CLCV 224 Paper 1

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History

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Apr 3, 2024

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1 Ozer Huang Professor Jon Solomon CLCV 224 20 September 2023 Following the abolition of slavery by the 13th Amendment in 1865, the pertinent question about how to retrain and integrate African Americans into free society arose. Two leading voices emerged with contrasting visions: Booker T. Washington, advocating for vocational training, and W. E. B. Du Bois, pushing for higher education. Washington, as elaborated in his autobiography "Up From Slavery," believed that the immediate need was to provide African Americans with skills that would ensure gainful employment and a sense of self-worth. He argued that learning a trade would not only ensure economic stability but also foster community cohesiveness. His approach can be classified as "practical," focusing on tangible skills to uplift the community. As an example, in his Atlanta Compromise speech, he metaphorically suggested that “cast down your bucket where you are,” implying that the newly freed slaves should make the best of their current circumstances, taking up jobs and trades immediately available to them, rather than aspiring for immediate social equality (Washington, "Atlanta Compromise"). Contrarily, Du Bois emphasized the importance of higher education. He foresaw the ripple effect of education: educated individuals would become teachers, educating more individuals in turn. This cycle would ultimately lead to a more informed and integrated society. In his "The Talented Tenth," Du Bois expressed that around ten percent of the African American population would be capable of excelling in higher education, and this subset would be crucial in uplifting the entire race. However, the path to higher education during the 19th century often involved mastering Latin and Greek, which presented a daunting barrier to many. While both Washington and Du Bois aimed to improve the condition of African Americans, their approaches were rooted in their personal experiences and perceptions of immediate needs. Washington's Tuskegee Institute exemplified his vision, focusing on vocational trades and skills (Washington, "Up From Slavery"). Du Bois, on the other hand, believed in the power of intellectual pursuits, often criticizing Washington's approach as short- sighted (Du Bois, "The Souls of Black Folk"). In conclusion, the Washington-Du Bois debate encapsulates a broader historical discussion on education: "liberal or practical." Both approaches have merits. Washington's vision offered immediate economic stability, while Du Bois's perspective promised long-term societal integration and progress. Their debate underscores the complexities of addressing societal inequalities, especially in the aftermath of systemic oppression. Works Cited

2 Washington, Booker T. "Atlanta Compromise." Washington, Booker T. "Up From Slavery." Du Bois, W. E. B. "The Souls of Black Folk." Du Bois, W. E. B. "The Talented Tenth."

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