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JUNETEENTH is coming – make plans !!!
Category Archives: ~ Culture & History
In Memory of Bob Marley … 5/11/1981
HISTORY & CULTURE
Bob Marley
Though Bob Marley died of melanoma on May 11, 1981, the singer’s popularity remains alive as ever. His ongoing celebrity has helped Marley’s estate continue to make money (according to Forbes magazine, Marley earned $21 million in 2015, making him the deceased star with the fourth-highest income; proceeds go to his 11 children and his widow). While some of these earnings were from music — more than 75 million of his albums have been sold — Marley’s post-mortem income also reached the stratosphere because his name and image are now used in numerous business endeavors. Here are some of the most interesting products that are tied to the artist and his legacy.
saymedia.com
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Brown V Board of Education ~~ Equality & Opportunity
Brown v. Board of Education (1954)
PBS.org
Brown v. Board of Education (1954), now acknowledged as one of the greatest Supreme Court decisions of the 20th century, unanimously held that the racial segregation of children in public schools violated the Equal Protection Clause of the Fourteenth Amendment. Although the decision did not succeed in fully desegregating public education in the United States, it put the Constitution on the side of racial equality and galvanized the nascent civil rights movement into a full revolution.
In 1954, large portions of the United States had racially segregated schools, made legal by Plessy v. Ferguson (1896), which held that segregated public facilities were constitutional so long as the black and white facilities were equal to each other. However, by the mid-twentieth century, civil rights groups set up legal and political, challenges to racial segregation. In the early 1950s, NAACP lawyers brought class action lawsuits on behalf of black schoolchildren and their families in Kansas, South Carolina, Virginia, and Delaware, seeking court orders to compel school districts to let black students attend white public schools.
One of these class actions, Brown v. Board of Education was filed against the Topeka, Kansas school board by representative-plaintiff Oliver Brown, parent of one of the children denied access to Topeka’s white schools. Brown claimed that Topeka’s racial segregation violated the Constitution’s Equal Protection Clause because the city’s black and white schools were not equal to each other and never could be. The federal district court dismissed his claim, ruling that the segregated public schools were “substantially” equal enough to be constitutional under the Plessy doctrine. Brown appealed to the Supreme Court, which consolidated and then reviewed all the school segregation actions together. Thurgood Marshall, who would in 1967 be appointed the first black justice of the Court, was chief counsel for the plaintiffs.
Thanks to the astute leadership of Chief Justice Earl Warren, the Court spoke in a unanimous decision written by Warren himself. The decision held that racial segregation of children in public schools violated the Equal Protection Clause of the Fourteenth Amendment, which states that “no state shall make or enforce any law which shall … deny to any person within its jurisdiction the equal protection of the laws.” The Court noted that Congress, when drafting the Fourteenth Amendment in the 1860s, did not expressly intend to require integration of public schools. On the other hand, that Amendment did not prohibit integration. In any case, the Court asserted that the Fourteenth Amendment guarantees equal education today. Public education in the 20th century, said the Court, had become an essential component of a citizen’s public life, forming the basis of democratic citizenship, normal socialization, and professional training. In this context, any child denied a good education would be unlikely to succeed in life. Where a state, therefore, has undertaken to provide universal education, such education becomes a right that must be afforded equally to both blacks and whites.
Were the black and white schools “substantially” equal to each other, as the lower courts had found? After reviewing psychological studies showing black girls in segregated schools had low racial self-esteem, the Court concluded that separating children on the basis of race creates dangerous inferiority complexes that may adversely affect black children’s ability to learn. The Court concluded that, even if the tangible facilities were equal between the black and white schools, racial segregation in schools is “inherently unequal” and is thus always unconstitutional. At least in the context of public schools, Plessy v. Ferguson was overruled. In the Brown II case a decided year later, the Court ordered the states to integrate their schools “with all deliberate speed.”
Opposition to Brown I and II reached an apex in Cooper v. Aaron (1958), when the Court ruled that states were constitutionally required to implement the Supreme Court’s integration orders. Widespread racial integration of the South was achieved by the late 1960s and 1970s. In the meantime, the equal protection ruling in Brown spilled over into other areas of the law and into the political arena as well. Scholars now point out that Brown v. Board was not the beginning of the modern civil rights movement, but there is no doubt that it constituted a watershed moment in the struggle for racial equality in America.
History of Brown v. Board of Education
UScourts.gov
- Re-enactment – Use a readers theater format to re-enact the case.
- History of Brown v. Board of Education – Learn about the background and similar cases.
- Justice Thurgood Marshall Profile – Read about Justice Thurgood Marshall’s early life, education, and legal career.
The Plessy Decision ~~ Separate but Equal?
Although the Declaration of Independence stated that “All men are created equal,” due to the institution of slavery, this statement was not to be grounded in law in the United States until after the Civil War (and, arguably, not completely fulfilled for many years thereafter). In 1865, the Thirteenth Amendment was ratified and finally put an end to slavery. Moreover, the Fourteenth Amendment (1868) strengthened the legal rights of newly freed slaves by stating, among other things, that no state shall deprive anyone of either “due process of law” or of the “equal protection of the law.” Finally, the Fifteenth Amendment (1870) further strengthened the legal rights of newly freed slaves by prohibiting states from denying anyone the right to vote due to race.
Despite these Amendments, African Americans were often treated differently than whites in many parts of the country, especially in the South. In fact, many state legislatures enacted laws that led to the legally mandated segregation of the races. In other words, the laws of many states decreed that blacks and whites could not use the same public facilities, ride the same buses, attend the same schools, etc. These laws came to be known as Jim Crow laws. Although many people felt that these laws were unjust, it was not until the 1890s that they were directly challenged in court. In 1892, an African-American man named Homer Plessy refused to give up his seat to a white man on a train in New Orleans, as he was required to do by Louisiana state law. For this action he was arrested. Plessy, contending that the Louisiana law separating blacks from whites on trains violated the “equal protection clause” of the Fourteenth Amendment to the U.S. Constitution, decided to fight his arrest in court. By 1896, his case had made it all the way to the United States Supreme Court. By a vote of 8-1, the Supreme Court ruled against Plessy. In the case of Plessy v. Ferguson, Justice Henry Billings Brown, writing the majority opinion, stated that:
“The object of the [Fourteenth] amendment was undoubtedly to enforce the equality of the two races before the law, but in the nature of things it could not have been intended to abolish distinctions based upon color, or to endorse social, as distinguished from political, equality. . . If one race be inferior to the other socially, the Constitution of the United States cannot put them upon the same plane.”
The lone dissenter, Justice John Marshal Harlan, interpreting the Fourteenth Amendment another way, stated, “Our Constitution is color-blind, and neither knows nor tolerates classes among citizens.” Justice Harlan’s dissent would become a rallying cry for those in later generations that wished to declare segregation unconstitutional.
Sadly, as a result of the Plessy decision, in the early twentieth century the Supreme Court continued to uphold the legality of Jim Crow laws and other forms of racial discrimination. In the case of Cumming v. Richmond (Ga.) County Board of Education (1899), for instance, the Court refused to issue an injunction preventing a school board from spending tax money on a white high school when the same school board voted to close down a black high school for financial reasons. Moreover, in Gong Lum v. Rice (1927), the Court upheld a school’s decision to bar a person of Chinese descent from a “white” school.
The Road to Brown
(Note: Some of the case information is from Patterson, James T. Brown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy. Oxford University Press; New York, 2001.)
Early Cases
Despite the Supreme Court’s ruling in Plessy and similar cases, many people continued to press for the abolition of Jim Crow and other racially discriminatory laws. One particular organization that fought for racial equality was the National Association for the Advancement of Colored People (NAACP) founded in 1909. For about the first 20 years of its existence, it tried to persuade Congress and other legislative bodies to enact laws that would protect African Americans from lynchings and other racist actions. Beginning in the 1930s, though, the NAACP’s Legal Defense and Education Fund began to turn to the courts to try to make progress in overcoming legally sanctioned discrimination. From 1935 to 1938, the legal arm of the NAACP was headed by Charles Hamilton Houston. Houston, together with Thurgood Marshall, devised a strategy to attack Jim Crow laws by striking at them where they were perhaps weakest—in the field of education. Although Marshall played a crucial role in all of the cases listed below, Houston was the head of the NAACP Legal Defense and Education Fund while Murray v. Maryland and Missouri ex rel Gaines v. Canada were decided. After Houston returned to private practice in 1938, Marshall became head of the Fund and used it to argue the cases of Sweat v. Painter and McLaurin v. Oklahoma Board of Regents of Higher Education.
Murray v. Maryland (1936)
Disappointed that the University of Maryland School of Law was rejecting black applicants solely because of their race, beginning in 1933 Thurgood Marshall (who was himself rejected from this law school because of its racial acceptance policies) decided to challenge this practice in the Maryland court system. Before a Baltimore City Court in 1935, Marshall argued that Donald Gaines Murray was just as qualified as white applicants to attend the University of Maryland’s School of Law and that it was solely due to his race that he was rejected. Furthermore, he argued that since the “black” law schools which Murray would otherwise have to attend were nowhere near the same academic caliber as the University’s law school, the University was violating the principle of “separate but equal.” Moreover, Marshall argued that the disparities between the “white” and “black” law schools were so great that the only remedy would be to allow students like Murray to attend the University’s law school. The Baltimore City Court agreed and the University then appealed to the Maryland Court of Appeals. In 1936, the Court of Appeals also ruled in favor of Murray and ordered the law school to admit him. Two years later, Murray graduated.
Missouri ex rel Gaines v. Canada (1938)
Beginning in 1936, the NAACP Legal Defense and Education Fund decided to take on the case of Lloyd Gaines, a graduate student of Lincoln University (an all-black college) who applied to the University of Missouri Law School but was denied because of his race. The State of Missouri gave Gaines the option of either attending an all-black law school that it would build (Missouri did not have any all-black law schools at this time) or having Missouri help to pay for him to attend a law school in a neighboring state. Gaines rejected both of these options, and, employing the services of Thurgood Marshall and the NAACP Legal Defense and Education Fund, he decided to sue the state in order to attend the University of Missouri’s law school. By 1938, his case reached the U.S. Supreme Court, and, in December of that year, the Court sided with him. The six-member majority stated that since a “black” law school did not currently exist in the State of Missouri, the “equal protection clause” required the state to provide, within its boundaries, a legal education for Gaines. In other words, since the state provided legal education for white students, it could not send black students, like Gaines, to school in another state.
Sweat v. Painter (1950)
Encouraged by their victory in Gaines’ case, the NAACP continued to attack legally sanctioned racial discrimination in higher education. In 1946, an African American man named Heman Sweat applied to the University of Texas’ “white” law school. Hoping that it would not have to admit Sweat to the “white” law school if a “black” school already existed, elsewhere on the University’s campus, the state hastily set up an underfunded “black” law school. At this point, Sweat employed the services of Thurgood Marshall and the NAACP Legal Defense and Education Fund and sued to be admitted to the University’s “white” law school. He argued that the education that he was receiving in the “black” law school was not of the same academic caliber as the education that he would be receiving if he attended the “white” law school. When the case reached the U.S. Supreme Court in 1950, the Court unanimously agreed with him, citing as its reason the blatant inequalities between the University’s law school (the school for whites) and the hastily erected school for blacks. In other words, the “black” law school was “separate,” but not “equal.” Like the Murray case, the Court found the only appropriate remedy for this situation was to admit Sweat to the University’s law school.
McLaurin v. Oklahoma Board of Regents of Higher Education (1950)
In 1949, the University of Oklahoma admitted George McLaurin, an African American, to its doctoral program. However, it required him to sit apart from the rest of his class, eat at a separate time and table from white students, etc. McLaurin, stating that these actions were both unusual and resulting in adverse effects on his academic pursuits, sued to put an end to these practices. McLaurin employed Thurgood Marshall and the NAACP Legal Defense and Education Fund to argue his case, a case which eventually went to the U.S. Supreme Court. In an opinion delivered on the same day as the decision in Sweat, the Court stated that the University’s actions concerning McLaurin were adversely affecting his ability to learn and ordered that they cease immediately.
Brown v. Board of Education (1954, 1955)
The case that came to be known as Brown v. Board of Education was actually the name given to five separate cases that were heard by the U.S. Supreme Court concerning the issue of segregation in public schools. These cases were Brown v. Board of Education of Topeka, Briggs v. Elliot, Davis v. Board of Education of Prince Edward County (VA.), Boiling v. Sharpe, and Gebhart v. Ethel. While the facts of each case are different, the main issue in each was the constitutionality of state-sponsored segregation in public schools. Once again, Thurgood Marshall and the NAACP Legal Defense and Education Fund handled these cases.
Although it acknowledged some of the plaintiffs’/plaintiffs claims, a three-judge panel at the U.S. District Court that heard the cases ruled in favor of the school boards. The plaintiffs then appealed to the U.S. Supreme Court.
When the cases came before the Supreme Court in 1952, the Court consolidated all five cases under the name of Brown v. Board of Education. Marshall personally argued the case before the Court. Although he raised a variety of legal issues on appeal, the most common one was that separate school systems for blacks and whites were inherently unequal, and thus violate the “equal protection clause” of the Fourteenth Amendment to the U.S. Constitution. Furthermore, relying on sociological tests, such as the one performed by social scientist Kenneth Clark, and other data, he also argued that segregated school systems had a tendency to make black children feel inferior to white children, and thus such a system should not be legally permissible.
Meeting to decide the case, the Justices of the Supreme Court realized that they were deeply divided over the issues raised. While most wanted to reverse Plessy and declare segregation in public schools to be unconstitutional, they had various reasons for doing so. Unable to come to a solution by June 1953 (the end of the Court’s 1952-1953 term), the Court decided to rehear the case in December 1953. During the intervening months, however, Chief Justice Fred Vinson died and was replaced by Gov. Earl Warren of California. After the case was reheard in 1953, Chief Justice Warren was able to do something that his predecessor had not—i.e. bring all of the Justices to agree to support a unanimous decision declaring segregation in public schools unconstitutional. On May 14, 1954, he delivered the opinion of the Court, stating that “We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal. . .”
Expecting opposition to its ruling, especially in the southern states, the Supreme Court did not immediately try to give direction for the implementation of its ruling. Rather, it asked the attorney generals of all states with laws permitting segregation in their public schools to submit plans for how to proceed with desegregation. After still more hearings before the Court concerning the matter of desegregation, on May 31, 1955, the Justices handed down a plan for how it was to proceed; desegregation was to proceed with “all deliberate speed.” Although it would be many years before all segregated school systems were to be desegregated, Brown and Brown II (as the Courts plan for how to desegregate schools came to be called) were responsible for getting the process underway.
resource: PBS.org UScourts.gov Dec 9, 1952 – May 17, 1954
60 plus years and the struggle for Equity and Opportunity continues! In this 21st Century we still have folks pushing separate – Nativegrl77
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The Brief Origins of May Day
By Eric Chase – 1993.
Most people living in the United States know little about the International Worker’s Day of May Day.
For many others there is an assumption that it is a holiday celebrated in state communist countries like Cuba or the former Soviet Union. Most Americans don’t realize that May Day has its origins here in this country and is as “American” as baseball and apple pie, and stemmed from the pre-Christian holiday of Beltane, a celebration of rebirth and fertility.
In the late nineteenth century, the working class was in constant struggle to gain the 8-hour work day. Working conditions were severe and it was quite common to work 10 to 16 hour days in unsafe conditions. Death and injury were commonplace at many work places and inspired such books as Upton Sinclair’s The Jungle and Jack London’s The Iron Heel. As early as the 1860’s, working people agitated to shorten the workday without a cut in pay, but it wasn’t until the late 1880’s that organized labor was able to garner enough strength to declare the 8-hour workday. This proclamation was without consent of employers, yet demanded by many of the working class.
At this time, socialism was a new and attractive idea to working people, many of whom were drawn to its ideology of working class control over the production and distribution of all goods and services. Workers had seen first-hand that Capitalism benefited only their bosses, trading workers’ lives for profit. Thousands of men, women and children were dying needlessly every year in the workplace, with life expectancy as low as their early twenties in some industries, and little hope but death of rising out of their destitution. Socialism offered another option.
A variety of socialist organizations sprung up throughout the later half of the 19th century, ranging from political parties to choir groups. In fact, many socialists were elected into governmental office by their constituency. But again, many of these socialists were ham-strung by the political process which was so evidently controlled by big business and the bi-partisan political machine. Tens of thousands of socialists broke ranks from their parties, rebuffed the entire political process, which was seen as nothing more than protection for the wealthy, and created anarchist groups throughout the country. Literally thousands of working people embraced the ideals of anarchism, which sought to put an end to all hierarchical structures (including government), emphasized worker controlled industry, and valued direct action over the bureaucratic political process. It is inaccurate to say that labor unions were “taken over” by anarchists and socialists, but rather anarchists and socialist made up the labor unions.
At its national convention in Chicago, held in 1884, the Federation of Organized Trades and Labor Unions (which later became the American Federation of Labor), proclaimed that “eight hours shall constitute a legal day’s labor from and after May 1, 1886.” The following year, the FOTLU, backed by many Knights of Labor locals, reiterated their proclamation stating that it would be supported by strikes and demonstrations. At first, most radicals and anarchists regarded this demand as too reformist, failing to strike “at the root of the evil.” A year before the Haymarket Massacre, Samuel Fielden pointed out in the anarchist newspaper, The Alarm, that “whether a man works eight hours a day or ten hours a day, he is still a slave.”
Despite the misgivings of many of the anarchists, an estimated quarter million workers in the Chicago area became directly involved in the crusade to implement the eight hour work day, including the Trades and Labor Assembly, the Socialistic Labor Party and local Knights of Labor. As more and more of the workforce mobilized against the employers, these radicals conceded to fight for the 8-hour day, realizing that “the tide of opinion and determination of most wage-workers was set in this direction.” With the involvement of the anarchists, there seemed to be an infusion of greater issues than the 8-hour day. There grew a sense of a greater social revolution beyond the more immediate gains of shortened hours, but a drastic change in the economic structure of capitalism.
In a proclamation printed just before May 1, 1886, one publisher appealed to working people with this plea:
- Workingmen to Arms!
- War to the Palace, Peace to the Cottage, and Death to LUXURIOUS IDLENESS.
- The wage system is the only cause of the World’s misery. It is supported by the rich classes, and to destroy it, they must be either made to work or DIE.
- One pound of DYNAMITE is better than a bushel of BALLOTS!
- MAKE YOUR DEMAND FOR EIGHT HOURS with weapons in your hands to meet the capitalistic bloodhounds, police, and militia in proper manner.
Not surprisingly the entire city was prepared for mass bloodshed, reminiscent of the railroad strike a decade earlier when police and soldiers gunned down hundreds of striking workers. On May 1, 1886, more than 300,000 workers in 13,000 businesses across the United States walked off their jobs in the first May Day celebration in history. In Chicago, the epicenter for the 8-hour day agitators, 40,000 went out on strike with the anarchists in the forefront of the public’s eye. With their fiery speeches and revolutionary ideology of direct action, anarchists and anarchism became respected and embraced by the working people and despised by the capitalists.
The names of many – Albert Parsons, Johann Most, August Spies and Louis Lingg – became household words in Chicago and throughout the country. Parades, bands and tens of thousands of demonstrators in the streets exemplified the workers’ strength and unity, yet didn’t become violent as the newspapers and authorities predicted.
More and more workers continued to walk off their jobs until the numbers swelled to nearly 100,000, yet peace prevailed. It was not until two days later, May 3, 1886, that violence broke out at the McCormick Reaper Works between police and strikers.
For six months, armed Pinkerton agents and the police harassed and beat locked-out steelworkers as they picketed. Most of these workers belonged to the “anarchist-dominated” Metal Workers’ Union. During a speech near the McCormick plant, some two hundred demonstrators joined the steelworkers on the picket line. Beatings with police clubs escalated into rock throwing by the strikers which the police responded to with gunfire. At least two strikers were killed and an unknown number were wounded.
Full of rage, a public meeting was called by some of the anarchists for the following day in Haymarket Square to discuss the police brutality. Due to bad weather and short notice, only about 3000 of the tens of thousands of people showed up from the day before. This affair included families with children and the mayor of Chicago himself. Later, the mayor would testify that the crowd remained calm and orderly and that speaker August Spies made “no suggestion… for immediate use of force or violence toward any person…”
As the speech wound down, two detectives rushed to the main body of police, reporting that a speaker was using inflammatory language, inciting the police to march on the speakers’ wagon. As the police began to disperse the already thinning crowd, a bomb was thrown into the police ranks. No one knows who threw the bomb, but speculations varied from blaming any one of the anarchists, to an agent provocateur working for the police.
Enraged, the police fired into the crowd. The exact number of civilians killed or wounded was never determined, but an estimated seven or eight civilians died, and up to forty were wounded. One officer died immediately and another seven died in the following weeks. Later evidence indicated that only one of the police deaths could be attributed to the bomb and that all the other police fatalities had or could have had been due to their own indiscriminate gun fire. Aside from the bomb thrower, who was never identified, it was the police, not the anarchists, who perpetrated the violence.
Eight anarchists – Albert Parsons, August Spies, Samuel Fielden, Oscar Neebe, Michael Schwab, George Engel, Adolph Fischer and Louis Lingg – were arrested and convicted of murder, though only three were even present at Haymarket and those three were in full view of all when the bombing occurred. The jury in their trial was comprised of business leaders in a gross mockery of justice similar to the Sacco-Vanzetti case thirty years later, or the trials of AIM and Black Panther members in the seventies. The entire world watched as these eight organizers were convicted, not for their actions, of which all of were innocent, but for their political and social beliefs. On November 11, 1887, after many failed appeals, Parsons, Spies, Engel and Fisher were hung to death. Louis Lingg, in his final protest of the state’s claim of authority and punishment, took his own life the night before with an explosive device in his mouth.
The remaining organizers, Fielden, Neebe and Schwab, were pardoned six years later by Governor Altgeld, who publicly lambasted the judge on a travesty of justice. Immediately after the Haymarket Massacre, big business and government conducted what some say was the very first “Red Scare” in this country. Spun by mainstream media, anarchism became synonymous with bomb throwing and socialism became un-American. The common image of an anarchist became a bearded, eastern European immigrant with a bomb in one hand and a dagger in the other.
Today we see tens of thousands of activists embracing the ideals of the Haymarket Martyrs and those who established May Day as an International Workers’ Day. Ironically, May Day is an official holiday in 66 countries and unofficially celebrated in many more, but rarely is it recognized in this country where it began.
Over one hundred years have passed since that first May Day. In the earlier part of the 20th century, the US government tried to curb the celebration and further wipe it from the public’s memory by establishing “Law and Order Day” on May 1. We can draw many parallels between the events of 1886 and today. We still have locked out steelworkers struggling for justice. We still have voices of freedom behind bars as in the cases of Mumia Abu Jamal and Leonard Peltier. We still had the ability to mobilize tens of thousands of people in the streets of a major city to proclaim “THIS IS WHAT DEMOCRACY LOOKS LIKE!” at the WTO and FTAA demonstrations.
Words stronger than any I could write are engraved on the Haymarket Monument:
THE DAY WILL COME WHEN OUR SILENCE WILL BE MORE POWERFUL THAN THE VOICES YOU ARE THROTTLING TODAY.
Truly, history has a lot to teach us about the roots of our radicalism. When we remember that people were shot so we could have the 8-hour day; if we acknowledge that homes with families in them were burned to the ground so we could have Saturday as part of the weekend; when we recall 8-year old victims of industrial accidents who marched in the streets protesting working conditions and child labor only to be beat down by the police and company thugs, we understand that our current condition cannot be taken for granted – people fought for the rights and dignities we enjoy today, and there is still a lot more to fight for. The sacrifices of so many people can not be forgotten or we’ll end up fighting for those same gains all over again. This is why we celebrate May Day.
Industrial Workers of the World
General Headquarters
PO Box 180195, Chicago, IL 60618, USA
tel: (773) 728-0996
Email – ghq [at] iww.org
Website – www [at] iww.org
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Maya Angelou … Shine On
Maya Angelou
Author, Poet, Mom, Singer, Dancer, Actor, Activist
© Getty Images
Maya Angelou is an American author and poet. She has published seven autobiographies, three books of essays, and several books of poetry, and is credited with a list of plays, movies, and television shows spanning… wikipedia.org
- Born: April 4, 1928 (age 86), St. Louis, Missouri, USA
- Height: 5′ 11″ (1.82m)
- Spouse: Paul du Feu (m. 1973-1981), Vusumzi Make (m. 1960-1963), Enistasious Tosh Angelos (m. 1951-1954)
- Parents: Vivian Baxter Johnson, Bailey Johnson
- Children: Guy Johnson
Be a Seed for Change 
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