DuBois and Washington on Education Essays

Booker T. Washington (1856, 1915) and William Edward Burghardt Dubois (1868, 1963), were the two most influential black leaders in their time. They were the sole voices of the Negro race. They were like red and green apple. Much like apples they may both be the same, but they both have different tastes in the direction of the Negro.

On September 18, 1895, an African-American spokesman and leader Booker T. Washington spoke in the front of thousands of whites at the Cotton States and International Exposition in Atlanta. His famous “Atlanta Compromise” was one of the most influential speeches in American. regardless Washington soothed his listeners’ concerns about the what they said “uppity” blacks. Mr. Washington was a very well-known black educator. Even though he was born into slavery he strongly felt and believed that racism would in fact end once the blacks put effort into labor skills and proved themselves to society. He pressured industrial education for African-Americans so that they would gain respect from the whites. Washington often was good for ignoring discrimination because it didn’t phase him. But he was so nervous

W.E.B Du Bois and Booker T. Washington were both African American leaders of the 20th Century. However, they strongly differed on creating racial justice in the United States. Their difference in philosophies is still found in much of today's discussions about how to end class and racial injustice. DuBois believed that blacks should fight for their rights by being intellectual and starting at the bottom to end up at the peak of the mountain. Strongly reside in the aspect of W.E.B DuBois.

In Jan Miller’s article, “Annotating Bibliography of the Washington DuBois Controversy,” she states, “Washington had the belief in trying to work within the confining circumstance of the 1890’s, and so his immediate goals often appear accommodating whereas his ultimate aims were purposely rarely mentioned. He feels political and economic salvation would develop simultaneously” (254). Nevertheless, white people continue to walk over African Americans without a fight. Truthfully, Washington is content with gradual political rights because he has more social and political rights than he did before. The critic states, “Washington tried to persuade Whites of self-interest and urges Black to build up racial enterprises” (269). Washington continues to accommodate because he believes in time, African- Americans will be able to cast down their buckets and live a life of

Frederick Douglass and W.E.B DuBois were both key figures in the advancements of black education. Although they had very similar thoughts regarding African Americans’ rights to education, they failed to meet exactly on the importance of equality in education. Frederick Douglass defined education as one of the “chief advantages of freedom” (Douglass). He encouraged freed slaves to actively pursue their education so that they may also pursue their own freedom and self-sufficiency. The time of ignorance that had been previously enforced on them by slave-owners was over, and their new possibilities of knowledge would lead them to “an equal chance with all other men in the common race of life and in the pursuit of happiness” (Douglass).

W.E.B. Dubois was the rivaling civil rights leader during the early 20th century. W.E.B. Dubois believed that through political action and education, full-citizenship of African Americans in America would be achieved. At first, he agreed with Booker T. Washington’s teachings, however through time Dubois realized flaws within Washington’s ideas. Dubois, in “Soul of Black Folk” writes, “The black men of America have a duty to perform, a duty stern and delicate, -- a forward movement to oppose a part of the work of their greatest leader. So far as Mr. Washington peaches

W.E.B. DuBois and Booker T. Washington both strived for the same goal, the end of discrimination against African Americans. Washington opted for a more passive way of fighting back, while DuBois advocated for a more abrupt and hostile way of protesting. Overall, both men desired equality, but I feel Washington’s methods were the best for the well-being of African Americans. Furthering one’s education to go out into the workforce and obtain a quality job would show the white population that African Americans were able to benefit the United States. They are assisting themselves and are also progressively combatting discrimination. Even though the acceptance would take time, the end result would be worth it. Meanwhile, DuBois promoted that education

Washington philosophy was one of economic independence and education for the African American race. Author Earl Thorpe described it as “ the first positive [philosophy]that the masses of Negroes in America ever had.” Washington believed that African Americans must be taught farming and industrial skills so they could be valuable members of the workforce.He thought that this would allow the African American population to gain respect from the whites,and be, “fully accepted as citizens and integrated into all strata of society” (PBS).Washington wanted African Americans to realize it wasn’t disgraceful or embarrassing to labor, saying that labor brought “independence and self reliance” as well as the joy that came with “doing something that the world wants done” (Washington). He believed that the greatest impediment to freedom is African Americans forgetting, “the fact that the masses of [AfricanAmericans] are to live by the production of our own hands” (Washington, Up From Slavery, pg 219-224). Washington believed in economic freedom for African

Washington believes that blacks, starting with so little, would have to begin at the bottom and work up gradually to achieve positions of power and responsibility. DuBois understands Washington’s program, but believes that this is not the solution. DuBois shows opposition to Washington’s approach, not his intent.

Booker T. Washington main focus was based on the reasoning that African American can improve or situate themselves through education, trade training and ownership. The idea behind that is, with education, ownership and status respect and equal rights would follow.

Du Bois however could not remain silenced because he felt the need to aware others of the flaws within Washington's plan. In his doctrine, Washington focused on industrial education rather than higher education for African Americans. According to Washington, by doing this African Americans would win the respect of whites since they could provide something that the whites highly demanded. Du Bois, on the other hand, points out that by having the Negro youth concentrate on industrial education, it deprived those with the possibility of becoming great leaders the proper education needed to fulfill their destiny. It was imperative to provide this type of education to the Negro youth because without educated leaders there would not be anyone to properly fight for the rights of future African American generations. Aside from asking African Americans to give up higher education, Washington also asked that they surrender their political and civil rights. He urged them to accept discrimination in hopes of becoming integrated into the white communities. This belief of African American assimilation lead to "the disfranchisement of the Negro" and established "a distinct status of civil inferiority for the Negro." Du Bois criticized Washington for advocating the submission and inferiority of American Negroes instead of fighting for their

Booker T. Washington believed in “self-help.” He encouraged economic independence over liberal arts. He prefered people of the community to show their productive skills as members of society. He had great hope that this would lead to equality. He also encouraged blacks to accept discrimination and segregation. He believed that “eventually” a change would come and urged them to focus

Washington believed that black people should try to improve labor and service instead of always calling for equality. As the first Africa-American talked aloud to the public, he made the United States to rethink the issue of race relationship. Washington laid stress on black and white could be two single parts, however, we should also be together as a country to best improve our benefits. He said black people could do service, basic jobs, and satisfy white. Together with that, they could also work like white man to use the rest resource to do mental work. His speech was a big move in American race issue, even though other black leaders were not supporting

This philosophy came from his belief that if the Negro could be viewed as economically essential first, then they would able to gain the respect needed to be socially and politically equal. Washington believed in "slow and natural growth" (Washington, 163) and that baby steps, beginning with industrial skill, would eventually bring America to egalitarianism. He sought to lay a "foundation of the race through a generous education of the hand, head, and heart" (Washington, 59). In order for the black race to first make an impact economically, they had to provide a service so essential to life that this action would demand respect. This respect for their economic value would then bleed into other aspects of life, socially and politically. Washington sought to provide the basis of this esteem that would lead to social equality.

He emphasizes this by stating “this is the curriculum of that Higher Education which must underlie true life. On this foundation we may build bread winning, skill of hand and quickness of brain”(DuBois). Washington, on the other hand, believes the negro should be educated on their desired specialty skill. He states “They do not put into their hands the tools they are best fitted to use, and hence so many failures” (Washington). Washington’s view on education differs from DuBois because he believes education should be geared towards the kind of work the negro will be