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Booker t washington and the struggle for an education
Booker T Washington impact on education
Booker t washington the struggle for an education summary
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In the late 1800s into the early 1900s, two of the major leaders in the African American community were Booker T. Washington and W.E.B. Du Bois. One of the main ideas that both men often expounded upon was that of education in the African American community. However, both men believed in two separate forms of education to help advance the community, Du Bois supported the idea of liberal education, while Washington supported vocational education (Lewis, 2014, 189). This would prove to cause of rift between the two, and lead to Du Bois heavily criticizing Washington for his ideas. In his criticism of Washington’s support of vocational or industrial education, Du Bois makes the argument that Washington is asking African Americans to give up on the idea of “higher education of Negro youth” (Du Bois, 1903, 39) and that an industrial style of education could not match that of a …show more content…
college education (Du Bois 41).
This criticism would prove to be poignant in the eyes of many, due to the fact numerous people saw Washington as an “Uncle Tom” or that he was too focused on being accommodating to the white population (Lewis 189). To push this idea even further, a number of people, including Du Bois saw Washington’s idea of education as “returning blacks to servitude” (Lewis 194). Instead Du Bois, as said earlier, saw the future of the African American community as being led by a core of men, at the top of the group who would become university-educated (Lewis 198). To push this idea even further, a number of people, including Du Bois saw Washington’s idea of education as “returning blacks to servitude” (Lewis 194). However, unlike Du Bois preferred method of education, which focuses on the making sure the top of African
American’s become educated, and seemingly ignores the average citizen, Washington’s could be applied to a wider range of citizens. This could bring up the point, that Du Bois’ ideas go against be seen as going against the strong value and sense of community that has been prevalent throughout the history of African Americans in the U.S. Going beyond that though, there is evidence that could challenge Du Bois opinion that Washington did not appreciate the idea of liberal education, but rather his vocational education provided rather liberal and progressive benefits in a more discreet way. One could first see Washington’s more subtle beliefs and uses of liberal and progressive education in his influences. Washington took influences from a number of “European educators” and promoted ideas such as “learning by doing” and having “a focus on problem solving and experimentation”, all of which were concepts more related to progressivism during Washington’s era (Lewis 193). Washington also made it clear that he believed that his students “should have their minds thoroughly awakened and developed by a severe and systematic training in the academic branches” and that “Tuskegee’s emphasis on Industrial Education implies no lack of appreciation of the colleges and professional schools” demonstrating a clear respect and acknowledgement of liberal education (Washington 1906, p.516). The main reason it seemed that Washington though did place the emphasis he held with industrial education was that he believed education should help serve and “relate to the conditions” of the people in the African American community (Lewis 195). An example would be that if a young African American grew up on a farm it made more sense to educate them in areas relating to agriculture so that they can better do labor in that area, rather than bog them down with more abstract foreign subjects such as languages (Lewis 195). All of this could be seen rational way of educating for its time period, because while Washington did place a priority on a form of education that was more labor intensive, he refused to ignore the more abstract academic areas. All of that would suggest that Du Bois criticisms of Washington, while not entirely baseless, could be seen as a little misguided.
As he saw it, blacks had been exploited since they were stolen out of Africa, so there was no point in it lasting any longer. This is precisely why his philosophy is still relevant today whereas Washington’s isn’t. In our society, if you aren’t striving for higher education, you’re practically dooming yourself to never really attain any measurable success. Just as Du Bois wanted, there is also an increased effort to have blacks in high positions that transcend black-dominated neighborhoods. However, if there were one critique he would have about the current situation of blacks, it would probably be the lack of immediacy. As a black male, simply walking down the street looking suspicious can get you killed, yet, we haven’t taken an incredibly strong stance against it. Sure, in the age of social media, people post all about these issues, but they don’t actually do anything. Du Bois would urge us as an educated society to act now, as he told the masses when he was alive, and that is exactly why his views prevailed over Washington’s and why he is still relevant
Although W. E. B. Du Bois and Booker T Washington were very different, they undoubtedly influenced the Black population of the United States. Du Bois, although supported communism, excellent in a utopian society yet devastating in reality, had his people's interest at heart. Booker T Washington, founder of Tuskegee Institute, did help some Black population's problems, yet he was more interested with the White culture and its ideals.
Like Washington, Dubois agreed that “blacks” needed to become economically independent and find civil equality. However, W.E.B Dubois was offended at racial injustice and inequality. Du Bois understood Washington’s program, but believed this wasn’t the solution Unlike Washington, he demanded that African Americans should immediately have the right to vote, equal rights, and be granted equal educational opportunities. WEB Dubois wanted educational reform in a way that fulfilled requirements for African American students. WEB Du Bois declared African American demands through his “Declaration of the Principles of the Niagara Movement,” in which he demanded social equality.
Du Bois and Washington's approaches towards social change differed greatly. Du Bois stated in The Negro Problem, "The Negro race, like all races, is going to be saved by its exceptional men...developing the best of this race that they may guide...
“It should come as no surprise that Washington’s historical conflict culminated as a struggle between him and DuBois” (Gibson III 66). To say the least, both men were very active in the upbringing of African-Americans, but their differences in displaying out the solution was what brought them apart. Washington wanted the education system to enforce industrial teachings that started at lower economic power, while DuBois had more abstract ideas of equality and voting for African-Americans. Washington was conservative in the matter of African-American inclusion into society, hoping that given enough time and progress, people would learn to accept them, rather than fight for social power like what DuBois stood for. Despite Washington’s program that appealed to White-Americans, he was involved in politics and spoke about the disfranchisement of African-Americans.
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.
Du Bois was a scholar activist who proposed lots of solutions for the issue of racism and discrimination. Du Bois was sort of an opposition to Washington’s ideology, as he strongly believes that it can only help to disseminate white’s oppression towards blacks. We can see his dissatisfaction based on his writing with a title On Booker T. Washington and Others. He wrote that Washington’s philosophy was really not a good idea because the white extremists from the south will perceived this idea as blacks’ complete surrender for the request of civil rights and political equality. Du Bois had a different view on this issue if compared to Washington because of their different early lifestyles. Unlike Washington, Du Bois was born free in the North and he did not receive any harsh experienced as a slave himself and was also grew up in a predominantly white area. In his writings, it is obvious that he thought that the most important thing that the black should gain was to have the equality with whites. Regarding the issue of the voting rights, Du Bois strongly believed that it is important for black people to agitate to get the right to vote. He also believed that the disfranchisement of poor men could mean the catastrophe of South’s democracy (Painter 157). In his writing with a title Of Our Spiritual Strivings, he wrote that it was significant for blacks to exercise the right to vote because there were whites that wanted to put them back in their inferior position—and it was
W.E.B. Du Bois and Booker T. Washington were two very influential leaders in the black community during the late 19th century, early 20th century. However, they both had different views on improvement of social and economic standing for blacks. Booker T. Washington, an ex-slave, put into practice his educational ideas at Tuskegee, which opened in 1881. Washington stressed patience, manual training, and hard work. He believed that blacks should go to school, learn skills, and work their way up the ladder. Washington also urged blacks to accept racial discrimination for the time being, and once they worked their way up, they would gain the respect of whites and be fully accepted as citizens. W.E.B. Du Bois on the other hand, wanted a more aggressive strategy. He studied at Fisk University in Tennessee and the University of Berlin before he went on to study at Harvard. He then took a low paying research job at the University of Pennsylvania, using a new discipline of sociology which emphasized factual observation in the field to study the condition of blacks. The first study of the effect of urban life on blacks, it cited a wealth of statistics, all suggesting that crime in the ward stemmed not from inborn degeneracy but from the environment in which blacks lived. Change the environment, and people would change too; education was a good way to go about it. The different strategies offered by W.E.B. Du Bois and Booker T. Washington in dealing with the problems of poverty and discrimination faced by Black Americans were education, developing economic skills, and insisting on things continually such as the right to vote. ...
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
Du Bois, was the competing ideology at the time. Du Bois rose to prominence and became a great African-American leader in his own right around the time Washington was at his peak. Du Bois respected Washington but largely disagreed with his vision of black society and progression. Du Bois was a leader in several radical (at the time) organizations such as the Conference of Negro Problems and the Niagara Movement. (Lecture 9/27). With a background steeped in education, Du Bois also has a significantly different up-bringing than Washington. In part, this may explain some of the differences in their ideologies. In his book, The Souls of Black Folk, Du Bois addresses Washington and his vision directly. Although Du Bois recognizes Washington’s successes and the caution in which Washington has had to employ in the South, Du Bois is still critical of him. “But aside from this, there is among educated and thoughtful colored men in all parts of the land a feeling of deep regret, sorrow, and apprehension at the wide currency and ascendency which some of Mr. Washington’s theories have gained.” (Du Bois, Souls of Black Folk, pg.36). Washington’s Atlanta Compromise received acclaim but the submissive tone and ideology is what Du Bois is critical of. This quote expresses the emotions felt by not just Du Bois but other educated black men and women throughout the country realizing the errors made in the speech. The acclaim the speech received is also an issue here
He states, “If we make money the object of man-training, we shall develop money-makers but not necessarily men; if we make technical skill the object of education, we may possess artisans but not, in nature, men.” (Du bois 1) This was his problem with the industrial approach. This approach was making black people into workers, laborers, but not necessarily giving blacks full potential to live life fully. “Education must not teach work, it must teach life” (Du Bois) He mentions that blacks have always been intelligent and just were unable to prove it because obstacles such as slavery got in the way. It is wrong to think that blacks were just put on the earth to endorse hard labor. He believes that god has created us all equal, and that blacks should get equal treatment in education too. He argues that Washington fails to stand up for political and civil rights and higher education of blacks. He gives examples of black abolitionist, like Alexander Crummell, and James McCune Smith, these men were college educated men, which made them into the great leaders they are. Black men can become great leaders through attending schools and college universities. “A university is a human invention for the transmission of knowledge and culture from generation to generation, through the training of quick minds and pure hearts, and for this work no other human invention will suffice, not even trade and industrial schools” (Du Bois
...ed from the institution through manual labor. Washington successfully makes his point that manual labor and industrial education could lead to the advancement of the black race following slavery.
Racial discrimination has existed for centuries, but the prejudice in America has specifically been on African Americans. Many people have tried to fight this injustice; some were successful, some were not. Two leaders that rose up against mistreatment of African Americans starting in the early eighteenth century were W.E.B DuBois and Booker T. Washington. Even though they had similar, if not the same, goals, they have very different views on how to reach equality. Booker T. Washington plan required more patience and time, while the followers of W.E.B.DuBois’ philosophy were more demanding and eager to get their civil rights as soon as possible.
Booker T. Washington and W.E.B. Du Bois are the two prominent leaders of the black community in the late 19th and 20th century. They both have the same goal in mind which was to bring social change for the black communities. However, their ideas had numerous differences. Booker T. Washington advocate his philosophy of self-help, racial solidarity and adaptation. He does not want African Americans interfering social and political equality. He wanted blacks to acquire vocational training and take part in the economic development of the New South. Additionally, he wanted blacks to accept discrimination for a short amount of time and concentrate only themselves by working hard and sooner or later they will enjoy the fruit of their labor. Yet,
During the mid 19th and early 20th century, education was a contested topic among the Black community, which created a massive split between Black scholars. Booker T. Washington and W.E.B. Du Bois are mainly focused on in the debate about what type of education education should be taught to Blacks in order to raise their social mobility, but there is also a variety of different scholars that advocated for different forms of education. Education was contested among Black scholars because the Jim Crow system effected Blacks socially, economically, and politically, which made Black scholars believe that universal education was the solution to raising Black social mobility, but due to the various problems that Blacks faced it formed Black scholars’