DOCSLIB.ORG

View and Thoughtful Advice on the PEO Sisterhood

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2007 "Hide It under a Bush, Hell No!" Women's Volunteer Associations as Adult Education Initiatives Patricia Moran Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION “HIDE IT UNDER A BUSH, HELL NO!” WOMEN’S VOLUNTEER ASSOCIATIONS AS ADULT EDUCATION INITIATIVES By PATRICIA MORAN A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Summer Semester, 2007 Copyright © 2007 Patricia Moran All Rights Reserved The members of the Committee approve the dissertation of Patricia Moran defended on December 14, 2006. _________________________ Peter B. Easton Professor Directing Dissertation _________________________ Karen Laughlin Outside Committee Member _________________________ Emanuel Shargel Committee Member _________________________ Victoria-Maria MacDonald Committee Member Approved: __________________________________________ Gary Crow, Chair, Department of Educational Leadership and Policy Studies The Office of Graduate Studies has verified and approved the above named committee members. ACKNOWLEDGEMENTS My first “thank you” goes to British amateur historian Margaret Rayner, who told me that I would not be at all interested in the Women’s Institutes, immediately piquing my interest. Linda Smith took me to the Women’s Relief Society of the Church of the Latter Day Saints at Huntingdon, England, forcing me to expand my vision. Susan Moran and Sharon Bateman sent materials from organizations in Utah and Georgia. Knox County extension club members, Neola and Dorothy Porter, and Marlene Stevens provided printed material and hours of valuable conversation. Robley Garrigan granted me an extended interview and thoughtful advice on the PEO Sisterhood. Donna Moran introduced me to Friends Making a Difference. Wilford Moran, Robbie Jean Luck, Renee Wilson and Lorie Nicole Blount provided proofreading and valuable commentary concerning the successive versions of individual chapters. Nora Whaley, a distant cousin, introduced me to Ontario Women’s Institute members—Margaret McIntosh, Irma Bennett, and Faith Nelms—who shared their WI experiences with me. Members of the Fort Walton Beach branch of AAUW were both emotionally supportive and receptive to questioning. The Ladies of Essence invited me to one of their meetings to share thoughts about their organizational rituals. Library staff in Strozier, Leon County, Mary Esther, Eglin AFB and Hurlburt Field (Florida) were both professional about and supportive of my work. The Nevada, (Missouri) Bushwhacker Museum and Library staff were startled, but helpful. The Nebraska State Historical Society, and Nebraska courthouse personnel in Knox, Antelope, Holt, and Pierce counties were invaluable. I thank them all. My Florida State University professors and mentors brought my personal experience into focus. Dr. Peter Easton allowed me to tinker toward a coherent piece of discourse and inspired me to continue writing. Dr. Victoria-Maria MacDonald provided emotional and intellectual support, never doubting the value of my topic. Dr. Emanuel Shargel quieted my doubts about meeting academic guidelines. Dr. Karen Laughlin, Dr. Karen Monkman, Dr. Vandra Masemann, and Dr. Judy Etemadi criticized my efforts, prodded me toward a completed product, and always inspired further endeavor. iii TABLE OF CONTENTS LIST OF TABLES viii LIST OF FIGURES ix ABSTRACT x 1. INTRODUCTION: HIDE IT UNDER A BUSH? HELL, NO! 1 Preliminary Definitions 3 Ways of Analyzing Club Life 4 Problem Statement 5 Purpose of the Study 5 Research Questions 6 Omissions and Prohibitions 6 Organization of the Study 6 2. CONCEPTUAL FRAMEWORK AND LITERATURE REVIEW 14 Historiography, Feminist Theory and Women’s History 14 Worldview and Metaphor 30 Collaborative Learning 36 Volunteer Associations: Origins and Development 38 Adult Education 43 Adult Learning 51 Patriarchy and Hegemony 53 Conclusions for Chapter Two 57 iv 3. METHODOLOGY 58 Description of Data 58 Voice 60 Selection of Particular Groups and Subjects 61 Sampling Redux 64 Data Collection 67 Data Analysis 68 Issues of Bias and Access 70 Validity and Reliability 72 4. THE WOMEN’S INSTITUTES 75 British and Canadian Women’s Lives in the Victorian Era 76 Women’s Institutes: Foundations, Personalities and Growth 78 Exemplary 20th Century WI Members 89 Common Themes 92 Canadian and British Institutes: A Brief Comparison 115 Conclusions for Chapter Four 116 5. THE AMERICAN ASSOCIATION OF UNIVERSITY WOMEN 118 Founding, Structure and Growth 118 Common Themes 121 Personal Experience and AAUW 135 Comparing the Women’s Institutes and AAUW 138 Conclusions for Chapter Five 140 6. WOMEN OF COLOR AND CLUB LIFE 142 v African-American Leaders in Women’s Voluntarism 143 Traditional Organizations 157 Mixed Organizations 161 Newer Organizations of African-American Women 163 Common Themes 171 Conclusions for Chapter Six 184 7. THE KNOX COUNTY PAPERS 186 The State, the County and Women 186 The Data 193 Common Themes 199 Conclusions for Chapter Seven 219 8. EXTENSION CLUBS IN NEBRASKA 221 History 221 Ethics, Ritual and High Ideals 225 Service and Leaderships 227 Education 230 Networking, Friendship and Humor 239 The Knox County Papers and Golden Milestone: A Comparison 246 Conclusions for Chapter Eight 247 9. THE P.E.O. SISTERHOOD IN NEBRASKA 250 Early Growth 251 Secrecy 254 Humor 253 vi Leadership 255 Formal Education 256 Chronological History 258 Three Purposes of Volunteer Associations 264 Conclusions for Chapter Nine 269 10. DATA ANALYSIS 271 From Description to Understanding 272 What Have Women Gained 274 Constructing and Transmitting Knowledge 281 Common Denominators: Deconstruction, Patrimony and Hegemony 283 Importance for Adult Education 285 Lessons for Historians and for Historiography 287 11. SUGGESTIONS FOR FUTURE RESEARCH 290 BIBLIOGRAPHY 293 BIOGRAPHICAL SKETCH 329 vii LIST OF TABLES 1. Characterization of Groups Studied and Types of Data Gathered………………… 66 2. Counter-Hegemonic Behaviors Exhibited by Club or Institute Members………… 70 3. Efforts to Organize Voluntarism in Nebraska……….…………………………… 224 4. Approximate Numbers of PEO Chapters………………………………………… 254 viii LIST OF FIGURES 1. Manitoba Members and the Women’s Institute: A Diagram………………………. 93 2. Photograph of Mary McLeod Bethune and Her School………………………….. 147 3. Happy Hour Extension Club, Knox County……………………………………….192 4. Page from The Knox County Papers………………………………………………194 5. List of Articles in The Knox County Papers………………………………………196 ix ABSTRACT Economic and social changes in the status of European and North American women through the nineteenth and twentieth centuries provided opportunities for their educational and occupational advancement, but they suffered from a lack of formal education. Facing industrialization and geographical displacement, they turned to nonformal education. Through their volunteer organizations, they found ways to obtain necessary facts, build new knowledge, refine traditional skills, establish social networks, and increase their political awareness. They were and continue to be empowered by the planning of, participation in, and evaluation of their social events, reading circles, study groups, and community service activities. The purpose of this study was to contribute to better understanding of the dynamics within and between these groups, and to highlight links between nonformal and formal educational initiatives. The unanswerable “If women’s groups have done so much, why don’t we know about it” was partially answered by data from the Women’s Institute (WI), the National Association of Colored Women’s Clubs (NACWC), and the American Association of University Women (AAUW), etc. These organizations had not been compared with each other previously. Interviews with members of various women’s organizations in Ontario, Nebraska, North Carolina and Florida showed contemporary women still use their volunteer organizations to define problems, make friends, construct learning initiatives, and evaluate their achievements. These interviews and previous publications provided evidence about how women acquired and disseminated new knowledge, and how their efforts in the nonformal sector mirrored formal education. When data on the WI, NACWC, AAUW, and other women’s groups were used to answer the research questions, a common—but complex—pattern of behavior became apparent. Volunteer groups at every level of society provided a safe haven for members and socialized them into being more efficient and modern homemakers, better citizens, and more educated members of society. With no new younger members and an aging population, these valuable institutions of nonformal education are dying out. Older members take their skills and their institutional memory with them to the grave. Further research is needed to discover if the populations that were previously served by volunteer organizations are now gaining x their information, new friends, and opportunities for political action in other ways—or if hegemonic forces are shutting them down organizationally at the same time demographics are shutting them down individually. xi CHAPTER ONE INTRODUCTION: HIDE IT UNDER A BUSH? HELL, NO! The year I was five, the closing ceremonies of Bible School featured “This Little Light of Mine,” a traditional children’s
Recommended publications
  • The Player and the Playing: an Interpretive Study of Richard

    The Player and the Playing: an Interpretive Study of Richard

    DOCUMENT RESUME ED 442 143 CS 510 330 AUTHOR Henry, Mallika TITLE The Player and the Playing: AA Interpretive Study of Richard Courtney's Texts on Learning through Drama. PUB DATE 1999-00-00 NOTE 411p.; Doctoral dissertation, School of Education, New York University. PUB TYPE Dissertations/Theses Doctoral Dissertations (041) EDRS PRICE MFO1 /PC17 Plus Postage. DESCRIPTORS *Drama; *Learning Processes; Metaphors; Qualitative Research; *Scholarship ABSTRACT Using qualitative and interpretive methodologies, this dissertation analyzed Richard Courtney's writings to interpret his basic ideas on learning through drama. It focused on later writings (1989, 1990, 1995, 1997) in which Courtney distilled ideas he had been working on for as many as 30 years. It approached Courtney's texts using dramatistic metaphors which concretized his predominantly abstract writings. These metaphors focused on finding the basic elements of a drama: the setting, the act, the actor, and the Other. Through the lenses afforded by these metaphors, the thesis examined Courtney's wide-ranging, eclectic and often imprecise ideas to distill major themes. Courtney used notions like metaphor, symbol, ritual, Being, mind, perspective, oscillation and quaternity with apparently shifting definitions and loosely circumscribed meanings. It collected and analyzed Courtney's meanings recursively, both distilling Courtney's meanings and expanding them through concrete hypothetical examples. Courtney wrote about drama in abstract terms, using notions he had garnered from other disciplines to describe the process of learning through drama. The final construction that emerged in this dissertation represents the experience of the actor/learner: it is concentric, radiating from a nub which represents the feelings and imagination of the actor.
  • Lessons Learned from Justice Ruth Bader Ginsburg

    Lessons Learned from Justice Ruth Bader Ginsburg

    LESSONS LEARNED FROM JUSTICE RUTH BADER GINSBURG Amanda L. Tyler* INTRODUCTION Serving as a law clerk for Justice Ruth Bader Ginsburg in the Supreme Court’s October Term 1999 was one of the single greatest privileges and honors of my life. As a trailblazer who opened up opportunities for women, she was a personal hero. How many people get to say that they worked for their hero? Justice Ginsburg was defined by her brilliance, her dedication to public service, her resilience, and her unwavering devotion to taking up the Founders’ calling, set out in the Preamble to our Constitution, to make ours a “more perfect Union.”1 She was a profoundly dedicated public servant in no small measure because she appreciated just how important her role was in ensuring that our Constitution belongs to everyone. Whether as an advocate or a Justice, she tirelessly fought to dismantle discrimination and more generally to open opportunities for every person to live up to their full human potential. Without question, she left this world a better place than she found it, and we are all the beneficiaries. As an advocate, Ruth Bader Ginsburg challenged our society to liber- ate all persons from the gender-based stereotypes that held them back. As a federal judge for forty years—twenty-seven of them on the Supreme Court—she continued and expanded upon that work, even when it meant in dissent calling out her colleagues for improperly walking back earlier gains or halting future progress.2 In total, she wrote over 700 opinions on the D.C.
  • A Denial the Death of Kurt Cobain the Seattle Police Department

    A Denial the Death of Kurt Cobain the Seattle Police Department

    A Denial The Death of Kurt Cobain The Seattle Police Department Substandard Investigation & The Repercussions to Justice by Bree Donovan A Capstone Submitted to The Graduate School-Camden Rutgers, The State University, New Jersey in partial fulfillment of the requirements for the degree of Masters of Arts in Liberal Studies Under the direction of Dr. Joseph C. Schiavo and approved by _________________________________ Capstone Director _________________________________ Program Director Camden, New Jersey, December 2014 i Abstract Kurt Cobain (1967-1994) musician, artist songwriter, and founder of The Rock and Roll Hall of Fame band, Nirvana, was dubbed, “the voice of a generation”; a moniker he wore like his faded cardigan sweater, but with more than some distain. Cobain‟s journey to the top of the Billboard charts was much more Dickensian than many of the generations of fans may realize. During his all too short life, Cobain struggled with physical illness, poverty, undiagnosed depression, a broken family, and the crippling isolation and loneliness brought on by drug addiction. Cobain may have shunned the idea of fame and fortune but like many struggling young musicians (who would become his peers) coming up in the blue collar, working class suburbs of Aberdeen and Tacoma Washington State, being on the cover of Rolling Stone magazine wasn‟t a nightmare image. Cobain, with his unkempt blond hair, polarizing blue eyes, and fragile appearance is a modern-punk-rock Jesus; a model example of the modern-day hero. The musician- a reluctant hero at best, but one who took a dark, frightening journey into another realm, to emerge stronger, clearer headed and changing the trajectory of his life.
  • Constructing Womanhood: the Influence of Conduct Books On

    Constructing Womanhood: the Influence of Conduct Books On

    CONSTRUCTING WOMANHOOD: THE INFLUENCE OF CONDUCT BOOKS ON GENDER PERFORMANCE AND IDEOLOGY OF WOMANHOOD IN AMERICAN WOMEN’S NOVELS, 1865-1914 A dissertation submitted to Kent State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Colleen Thorndike May 2015 Copyright All rights reserved Dissertation written by Colleen Thorndike B.A., Francis Marion University, 2002 M.A., University of North Carolina at Charlotte, 2004 Ph.D., Kent State University, 2015 Approved by Robert Trogdon, Professor and Chair, Department of English, Doctoral Co-Advisor Wesley Raabe, Associate Professor, Department of English, Doctoral Co-Advisor Babacar M’Baye, Associate Professor, Department of English Stephane Booth, Associate Provost Emeritus, Department of History Kathryn A. Kerns, Professor, Department of Psychology Accepted by Robert Trogdon, Professor and Chair, Department of English James L. Blank, Interim Dean, College of Arts and Sciences TABLE OF CONTENTS Acknowledgments .......................................................................................................................... iv Introduction ..................................................................................................................................... 1 Chapter 1: Conduct Books ............................................................................................................ 11 Chapter 2 : Louisa May Alcott’s Little Women and Advice for Girls .......................................... 41 Chapter 3: Bands of Women:
  • The Hitch-Hiker Is Intended to Provide Information Which Beginning Adult Readers Can Read and Understand

    The Hitch-Hiker Is Intended to Provide Information Which Beginning Adult Readers Can Read and Understand

    CONTENTS: Foreword Acknowledgements Chapter 1: The Southwestern Corner Chapter 2: The Great Northern Peninsula Chapter 3: Labrador Chapter 4: Deer Lake to Bishop's Falls Chapter 5: Botwood to Twillingate Chapter 6: Glenwood to Gambo Chapter 7: Glovertown to Bonavista Chapter 8: The South Coast Chapter 9: Goobies to Cape St. Mary's to Whitbourne Chapter 10: Trinity-Conception Chapter 11: St. John's and the Eastern Avalon FOREWORD This book was written to give students a closer look at Newfoundland and Labrador. Learning about our own part of the earth can help us get a better understanding of the world at large. Much of the information now available about our province is aimed at young readers and people with at least a high school education. The Hitch-Hiker is intended to provide information which beginning adult readers can read and understand. This work has a special feature we hope readers will appreciate and enjoy. Many of the places written about in this book are seen through the eyes of an adult learner and other fictional characters. These characters were created to help add a touch of reality to the printed page. We hope the characters and the things they learn and talk about also give the reader a better understanding of our province. Above all, we hope this book challenges your curiosity and encourages you to search for more information about our land. Don McDonald Director of Programs and Services Newfoundland and Labrador Literacy Development Council ACKNOWLEDGMENTS I wish to thank the many people who so kindly and eagerly helped me during the production of this book.
  • Centennial Bibliography on the History of American Sociology

    Centennial Bibliography on the History of American Sociology

    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Sociology Department, Faculty Publications Sociology, Department of 2005 Centennial Bibliography On The iH story Of American Sociology Michael R. Hill [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/sociologyfacpub Part of the Family, Life Course, and Society Commons, and the Social Psychology and Interaction Commons Hill, Michael R., "Centennial Bibliography On The iH story Of American Sociology" (2005). Sociology Department, Faculty Publications. 348. http://digitalcommons.unl.edu/sociologyfacpub/348 This Article is brought to you for free and open access by the Sociology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Sociology Department, Faculty Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Hill, Michael R., (Compiler). 2005. Centennial Bibliography of the History of American Sociology. Washington, DC: American Sociological Association. CENTENNIAL BIBLIOGRAPHY ON THE HISTORY OF AMERICAN SOCIOLOGY Compiled by MICHAEL R. HILL Editor, Sociological Origins In consultation with the Centennial Bibliography Committee of the American Sociological Association Section on the History of Sociology: Brian P. Conway, Michael R. Hill (co-chair), Susan Hoecker-Drysdale (ex-officio), Jack Nusan Porter (co-chair), Pamela A. Roby, Kathleen Slobin, and Roberta Spalter-Roth. © 2005 American Sociological Association Washington, DC TABLE OF CONTENTS Note: Each part is separately paginated, with the number of pages in each part as indicated below in square brackets. The total page count for the entire file is 224 pages. To navigate within the document, please use navigation arrows and the Bookmark feature provided by Adobe Acrobat Reader.® Users may search this document by utilizing the “Find” command (typically located under the “Edit” tab on the Adobe Acrobat toolbar).
  • Publicly-Supported Single Sex Schools and Policy Issues

    Publicly-Supported Single Sex Schools and Policy Issues

    NYLS Journal of Human Rights Volume 14 Issue 1 A SYMPOSIUM ON FINDING A PATH TO GENDER EQUALITY: LEGAL AND POLICY Article 8 ISSUES RAISED BY ALL-FEMALE PUBLIC EDUCATION 1997 PUBLICLY-SUPPORTED SINGLE SEX SCHOOLS AND POLICY ISSUES Dr. Bernice R. Sandler Follow this and additional works at: https://digitalcommons.nyls.edu/journal_of_human_rights Part of the Law Commons Recommended Citation Sandler, Dr. Bernice R. (1997) "PUBLICLY-SUPPORTED SINGLE SEX SCHOOLS AND POLICY ISSUES," NYLS Journal of Human Rights: Vol. 14 : Iss. 1 , Article 8. Available at: https://digitalcommons.nyls.edu/journal_of_human_rights/vol14/iss1/8 This Article is brought to you for free and open access by DigitalCommons@NYLS. It has been accepted for inclusion in NYLS Journal of Human Rights by an authorized editor of DigitalCommons@NYLS. Panel II: Constitutional, Statutory, and Policy Issues Raised by All-Female Public Education PUBLICLY-SUPPORTED SINGLE SEX SCHOOLS AND POLICY ISSUES Dr. Bernice R. Sandier * Whenever we have some sort of social problem, for example, sex discrimination and the education of women and girls, we have three basic strategies. One, we can develop legal and policy strategies which prohibit at least some forms of sex discrimination. Our Constitution and Title IX are good examples of this kind of strategy.' Two, we can develop special . Dr. Bernice Sandier is a Senior Scholar in Residence at the National Association of Women in Education in Washington D.C.. Dr. Sandier is the editor ofAbout Women on Campus, the NAWE quarterly newsletter. Dr. Sandier received her B.A. from Brooklyn College in 1948, her MA. in Clinical and School Psychology from the College of the City of New York in 1950, and her Ed.D from the University of Maryland in 1969.
  • Church Bulletin Inserts-Year Two

    Church Bulletin Inserts-Year Two

    Church Bulletin Inserts-Year Two 57 Anna Spencer 88 Elizabeth Haynes 58 Joel Linsley 89 John Davenport 59 John Cotton 90 Philo Parsons 60 Phyllis Wheatly 91 Abigail Wittelsey 61 Richard Mather 92 Queen Kaahumanu 62 William Goodell 93 Elkanah Walker 63 Sarah Lanman Smith 94 Marcus Whitman 64 Abigal Adams 95 Samuel Seawall 65 Henry Obookiah 96 Mary Chilton 66 Harriot Beecher Stowe 97 Hugh Proctor 67 Gordon Hall 98 Owen Lovejoy 68 Don Mullen 99 John Wise 69 Emma Cushman 100 Harvey Kitchel 70 John Shipherd 101 Frank Laubach 71 John Winthrop 102 Isaac Watts 72 Mary Richardson 103 Charles Chauncy 73 James O'Kelly 104 Mary Brewster 74 Elizabeth Hopkins 105 Josiah Grinnell 75 Francis Peloubet 106 Eleazar Wheelock 76 Mary Dyer 107 Samuel Hopkins 77 Lemuel Haynes 78 Oliver Otis Howard 79 Gaius Atkins 80 Priscilla Alden 81 Neesima Shimeta 82 James Pennington 83 Anne Hutchinson 84 William Bradford 85 Catherine Beecher 86 Horace Bushnell-1 87 Horace Bushnell-2 Did you know Anna Garlin Spencer… Born in 1851, Anna Garlin Spencer is known as a woman of many firsts. She was the first woman ordained as a minster in the state of Rhode Call To Worship Island (an ‘independent’ serving an independent chapel), the first woman L: We are keepers of the Way. to serve as a leader in Ethical Culture. She was also a pioneer in the C: We come, aware of our place as 21st Century pilgrims. profession of social work, a college teacher, an author and expert on the family. L: May we bring to this worship hour and to our very lives, a commitment to refashion this world for Christ.
  • The Pirates' Who's Who, by Philip Gosse 1

    The Pirates' Who's Who, by Philip Gosse 1

    The Pirates' Who's Who, by Philip Gosse 1 The Pirates' Who's Who, by Philip Gosse The Project Gutenberg EBook of The Pirates' Who's Who, by Philip Gosse This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: The Pirates' Who's Who Giving Particulars Of The Lives and Deaths Of The Pirates And Buccaneers Author: Philip Gosse Release Date: October 17, 2006 [EBook #19564] Language: English Character set encoding: ISO-8859-1 *** START OF THIS PROJECT GUTENBERG EBOOK THE PIRATES' WHO'S WHO *** Produced by Suzanne Shell, Christine D. and the Online Distributed Proofreading Team at http://www.pgdp.net Transcriber's note. Many of the names in this book (even outside quoted passages) are inconsistently spelt. I have chosen to retain the original spelling treating these as author error rather than typographical carelessness. THE PIRATES' The Pirates' Who's Who, by Philip Gosse 2 WHO'S WHO Giving Particulars of the Lives & Deaths of the Pirates & Buccaneers BY PHILIP GOSSE ILLUSTRATED BURT FRANKLIN: RESEARCH & SOURCE WORKS SERIES 119 Essays in History, Economics & Social Science 51 BURT FRANKLIN NEW YORK Published by BURT FRANKLIN 235 East 44th St., New York 10017 Originally Published: 1924 Printed in the U.S.A. Library of Congress Catalog Card No.: 68-56594 Burt Franklin: Research & Source Works Series 119 Essays in History, Economics & Social Science
  • Personnages Marins Historiques Importants

    Personnages Marins Historiques Importants

    PERSONNAGES MARINS HISTORIQUES IMPORTANTS Années Pays Nom Vie Commentaires d'activité d'origine Nicholas Alvel Début 1603 Angleterre Actif dans la mer Ionienne. XVIIe siècle Pedro Menéndez de 1519-1574 1565 Espagne Amiral espagnol et chasseur de pirates, de Avilés est connu Avilés pour la destruction de l'établissement français de Fort Caroline en 1565. Samuel Axe Début 1629-1645 Angleterre Corsaire anglais au service des Hollandais, Axe a servi les XVIIe siècle Anglais pendant la révolte des gueux contre les Habsbourgs. Sir Andrew Barton 1466-1511 Jusqu'en Écosse Bien que servant sous une lettre de marque écossaise, il est 1511 souvent considéré comme un pirate par les Anglais et les Portugais. Abraham Blauvelt Mort en 1663 1640-1663 Pays-Bas Un des derniers corsaires hollandais du milieu du XVIIe siècle, Blauvelt a cartographié une grande partie de l'Amérique du Sud. Nathaniel Butler Né en 1578 1639 Angleterre Malgré une infructueuse carrière de corsaire, Butler devint gouverneur colonial des Bermudes. Jan de Bouff Début 1602 Pays-Bas Corsaire dunkerquois au service des Habsbourgs durant la XVIIe siècle révolte des gueux. John Callis (Calles) 1558-1587? 1574-1587 Angleterre Pirate gallois actif la long des côtes Sud du Pays de Galles. Hendrik (Enrique) 1581-1643 1600, Pays-Bas Corsaire qui combattit les Habsbourgs durant la révolte des Brower 1643 gueux, il captura la ville de Castro au Chili et l'a conserva pendant deux mois[3]. Thomas Cavendish 1560-1592 1587-1592 Angleterre Pirate ayant attaqué de nombreuses villes et navires espagnols du Nouveau Monde[4],[5],[6],[7],[8].
  • Game Changer: Title IX 40 Years (PDF)

    Game Changer: Title IX 40 Years (PDF)

    TITLE YEARS E L T I GAME CHANGER T WE CHEER THE 40TH ANNIVERSARY OF TITLE IX AND THE ACTIVISTS WHO HAVE FOUGHT SO HARD FOR WOMEN’S EQUAL EDUCATIONAL OPPORTUNITIES—BUT WE CAN’T FORGET THE CHALLENGES THE LAW STILL FACES YEARS BY ERIN BUZUVIS HARLOTTE MURPHY KNOWS Murphy’s illustrate not only how far the law has come, but also how much a Title IX violation when she more remains before Title IX’s full promise of education equality is realized. sees one. For this Pittsburgh That a fourth grader knows a federal law by name and was able to successfully 11-year-old, the law is simple: assert her rights is a testament to its strength and staying power. At the same C Boys and girls should have time, the fact that girls’ opportunities were threatened while boys’ were not equal opportunity in every suggests that Title IX remains relevant and necessary. aspect of their public-school educa - When Congress approved Title IX as a portion of the Education Amend - tion. So last year, as a fourth grader, ments of 1972, the activists and legislators who worked so hard for its passage when her school, Linden Elementary, were certainly thinking of girls like Murphy. Rep. Edith Green (D-Ore.), Rep. canceled the girls’ basketball season Patsy Mink (D-Hawaii), Sen. Birch Bayh (D-Ind.) and other advocates who but not the boys’, she earnestly wrote helped shepherd Title IX from bill to law were concerned about discrimina - to the superintendent of Pittsburgh tion all the way from kindergarten up, including the widespread exclusion of Public Schools.
  • 2. Women's Progress at the Bar and on the Bench MYTHOLOGY 29–30

    2. Women's Progress at the Bar and on the Bench MYTHOLOGY 29–30

    2. Women’s Progress at the Bar and on the Bench 1. See, e.g., ROBERT E. BELL, DICTIONARY OF CLASSICAL MYTHOLOGY 147 (1982); EDITH HAMILTON, MYTHOLOGY 29–30 (1942). 2. See AESCHYLUS, EUMENIDES. 3. Judges 4. 4. See, e.g., Pnina Nave Levinson, Deborah–A Political Myth (Dec. 1991), available at http://www.bet- debora.de/2001/jewish-family/levinson.htm. 5. CYNTHIA FUCHS EPSTEIN, WOMEN IN LAW 49 (2d ed. 1993). 6. Id. 7. AUDREY C. TALLEY ET AL., MILESTONES FOR WOMEN ATTORNEYS 12 (1993). 8. In re Bradwell, 55 Ill. 535 (1869); see WOMEN IN LAW: A BIO-BIBLIOGRAPHICAL SOURCEBOOK 46 (Rebecca Mae Salokar & Mary L. Volcansek eds., 1996). 9. Myra Bradwell, Editorial, Women Lawyers, CHI. LEGAL NEWS, June 19, 1880, at 857. 10. CURTIS J. BERGER, LAND OWNERSHIP AND USE 139 (1968). 11. See Ruth Bader Ginsburg, Remarks on Women’s Progress in the Legal Profession in the United States, 33 TULSA L.J. 13, 15 (1997); Ruth Bader Ginsburg, The Progression of Women in the Law, 28 VAL. U. L. REV. 1161, 1173 (1994). 12. Herma Hill Kay, The Future of Women Law Professors, 77 IOWA L. REV. 5, 8 (1991). 13. See Ruth Bader Ginsburg, Keynote Address at Hawaii ACLU Conference on Women’s Legal Rights (Mar. 16-17, 1978), quoted in Amy Leigh Campbell, Raising the Bar: Ruth Bader Ginsburg and the ACLU Women’s Rights Project, 11 TEX. J. WOMEN & L. 157, 207 (2002); Deborah L. Rhode, The “No-Problem” Problem: Feminist Challenges and Cultural Change, 100 YALE L.J. 1731, 1751 (1991).