Uplifting a People: Work and Education Booker T. Washington and W.E.B. Du Bois debated the best method of assimilating former slaves and their descendants into a white American society. Washington called for a focus on productivity and deplored Du Bois’ educational focus as impractical. Du Bois highlighted the importance of education and disapproved Washington’s focus as a perpetuation of blacks as second class subjects. Washington believes the best way to integrate former slaves and their descendants into American society was through creating economic independence and productivity first that would ultimately lead blacks to society equality. By mental and industrial education, Washington believes “there will be no doubt of [a black man’s] …show more content…
This ethic not only allows blacks the means of economic independence through the possession of land and tools, but also ameliorate the white and black society as a whole. The black man’s success in personal economic independence would naturally lead toward a progression of white acceptance of blacks in societies and eventually, equality. By delaying a push for immediate civil equality and promising continued land labor, Washington’s message proves appealing to Southern white land owners. However, Washington emphasizes on the importance of bearing a good nature while “joining hands with the Negro [by taking] him whom …show more content…
Rather, education “fails to reach down and [brings] the humblest up to the fullest enjoyment of the blessings of our government” while disregarding the costs of “[apparatuses] used or how modern the methods in instruction employed” (67). Subjects such as arithmetic or art neither creates a “more honest” man, nor results in making “the strong less willing to oppress the weak means little” (68). Furthermore, Washington contends Du Bois’ methods propounding intellectual development. He criticizes a “mere book training” as missing the true purpose of education, to make men “useful, honest, and liberal” (72). The education Du Bois favors failed the white men in society by neglecting to “give [them] moral courage to stand up in defense of right and justice” (73) for the heinous treatment and enslavement of their black neighbors. Rather than pushing for voting rights, Washington argues “it is more important that we be prepared for voting” (74) through productivity. Merely allowing for all to vote would not immediately create wiser voters. By teaching a society a means of practical economic self-sufficiency, Washington argues this creates an atmosphere of Christian values such as “forbearance, longsuffering, and forgiveness” (74), benefiting the community in the long
Alridge, Derrick P. The Educational Thought of W.E.B. Du Bois: An Intellectual History. New York: Teachers College, 2008. Print.
...ncerning voting rights, social change, education, and the role of the black man in the South. Du Bois Believed that African Americans should get social and political equality immediately and through education, while Washington thought that African Americans should get social and political equality gradually and through trade skills. Although both offer valid points and arguments, Washington has a more convincing and beneficial philosophy than Du Bois. Booker T. Washington had a gradual approach towards political and social equality which allowed society to slowly accept African Americans into their society which allowed society to adjust better unlike Du Bois who wanted a drastic change. Washington also focused on having an education on trade skills that allowed African Americans to work and contribute to the economy, which allowed them to have a place in society.
When it all comes down to it, one of the greatest intellectual battles U.S. history was the legendary disagreement between Booker T. Washington and W.E.B. DuBois. This intellectual debate sparked the interest of the Northerners as well as the racist whites that occupied the south. This debate was simply about how the blacks, who just gained freedom from slavery, should exist in America with the white majority. Even though Washington and DuBois stood on opposite sides of the fence they both agreed on one thing, that it was a time for a change in the treatment of African Americans. I chose his topic to write about because I strongly agree with both of the men’s ideas but there is some things about their views that I don’t agree with. Their ideas and views are the things that will be addressed in this essay.
Booker T. Washington was an African American leader who established an African-American college in 1181. Then in 1895 delivered the Atlanta Compromise Speech to an audience of mainly Southerners, but some Northerners were present. In his speech he made a few points. He said, “No race can prosper till it learns that there is as much dignity in tilling a field as in writing a poem.” Washington believed that the African American race needed to learn first that manual labor was just as important as the work of intellects. He thought that until they learned this they were not worthy of becoming intellects themselves. The color line is thus important in teaching them this lesson. He also said, “It is important and right that all privileges of the law be ours, but it is vastly more important that we be prepared for the exercise of these privileges.” His opinion was that one day blacks would deserve to have equal rights with the whites, but right now in 1895 the blacks needed to be...
In the Gilded Age, a massive wave of industrialization and modernization fell upon the United States. As a response to new opportunities blacks gained, Jim Crow and discrimination were created to suppress them. A collection of rules and anti-black policies became engaged in everyday life. Two key figures appeared to combat these issues: Booker T. Washington and W.E.B. Du Bois. Washington’s plan to handle issues of poverty and discrimination were focused on the idea of community. His argument was to have whites support blacks in the workforce so that all of America’s economy would rise. He directed his idea to appease and welcome white folks since they were still far more influential in public policy, and said that eventually over time, whites would develop respect for blacks and provide them with civil rights. On the other hand, W.E.B Du Bois called for a more radical approach to gain civil rights. His plan advocated for an elite group of intellectuals in the black community to speak out and create social change. He
When talking about the history of African-Americans at the turn of the twentieth century, two notable names cannot be left out; Booker T. Washington and W.E.B Du Bois. They were both African-American leaders in the late 1800’s to early 1900’s, fighting for social justice, education and civil rights for slaves, and both stressed education. This was a time when blacks were segregated and discriminated against. Both these men had a vision to free blacks from this oppression. While they came from different backgrounds, Washington coming from a plantation in Virginia where he was a slave, and Du Bois coming from a free home in Massachusetts, they both experienced the heavy oppression blacks were under in this Post-Civil War society. Booker T. Washington and W.E.B Du Bois were both pioneers in striving to obtain equality for blacks, yet their ways of achieving this equality were completely different. W.E.B Du Bois is the more celebrated figure today since he had the better method because it didn’t give the whites any power, and his method was intended to achieve a more noble goal than Washington’s.
Both Washington and DuBois wanted the same thing for blacks—first-class citizenship—but their methods for obtaining it differed. Because of the interest in immediate goals contained in Washington’s economic approach, Whites did not realize that he anticipated the complete acceptance and integration of Negroes into American life. He believed blacks, starting with so little, would have to begin at the bottom and work up gradually to achieve positions of power and responsibility before they could demand equal citizenship—even if it meant temporarily assuming a position of inferiority. DuBois understood Washington’s program, but believed that it was not the solution to the “race problem.” Blacks should study the liberal arts, and have the same rights as white citizens.
Washington 's programme naturally takes an economic cast” (Du Bois). Du Bois believed that Washington’s theory was a gospel of Work and Money that ultimately overshadowed the higher aims of life” Later he makes another statement so powerful that should have made all African Americans want to stand up and fight for a better social status and rights for both the South and North. He goes on stating “The growing spirit of kindliness and reconciliation between the North and South after the frightful differences of a generation ago ought to be a source of deep congratulation to all, and especially to those whose mistreatment caused the war; but if that reconciliation is to be marked by the industrial slavery and civic death of those same black men, with permanent legislation into a position of inferiority, then those black men, if they are really men, are called upon by every consideration of patriotism and loyalty to oppose such a course by all civilized methods, even though such opposition involves disagreement with Mr. Booker T. Washington.” (Du
Booker T. Washington Booker T. Washington was a great leader. He was all for helping the black community become stronger. His goal was very hard to achieve considering the period in which he lived. America, during Washington's time under reconstruction. The Civil War was over and blacks were, by law, equal to any other human being.
Of the many truly inspirational speeches given by African Americans, Booker T. Washington’s The Atlanta Exposition Address is one of the few that intends to achieve compromise. In his speech, Washington is trying to persuade an audience composed significantly of white men to support African Americans by granting them jobs and presenting them with opportunities. His goal is to convince his white audience that African Americans will be supplied with jobs lower than those of white men, allowing white men always to be on top. Booker T. Washington’s The Atlanta Exposition Address adopts a tone of acquiescence and compromise to persuade a predominantly white audience to accept his terms.
Booker T. Washington was the first African American whose likeness appeared on a United States postage stamp. Washington also was thus honored a quarter century after his death. In 1946 he also became the first black with his image on a coin, a 50-cent piece. The Tuskegee Institute, which Washington started at the age of 25, was the where the 10-cent stamps first were available. The educator's monument on its campus shows him lifting a symbolic veil from the head of a freed slave.
Washington uses a coaching style approach regarding his process of getting his fellow African Americans to enroll in schools and pursue a higher education. Washington embraces the path-goal theory supportive leader behavior perfectly by leading them down a path with the end goal being beneficial to all those who follow it. He motivates his followers by ensuring them that if they work hard and receive a proper education that they will be free from the chains of ignorance and stereotypes that black men and women are only good for manual labor. Although he received mixed reviews at first, people eventually listened and followed his philosophy and sought out higher education. This was very successful as the percentage of African Americans and other minority groups enrolling and graduating college is still increasing. The way Booker T. Washington used Transformational Leadership was by taking a stand and speaking up about the inequality African Americans were enduring regarding education and receiving fewer opportunities than white people. He did not know how far his speeches and philosophy would go, but he knew he had to try something to improve the situation for his people. Washington stated, “…I plead for industrial education and development for the Negro not because I want to cramp him, but because I want to free him.” With this quote we understand his vision as he challenges African Americans to get their education
Booker T. Washington was a young black male born into the shackles of Southern slavery. With the Union victory in the Civil War and the Emancipation Proclamation of 1863, Washington’s family and blacks in the United States found hope in a new opportunity, freedom. Washington saw this freedom as an opportunity to pursue a practical education. Through perseverance and good fortunes, Washington was able to attain that education at Hampton National Institute. At Hampton, his experiences and beliefs in industrial education contributed to his successful foundation at the Tuskegee Institute. The institute went on to become the beacon of light for African American education in the South. Booker T. Washington was an influential voice in the African American community following the Civil War. In his autobiography, Up from Slavery, Washington outlines his personal accounts of his life, achievements, and struggles. In the autobiography, Washington fails to address the struggle of blacks during Reconstruction to escape the southern stigma of African Americans only being useful for labor. However, Washington argues that blacks should attain an industrial education that enables them to find employment through meeting the economic needs of the South, obtaining moral character and intelligence, and embracing practical labor. His arguments are supported through his personal accounts as a student at Hampton Institute and as an administrator at the Tuskegee Institute. Washington’s autobiography is a great source of insight into the black education debate following Reconstruction.
Booker T. Washington, regarded today to be one of the greatest inspired and valued African American dignitaries, was brought into slavery at birth yet later liberated by the transfiguring outcomes of the Emancipation Proclamation. In maintaining his charming and serene character along with his part in humanitarian doings, political affairs, and debates, resulted in an outcome of great recognition quickly after the conclusion of the civil war. He worked for the coexistence of blacks and whites and in his strive, he delivered his most famous speech, known as the “Atlanta Compromise”. He expresses his beliefs that African Americans should take advantage of what they know and strive to excel in the occupations that they already have instead of
Fordism and Scientific Management are terms used to describe management that had application to practical situations with extremely dramatic effects. Fordism takes its name from the mass production units of Henry Ford, and is identified by an involved technical division of labour within companies and their production units. Other characteristics of Fordism include strong hierarchical control, with workers in a production line often restricted to the one single task, usually specialised and unskilled. Scientific management, on the other hand, "originated" through Fredrick Winslow Taylor in 1911, and in very basic terms described the one best way work could be done and that the best way to improve output was to improve the techniques or methods used by the workers. (Robbins p.38)