Booker Taliaferro Washington Helped African Americans Gain The Knowledge Of Literacy

The trip from Franklin county to Malden, West Virginia was the first he had ever taken. The trip took Booker’s family many days because all of them had to walk to whole way. They settled in a very small house with many other black and very poor white neighbors. His step-father soon found work for Booker and his brother John. They worked in the salt furnaces and coal mines.

Booker T Washington was one of the best advocates in his time. Growing up in slavery and out coming the horrifying struggles of the 1870’s was a great effort. Born in the era were black people were like flies he found a determination to succeed and discovered many powers in life.

and got a job as a waiter. Soon after this period of time he got a

Booker T. Washington’s philosophy and actions betrayed the interests of African Americans because he was more interested on the blacks getting educated and getting the respect of the white authorities, instead of worrying on getting their political and social equality right away, which was the main interest of the African Americans. In “The Atlanta Exposition Address”, Washington said that blacks would sacrifice their civil rights and social equality for the time being, as long as whites guaranteed that they would receive industrial education and jobs because he believed that in order to fully obtain equality, the blacks should improve themselves. “It is at the bottom of

Education was not readily available for Southern blacks as it was for whites, and Du Bois took notice. In an effort to teach, he was taken aback by “how faithfully, how piteously, this people strove to learn.” (Du Bois, 12) While most African Americans devoted themselves to learning, the information was not presented in an understandable way, and most struggled to even make an advance in basic courses. Du Bois commented that education was a freedom denied to none, and the aggressive pursuit of a higher education was the way of crossing the threshold into equality. In a similar matter, Booker T. Washington praised the school house as a place with equal deliverance as heaven itself. His point of view came through the looking-glass of slavery, being raised a slave himself. As a child, when he carried his mistress’ books to her schoolhouse, he felt that “to get into a schoolhouse and study in this way would be about the same as getting into paradise.”(Washington, 3) Washington,

Booker T. Washington was born during the civil war and was a slave. He lived on a plantation where is mother was the cook and he did not know who his father was. After the Emancipation Proclamation was passed Booker T. Washington along with all the other African Americans during this time period became free. Booker T. Washington always had a desire to read and write. Booker T. Washington earned himself an education and eventually

Booker T. Washington grew up as a slave on a small farm in Virginia in 1856. He rose to become one of the most impactful African-American educators of the late 19th century. When Washington was only ten years old, he worked in a salt furnace. At his next job, he served as a houseboy for a white family and

DuBois also had distinct theories of what he thought African-Americans needed to put into practice, so that they would not be oppressed any longer. DuBois definitely saw the value and worth of African-American people getting both industrial and traditional education. DuBois envisioned all African-Americans being well educated, in the industrial arts and the classics, which would lead to being able to rise up in the world as leaders and teachers. DuBois explained Washington’s mindset as “And so thoroughly did he learn the speech and thought of triumphant commercialism, and the ideals of material prosperity, that the picture of a lone black boy poring over a French grammar amid the weeds and dirt of a neglected home soon seemed to him the acme of absurdities.” (DuBois, 2).

He decided that African Americans should temporarily accept discrimination and racial inferiority from white Americans. He believed that over time, African Americans would earn their equality and fair treatment as they rose economically and became more educated. His focus was in teaching industrial education or education about entering the workforce to African Americans, so they could learn and also economically prosper. In his Atlanta Compromise speech, Booker T. Washington showed what he believed about education and work by saying, “No race can prosper till it learns that there is as much dignity in tilling a field as in writing a poem.” (Washington). This quote shows that he believes education is just as important as work, and he believed both are needed to be successful. This connects with his own life where he was constantly working but also getting educated. Also in his Atlanta Compromise speech, Booker T. Washington publically declared that he would accept segregation and inferiority of the black race in exchange that white Americans would allow education opportunity, economic growth and fair court justice for African Americans (“Booker T. Washington” PBS). He thought that if African Americans had these rights, they would eventually be able to prove themselves worthy of equality. Finally, Booker T. Washington opposed directly fighting back for rights and equality because he thought it would only lead to more violence against

W. E. B. DuBois and Booker T. Washington were both highly intelligent African American men who wrote about the disparities between the lives of whites and blacks in the United States during the nineteenth and into the twentieth centuries. Each man saw the way in which his fellow African Americans were being treated by the white majority and used their intelligence and persuasive skills to bring attention to this very serious issue. Both men fought for equality through nonviolent protest and the application of logical argument and reasoning in order to better their lives and those of their social and ethnic brothers. Despite their shared goal of racial and sociological equality, the two men had very different ideas about how equality would be achieved and about what the African American community should or ought to expect in terms of actually obtaining that equality.

The school system in the country districts of the South is a disgrace and in few towns and cities are Negro schools what ought to be...and...when we call for education we mean real education,” he effectively made his audience view the logic in his claim about racial equality with a specific emphasis on the education of adults and more specifically children (DuBois 2). Mr. DuBois, being the well-educated man that he was, understood that by presenting his claim of educational importance in a logically and sound way, his audience would be exponentially more likely to agree with his view and act on his cause, which is exactly what transpired after his speech. In Mr. Washington’s attempt to persuade his audience in favor of educating the African American population, he chose to appeal to his perverse audience 's sense of desire and ambition. He stated that by “casting down [their] bucket among many people, helping and encouraging them as [they] are doing on these grounds, and to education of head, hand, and heart, [they] will find that [African Americans] will buy [their] surplus land, make blossom the waste of places in [their] fields, and run [their] factories” (Washington 2). In stating his claim the way he did, he hoped that his audience, which was comprised primarily of white, land-owning southerners, would realize the possible economic benefits that would result from educating the black population, and that their innate desire for material wealth would drive them to

Washington's approach to solving the problems African Americans faced was rooted in his belief in an industrial education. Born a slave and educated at Hampton Institute Washington learned from a trade and skill based curriculum. He advocated a

The Influence of Booker T. Washington and W.E.B. DuBois on the Writings from the Harlem Renaissance

Booker learned at an early age the importance of doing things for himself. Another story from the book shows what helped to build Booker's character. While at school he noticed that all of the people were wearing caps. When he confronted his mother about this she explained they could not afford to buy him a store bought cap. But she told him that she would work something out. Washington's mother took two old pieces of cloth and sewed them together to make him a cap. For the rest of his life, he would remember that cap as an important lesson in his life. Washington states: The lesson that my mother taught me in this has always remained with me, and I have tried as best I could to teach it to others. I have always felt proud, whenever I think of the incident, that my mother had the strength of character enough not to be led into the temptation of seeming to be that of which she is not-of trying to impress my schoolmates and others with the fact that she was able to buy me a "store hat" when she was not.Later, the young Washington took a job at the home of a Mrs. Ruffiner as a house servant. Many boys before him, in the same job, lasted had only a few weeks because of her demands. Ruffiner was very strict and expected the best out of the boys that worked for her. She demanded that they be clean and well behaved. This stayed with Booker for the rest of his life. He notes, "Even to this day I never seen bits of paper scattered

Booker T. Washington was one of the most well-known African American educators of all time. Lessons from his life recordings and novelistic writings are still being talked and learned about today. His ideas of the accommodation of the Negro people and the instillation of a good work ethic into every student are opposed, though, by some well-known critics of both past and current times. They state their cases by claiming the Negro’s should not have stayed quiet and worked their way to wear they did, they should have demanded equal treatment from the southern whites and claimed what was previously promised to them. Also, they state that Washington did not really care about equality or respect, but about a status boost in his own life. Both