In the early 20th century, two prominent African American figures, Booker T. Washington and W.E.B. DuBois had distinct viewpoints on strategies towards achieving racial equality through education. While Washington emphasized industrial education and gradual integration, DuBois preferred a higher education that promotes civil rights activism. Through the comparisons of their philosophies, it is believed that DuBois’s approach is more effective than Washington’s. Washington’s philosophy of industrial education, manual labor, and accommodation would only keep the African Americans in their societal status; whereas DuBois’s desire for achieving higher education builds a clearer perception of identity. Washington stated that African Americans must “live by the production of [their] hands” and “no matter what …show more content…
Given these considerations, “[making] the community. dependent upon [African Americans],” in other words, using the supply and demand law to attain their desired position and respect is challenging as their labor value is diminished by alternate resources (Washington 80). Meanwhile, DuBois thinks that African Americans must enforce “social regeneration., [solve] problems of race., and evolve higher individualism” through education (DuBois 619-626). This education would not only “give the world new points of view,” but also evoke “self-consciousness, self-realization, [and] self-respect” within the race (DuBois 641, 185-186). With the knowledge, the race would be able to ruminate about their identity and responsibilities, then “merge [their] double self into a better and true self” (Dubois 597, 95-96). According to DuBois, this rising “veil” from the African Americans allows them to retain blackness while finally “attaining [their] place in the world” (Dubois 189,
Dr. Maulana Karenga was a black civil rights activist. He studied at Las Angeles community college and became active in the civil right movement shortly after. He created the African-American holiday of Kwanzaa. He was a very smart man, he earned two doctoral degrees and authored several books on African studies. He looked up to many famous civil rights activists of his time including W.E.B. DuBois and Martin Luther King Jr.
and challenges to African Americans from 1910 until about 1930. Du Bois felt that Americans
DuBois believes that in a time of such social and economic inequality in the Nation the only way for African Americans to take their deserved rights, and overcome the daily injustices of the Gilded Age and racism is through thorough education.
Booker T. Washington and W.E.B. Du Bois are two incredibly famous civil rights activists in United States history. Although they both sought to uplift blacks socially and economically across the country, they clashed over the best strategy for doing so. Coming from vastly different backgrounds, it’s understandable as to why they disagreed. However, as is evident by our current societal problems, Du Bois was the one who had the correct plan. That doesn’t mean that Washington’s ideas were wrong, but they were a temporary solution to a permanent and systematic problem.
“If there is anybody in this land who thoroughly believes that the meek shall inherit the earth they have not often let their presence be known” (Du Bois). This is a quote from African American rights activists W.E.B. Du Bois. It’s a good example of how he views the situation at this time, and how he works mentally as a rights activist. This was a very dangerous time for the African American population in America. During this time period, there were two very well-known men who protested for rights for the African American community. Their names were Booker T. Washington and W.E.B. Du Bois. Both had very different views, but were both doing it as a way to help the African American community. However, for this time period, W.E.B. Du Bois’ philosophies
The writings of Booker T. Washington, Marcus Garvey, and W.E.B. Du Bois postulate a formula for the advancement of African Americans. Each formula can be traced to its advocate’s respective life experience. While their individual formulas differ in the initial priorities and the necessary steps described, when viewed collectively as points in a progression, those points at times intersect and then diverge, and at other times they are divergent and then intersect.
The Similarities and Differences of Booker T. Washington and W.E.B. DuBois’s Views During the late 19th and early 20th century, racial injustice was very prominent and even wildly accepted in the South. Booker T. Washington and W.E.B. DuBois were two of the most renowned “pioneers in the [search] for African-American equality in America” (Washington, DuBois, and the Black Future). Washington was “born a slave” who highly believed in the concept of “separate but equal,” meaning that “we can be as [distant] as the fingers, yet one as the hand in all things essential to mutual progress” (Washington 1042). DuBois was a victim of many “racial problems before his years as a student” and disagreed with Washington’s point of view, which led
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.
Logan Mast 4/29/14 W01100443 1. Following the enforcement of emancipation and the passage of the thirteenth amendment in 1864, African Americans found themselves in a contradictory position of both newfound freedom and great discrimination. The newly freed slaves of America faced a society that, mere years ago, considered them nothing greater than property. During this period, two leaders of monumentally opposed schools of thought emerged in the African American community. Booker T. Washington, and William Edward Burghardt (W.E.B.) Du Bois.
The United States societal system during the 19th century was saturated with a legacy of discrimination based upon race. Cultivating a humanitarian approach, progressive intellectuals ushered in an era of societal reconstruction with the intention to establish primary equalities on the pervasive argument of human race. The experiment poised the United States for rebellion and lasting ramifications. The instantaneous repercussions for both races evolving from the emancipation of African-Americans were plainly stated by the daughter of a Georgia planter in the summer of 1865: "There are sad changes in store for both races" (Nash 469). The long-term ramifications are still in progress. The combination and division of commerce and virtue, north and south, white and black, violence and empathy, and personal and political agendas, created the birth and death of the era of Reconstruction that began during the Civil War and ended in 1877. However, the period of Reconstruction provided the entry for two African-American men, Booker T Washington and W.E.B. DuBois, to rise to leadership positions while propelling radically opposing ideologies. The two differing ideologies served as anchors in a society adrift. Both races, being tossed about by the storm Reconstruction had unleashed upon society, were compelled to reach-out for the anchors that symbolized the prospect of stability. Washington and DuBois anchors were thrust in different bodies of water, but both men's proclamations existed in currents that surged toward a collective body of water. Washington and DuBois's positions on the collaboration amongst the races had extreme variations due to their...
Women should not have the chance for an academic education. They should be trained to cook, clean, and take care of children. What better way would a woman help society? Would she help her neighbor more by teaching them mathematics they will never use or by helping their neighbor raise children? This is similar to what Booker T. Washington claimed about African Americans. He stated that the African Americans should attend vocational schools rather than receive an academic education so they could better further social change. W.E.B DuBois had a different approach to further social change by stating that some African Americans should go to academic schools, while others had trades, and some were considered fools who cannot learn. I believe that all children have the ability to learn whether they are black, brown, honeysuckle, or blue. Children all learn in different ways and in order to teach all children we must discover what way each child learns best. John and Evelyn Dewey demonstrate learn by doing and say that is the best approach to learning. I believe they are correct in some aspects. I will attempt to explain my philosophy on the best way to teach all children regardless of race or gender.
Another crucial figure to the African American movement of the 19th and 20th centuries was W.E.B. DuBois. DuBois was born in 1868 in Massachusetts as a free black person, whose father abandoned him at two years of age (“W.E.B DuBois”). After he graduated high school, he attended many prestigious universities, such as Harvard, Fisk, and Wilberforce (“W.E.B DuBois”). Following this, he was hired as a professor for the University of Pennsylvania, where he “uncovered how slavery still affected the personal lives of African Americans” (“W.E.B DuBois”) by conducting a series of studies in former slave states and examined the results with students, later inspiring him to write the essay “The Strivings of the Negro People” for a large newspaper. To further amplify his point, he wrote dozens of books regarding the mistreatment of African Americans in society.
Booker T. Washington and W.E.B. Du Bois were two influential African American intellectuals who emerged during the late 19th and early 20th centuries. While both sought to uplift the Black community, they had contrasting philosophies and approaches to achieving racial progress. Booker T. Washington believed that Black Americans should focus on education to gain economic independence and social acceptance. Washington emphasized the importance of practical skills and self-help, advocating for African Americans to build economic strength within their own communities before demanding political and social equality. In contrast, W.E.B. is a..
W.E.B. Dubois’ strategy was more effective than Booker T. Washington’s strategy. Dubois felt that blacks did not have to prove they were equal to whites and should not agree to any form of segregation. He felt that blacks should have full political, economic, civil, and social rights. He disagreed with Washington and created the NAACP to fight for blacks’ political and social freedoms throughout the US court system. DuBois’ philosophy is more effective.
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]