Nigger rapes his granny
Jesse
Still proud of your granny raping niggers RLM ??
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Detroit man accused of raping grandmother
By Jonathan Oosting | MLive.com
October 27, 2009, 7:38AM
rape-grandmother-fox-2.JPG
A Detroit grandmother says her 19-year-old step-grandson raped her on several
occasions, and she hopes he is treated the same way in prison.
Fox 2 reports Lee Aaron Moorer will face multiple counts of criminal sexual
conduct on Tuesday, and that his step-grandmother will testify against him.
But first, the unidentified victim sat down with the television station to
share her story.
"I want everybody to know he's a rapist, and he's done it to me more than
once," she told Brad Edwards.
"I allowed him and his mother to live with me, and this is what I get."
The grandmother said medication she takes makes her groggy, and she woke up
recently and saw Moorer pulling up his pants.
In text messages Moorer allegedly sent to his grandmother, he asked her not
to tell anyone and threatened suicide.
But the grandmother offered no sympathy.
"I just want him to be violated like he violated me," she said. "If he goes
to jail, I hope they rape him. I hope they make him somebody's princess. I
really do."
http://www.mlive.com/news/detroit/index.ssf/2009/10/detroit_man_accused_of_ra
ping.html
RLM
> She got mad when he didn't pay, and called the po po.
>
> Still proud of your granny raping niggers RLM ??
Not especially and thus I'm different from the Nazi children killers lover you are.
I am proud of this one, far more useful for humanity than the little marine sergeant you
were (a parasite living on the work of others) :
Kelly Miller
in 1887, the first Black mathematics graduate student
Born: July 18, 1863 in Winnsboro, South Carolina.
Died December 29, 1939
Kelly Miller was the sixth of ten children born to Kelly Miller, a free Negro who served
in the Confederate Army during the Civil War, and Elizabeth (Roberts) Miller, a slave.
Miller received his early education in one of the local primary schools established during
Reconstruction and, based on the recommendation of a missionary (Reverend Willard
Richardson) who recognized Miller's mathematical aptitude, Miller attended the Fairfield
Institute in Winnsboro, South Carolina from 1878 to 1880. Awarded a scholarship to Howard
University, he completed the Preparatory Department's three-year curriculum in Latin,
Greek, and mathematics in two years (1880-1882), then attended the College Department at
Howard from 1882 to 1886.
During the period from 1882 to 1886, while Miller attended the College Department at
Howard University, he also worked as a clerk for the U.S. Pension Office for two years.
Kelly Miller was appointed to the position in the Pension Office after taking the civil
service examination a test prescribed by the Civil Service Act passed during the
administration of President Grover Cleveland. Miller's greatest influence while at Howard
University where his professors of Latin (James Monroe Gregory) and History (Howard
president William Weston Patton, who also taught philosophy and conducted weekly vesper
services required of all students). He received a Bachelor of Science (B.S.) from Howard
University in 1886. Miller continued to work at the Pension Office after graduation in
1886. He also studied advanced mathematics (1886-1887) with Captain Edgar Frisby, an
English mathematician at the U.S. Naval Observatory. Frisby's chief at the observatory,
Simon Newcomb, who was also a professor of mathematics at Johns Hopkins University, and
who recommended Miller for admission to Hopkins University President Daniel Coit Gilman.
Johns Hopkins University had recently become the first American school to offer graduate
work in mathematics. As Miller was to be the first African American student admitted to
the university, the recommendation was decided by the Board of Trustees, who decided to
admit Miller based on the university founder's known Quaker beliefs.
From 1887 to 1889 Miller performed graduate work in Mathematics, Physics, and Astronomy.
When an increase in tuition ($100 to $200) prevented Miller from continuing his studies,
Kelly Miller left (and Johns Hopkins closed its doors to Blacks) and taught at the M
Street High School in Washington, D.C. (1889-1890), whose principal was Francis L.
Cardozo. [Note: One source reports that Kelly Miller left school after deciding that his
best contribution would be in the areas of civil rights.]
After teaching mathematics briefly at the M Street High School in Washington, D.C.
(1889-1890), he was appointed to the faculty of Howard University in 1890. Five years
later Miller added sociology to Howard's curriculum because he thought that the new
discipline was important for developing objective analyses of the racial system in the
United States. As dean of the College of Arts and Sciences, he modernized the classical
curriculum, strengthening the natural and social sciences.
From Howard University, Kelly Miller received a Master of Arts (M.A.) in Mathematics
(1901) and a law degree (LL.D.) in 1903.
From 1895 to 1907 Miller was professor of mathematics and sociology, but he taught
sociology exclusively after that, serving from 1915 to 1925 as head of the new sociology
department. In 1894 Miller had married Annie May Butler, a teacher at the Baltimore Normal
School, with whom he had five children.
Noted for his brilliant mind, Miller rapidly became a major figure in the life of Howard
University. In 1907 he was appointed dean of the College of Arts and Sciences. During his
twelve-year deanship the college grew dramatically, as the old classical curriculum was
modernized and new courses in the natural sciences and the social sciences were added.
Miller's recruiting tours through the South and Middle Atlantic states were so successful
that the enrollment increased from 75 undergraduates in 1907 to 243 undergraduates in 1911.
Although Miller was a leader at Howard for most of his tenure there, his national
importance derived from his intellectual leadership during the conflict between the
"accommodationism" of Booker T. Washington and the "radicalism" of the nascent civil
rights movement led by W. E. B. Du Bois. Critical of Washington's famous Cotton States
Exposition Address (1895) in 1896, Miller later praised Washington's emphasis on self-help
and initiative. He remained an opponent of the exaggerated claims made on behalf of
industrial education and became one of the most effective advocates of higher education
for black Americans when it was attacked as "inappropriate" for a people whose social role
was increasingly limited by statute and custom to agriculture, some skilled trades,
unskilled labor, and domestic service.
In the Educational Review, Dial, Education, the Journal of Social Science, and other
leading journals, Miller argued that blacks required wise leadership in the difficult
political and social circumstances following the defeat of Reconstruction, and only higher
education could provide such leaders. Moreover, the race required physicians, lawyers,
clergymen, teachers, and other professionals whose existence was dependent on higher
education. Excluded from most white colleges, black Americans would have to secure higher
education in their own institutions, Miller argued, and some of them, like Howard, Fisk,
and Atlanta Universities, would emphasize liberal education and the professions rather
than the trades and manual arts (industrial education) stressed at Hampton and Tuskegee
Institutes. In the debate between the advocates of collegiate and industrial education,
Miller maintained that the whole matter was one of "ratio and proportion" not "fundamental
controversy." Recognized as one of the most influential black educators in the nation
because of his extensive writing and his leadership at Howard, Miller was sought out by
both camps in the controversy but was trusted by neither because of his refusal to
dogmatically support either of the rival systems.
Miller's reputation as a "philosopher of the race question" was based on his brilliant
articles, published anonymously at first, on "radicals" and "conservatives" in the Boston
Transcript (18, 19 Sept. 1903). With some alterations, these articles later became the
lead essay in his book Race Adjustment (1908). Miller's essays insisted on the right of
black Americans to protest against the injustices that had multiplied with the rise of the
white supremacy movement in the South, as the Du Bois "radicals" did, but he also
advocated racial solidarity, thrift, and institution-building as emphasized by the
followers of Washington. Characteristically, Miller had two reputations as a public policy
analyst, first as a compromiser between black radicals and conservatives, and second as a
race spokesman during the prolonged crisis of disfranchisement and the denial of civil
rights by white supremacists and their elected representatives in Congress. The Disgrace
of Democracy: An Open Letter to President Woodrow Wilson, a pamphlet published in August
1917, was Miller's most popular effort. Responding to recent race riots in Memphisand East
St. Louis, Miller argued that a "democracy of race or class is no democracy at all."
Writing to Woodrow Wilson, he said, "It is but hollow mockery of the Negro when he is
beaten and bruised in all parts of the nation and flees to the national government for
asylum, to be denied relief on the basis of doubtful jurisdiction. The black man asks for
protection and is given a theory of government." More than 250,000 copies of the pamphlet
were sold, and the military authorities banned it on army posts.
Although Miller was best known as a controversialist, he also made important but
frequently overlooked contributions to the discipline of sociology. His earliest
contribution was his analysis of Frederick L. Hoffman's Race Traits and Tendencies of the
American Negro, published by the American Economic Association in 1896. Hoffman attempted
to demonstrate that the social disorganization of black Americans (weak community
institutions and family structure) was caused by an alleged genetic inferiority and that
their correspondingly high mortality rate would result in their disappearance as an
element of the American population. Miller's refutation of Hoffman's claims, A Review of
Hoffman's Race Traits and Tendencies of the American Negro, published by the American
Negro Academy in 1897, was based on a technical analysis of census data.
Perhaps Miller's most lasting contribution to scholarship was his pioneering advocacy of
the systematic study of black people. In 1901 he proposed to the Howard board of trustees
that the university financially support the publications of the American Negro Academy,
whose goals were to promote literature, science, art, higher education, and scholarly
works by blacks, and to defend them against "vicious assaults." Although the board
declined, it permitted the academy to meet on the campus. Convinced that Howard should use
its prestige and location in Washington to become a national center for black studies,
Miller planned a "Negro-Americana Museum and Library." In 1914 he persuaded Jesse E.
Moorland, a Howard alumnus and Young Men's Christian Association official, to donate to
Howard his large private library on blacks in Africa and in the United States as the
foundation for the proposed center. This became the Moorland Foundation (reorganized in
1973 as the Moorland-Spingarn Research Center), a research library, archives, and museum
that has been vital to the emergence of sound scholarship in this field.
The years after World War I were difficult ones for Miller. J. Stanley Durkee, the last of
Howard's white presidents, was appointed in 1918 and set out to curtail the baronial power
of the deans by building a new central administration. Miller, a conspicuously powerful
dean, was demoted in 1919 to dean of a new junior college, which was later abolished in
1925. A leader in the movement to have a black president of Howard, Miller was a perennial
favorite of the alumni but was never selected. Although his influence at Howard declined
significantly by the late 1920s through his retirement in 1934, Miller's stature as a
commentator on race relations and politics remained high. He had become alarmed by the
vast social changes stimulated by World War I and was seen as increasingly conservative.
He opposed the widespread abandonment of farming by black Americans and warned that the
mass migration to cities would be socially and culturally destructive. At a time when many
younger blacks regarded labor unions as progressive forces, Miller was skeptical of them,
citing their history of persistent racial discrimination. He remained an old-fashioned
American patriot despite the nation's many disappointing failures to extend democracy to
black Americans. As a weekly columnist in the black press, Miller's views were published
in more than one hundred newspapers. By 1923 it was estimated that his columns reached
half a million readers. Miller died at his home on the campus of Howard University.
References: [Mickens], [Donaldson], [we also give thanks to African American Faces of
Science], [ Carter G. Woodson, "Kelly Miller," Journal of Negro History (Jan. 1940):
137-38], [August Meier, "The Racial and Educational Philosophy of Kelly Miller,
1895-1915," Journal of Negro Education (July 1960): 121-27], ["Hopkins History: In 1887,
Kelly Miller, Son of a Slave, Became a JHU First." The Johns Hopkins University Gazette
January 16, 2001]
NOTE: A limited collection of Miller's papers, including an incomplete autobiography and a
scrapbook, is at the Moorland-Spingarn Research Center at Howard University. Below is one: