H340 P1 Outline

H340 P1 Outline - 1. Outline Washington's & DuBois's...

Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
1. Outline Washington’s & DuBois’s respective positions regarding the education of the black population of the United States just before the turn of the 20 th century. a. W.E.B. DuBois i. Black men must be treated as human, sentient, responsible beings, not as cattle. (Clarke et al, p. 282) ii. Urged black universities to be centered on the particular economic, social, and political problems that confront Afro-Americans. (Marable, p. 136) iii. Attempted to construct "A Rational System of Negro Education" by reconciling the two widely diverting tendencies of the day, training for making a living and training for living abroad life. (Logan, p. 7 1) iv. The black man has to embrace the accepted goals of hard work, thrift, honesty and education. v. Advocated higher education for the Negro. (DuBois, p. 130) vi. The outer courts of knowledge must be opened to all. (DuBois, p. 124) vii.It is not enough for the Negroes to declare that color-prejudice is the sole cause of their social conditions, nor for the white South to reply that their social condition is the main cause of prejudice. Both must change, or neither can improve to any great extent. (DuBois, p. 209) viii. Only by the union of intelligence and sympathy across the color- line shall justice and right triumph. (DuBois, p. 209) b. Booker T. Washington i. What Washington valued changed and evolved as he did. In Up From Slavery Washington wrote, “I determined, when quite a small child, that, if I accomplished nothing else in life, I would in some way get enough education to enable me to read common books and newspapers.” (Up From Slavery p. 34) 1
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
ii. With freedom from slavery, African- Americans gained some (relative) freedom to move or do as they pleased, however, Washington noticed that, in general, “…while their wants had increased, their ability to supply their wants had not increased in the same degree.” (Up From Slavery p. 94) The desire to gain material goods came with freedom, however the ability to furnish this desire was still limited. The value of industrial education lay in granting these people the capability in fulfilling their goals. iii. Of all he learned, “I sometimes feel that almost the most valuable lesson I got at the Hampton Institute was in the use and value of the bath.” (Up From Slavery p. 63) As silly as it may sound so far out of context, basic hygiene became a critical aspect of what was taught at Tuskegee. iv. The ultimate in value was in teaching his students to be able to take care of themselves. Washington wrote, “It was my aim to teach the students who came to Tuskegee to live a life and to make a living, to the end that they might return to their homes after graduation, and find profit and satisfaction in building up the communities from which they had come, and in developing the latent possibilities of the soil and the people…” (Thornbrough, p. 39) Washington saw the greatest value in having the knowledge that was taught to them, be passed down to
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 04/18/2008 for the course EDUC-H 340 taught by Professor Foltz during the Fall '07 term at Indiana.

Page1 / 11

H340 P1 Outline - 1. Outline Washington's & DuBois's...

This preview shows document pages 1 - 3. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online