758 Words   |  4 PagesSuch reactions and critiques of the juvenile justice system enforce the notion that the juvenile system is creating a criminal class. Black’s theory states that patterns of relationships between the parties involved in a case predict the styles and forms of social control, relationships between intimates would result in more informal handling of cases. Law and formal control arise when informal control is weak and unavailable. Legal control by the state develops when social control of familiesRead MoreThe Juvenile Justice System And Juveniles1663 Words   |  7 Pagesthe criminal justice system and juveniles, there have been many landmark cases that have made a significant impact on the juvenile justice system. The cases arise from dealing with certain aspects that comes from handling juveniles entering the system. Since juveniles are very different from adults they have to deal with them a certain way and a case by case basis. The court cases concerning juveniles and the decisions that have come from them is what has made what the juvenile justice system is today

International Involvement Free Essays

International Involvement Several significant events took place from 1890-1905 that involved the United States, particularly the United States becoming more involved in international affairs. The United States has been a major player in world affairs over the last two centuries. In the years following its War of Independence, its policies tended to be isolationist, but over the centuries it has transformed, mainly by trade and economic imperatives, into a superpower that exerts military, economic and cultural domination over much of the rest of the world. We will write a custom essay sample on International Involvement or any similar topic only for you Order Now This paper will outline two major events occurring from 1890-1905. Treaty of Paris 1898 The first meeting for the Treaty of Paris occurred on October 1, 1898 when officials from Spain and the United States congregated in Paris, France. The intent of the meeting was to generate an agreement, or treaty that would put an end to a war, also known as the Spanish American War. The American officials present at the meeting were the Honorable Whitelaw Reid, Senators George Gray, William Frye and William Day (Library of Congress, 2010). The outcome of the meeting resulted in Spain receiving 20 million dollars from the United States in exchange for possession of the Philippines. Along with the Philippines being placed under American control, the United States also gained power over Guam and Puerto Rico. The meetings took place over a nine day period and the Treaty of Paris was finalized and signed on December 10, 1898 (Library of Congress, 2010). Venezuelan Boundary Dispute 1895-1899 Although most may relate the Venezuelan Boundary Dispute to December 17, 1895, when the United States president at the time Grover Cleveland submitted a letter to Congress practically declaring war on Venezuela, the Dispute essentially initiated in 1841 when Venezuelan officials claimed British military was approaching Venezuelan land with intention of taking possession. The main reason for this was in 1814 Great Britain gained control of Guyana by signing a treaty with the Netherlands without a definite western boundary (Pike, 2010). In result, the British hired a man named Robert Schomburgk, who was a well-known and well respected surveyor, to clarify how far the boundary of the land that the British owned. The survey that Robert Schomburgk conducted in 1835 resulted in an additional 30,000 square miles of ownership for the British (Pike, 2010). This additional territory was later named the Schomburgk Line. However, Venezuela argued the results of the survey in 1841 and claimed that its borders extended as far east as the Essequibo River, which meant that Venezuela was claiming nearly two-thirds of British territory. Years later after gold was discovered in the Schomburgk Line by Britain, Venezuela contested the ownership of the area in 1876, and asked the United States for assistance in the matter, referring to the Monroe Doctrine as rationalization for United States involvement. The Monroe Doctrine (referring to former United States President James Monroe) stated if European countries attempt to unfairly overtake land the United States would view the action as a requirement for United States military involvement (Yale Law School, 2008). The request for United States involvement continued for the next 19 years, but received little response from the United States. The United States finally became involved in 1895 when Secretary of State Richard Olney delivered a letter to British Prime Minister Lord Salisbury, ordering the British settle in court the boundary dispute. Lord Salisbury responded by arguing that the Monroe Doctrine did not apply throughout the world. In December 1895, President Grover found the Prime Minister’s response unacceptable and requested Congressional approval for a boundary commission, which would serve as a â€Å"final deciding panel,† and requested that the United States do whatever is necessary to enforce the findings of the commission (Pike, 2010). Congress agreed to do so and rumors of War with Britain began to erupt in United States newspapers throughout the country. Once rumors of War circulated in Great Britain Lord Salisbury eventually agreed and submitted his argument of the land to the appointed panel and did not mention anything else of the Monroe Doctrine. Venezuela submitted its dispute as well with the confidence of the outcome favoring Venezuela. Then on October 3, 1899 the panel decided in favor of Great Britain and the Schomburgk Line (Pike, 2010). Although Venezuela was disappointed in the decision and did not necessarily agree with the decision, it did not appeal and, more important, revealed to the world that the United States possessed power throughout the world. Conclusion As previously stated, several significant events occurred from 1890-1905, but more important, the events that took place before and after that time have lso affected the current power status of the United States military and how the world views the United States as a nation. In addition to events such as the Treaty of Paris and the Venezuelan Boundary Dispute, the United States has shown throughout history that not only can the United States accomplish endeavors by employing military force, but it can also assist other countries in solving disputes acting a s a logically thinking and fair third party. References Library of Congress. (2010, July 15). Treaty of Paris 1898. Retrieved from http://www. loc. gov/rr/hispanic/1898/treaty. html Pike, J. (2010). Venezuela Boundary Dispute, 1895-1899. Retrieved from http://www. globalsecurity. org/military/ops/venezuela1895. htm Yale Law School. (2008). Monroe Doctrine; December 2 1823. Retrieved from http://avalon. law. yale. edu/19th_century/monroe. asp How to cite International Involvement, Papers