Hampton Lucy Laney's Ideology Of Industrial Education

Shorris wanted to explore on poverty in America and write a book based on opinions on what keeps people poor. Therefore, as results of varied conversations with special people in prison, Shorris came to support the prisoner, Viniece Walker’s, argument that destitute students are those most in need of a liberal education. Viniece introduced

In his book, The Miseducation of the Negro, Carter G. Woodson addresses many issues that have been and are still prevalent in the African American community. Woodson believed that in the midst of receiving education, blacks lost sight of their original reasons for becoming educated. He believed that many blacks became educated only to assimilate to white culture and attempt to become successful under white standards, instead of investing in their communities and applying their knowledge to help other blacks.

DuBois focused on developing education for the African American race and philosophy to develop. This is the second chapter in his book The Negro Problem. He talks about that with an educated group of exceptional leaders, the rest of the African American community would also benefit from this education. DuBois and Washington are rivals during the time that this document was written and DuBois is trying to focus on industrial education, as like Washington did in his speech. DuBois claims “to attempt to establish any sort of a system of common and industrial school training, without first providing for the higher training of the very best teachers, is simply throwing your money to the winds (3).” Whereas Washington believed in an industrial education, DuBois believed that African Americans needed a classical education. He seeks to promote, “intelligence, broad sympathy, knowledge of the world that was and is and of the relation of man to it” (33-4). DuBois, wants blacks to get a classical education so that they would be able to do something with their lives and reach their full potential. He believes they need to do this for their own self to be able to make a living. I feel like this is very important because I do not think the race of someone should affect the way they are treated in society. During this time, they were not always treated fairly, and most did not even get an education. DuBois just wanted what was best for

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,

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).

African American education systems and colleges faced many issues systematically and socially. The process of integrating colleges was a process faced with opposition because the idea that higher education was made for strictly for white upper-class men was still the underlying ideal. While equal opportunity was promoted in the light, behind the scenes, systematically money, policy, procedure hindered black education and equal opportunity. Realizing this injustice, black students sought to find their own solutions to social justice issues happening not only within higher education but their communities while leading by example.

For generations African Americans have been disadvantaged in America and effects of these injustices have made a lasting impression. Education is one of the leading problems in the black community. Though there have many reforms in education over the years, racial injustices still exist because no attention in placed on how legislature affects people of color. I was raised in a middle-class family of educators. My entire life I’ve been told to “stay in school, get an education, and work hard so that you can beat the system.” Recognizing the structural forces in my life has helped me understand my place in society. Being able to “understand everyday life, not through personal circumstances but through the broader historical forces that

Gregory, Perry and Rankin also explains that In 1907, African Americans infrequently had different choices for advanced education aside from a general (HBCU) .Furthermore, Gregory, Perry and Rankin states that In 2008, HBCUs are still transcendently African American and flourishing in light of the fact that these organizations are effectively teaching and graduating African-American understudies more so than ever before. According to Gregory, Perry, and Rankin Notwithstanding and now and again ignored, HBCUs are an imperative choice for secondary school African-American understudies look into attending more so today than any other secondary institution. Lastly, Gregory, Perry and Rankin explain how (HBCUs) secondary schools offer advantages minority understudies may some way or another not get if they were to attend a non HBCU; which is why minorities and African American understudies choose to attend HBCUs solely over the option of advantages offered at these HBCUs.

DuBois stresses the importance of education amongst the black race. He believes that African Americans should be educated in order to guide and

DuBois was considered to be the inspiration for the literary movement known as the “Harlem Renaissance.” Du Bois also believed that if a small group of young black Americans could stay and retain the information in college educations, then they could be leaders of the race and encourage other black Americans to do the same and to reach a higher level of education. Contrary to Booker T. Washington. W.E.B. Du Bois assumed that if you wanted to achieve something and be good at it, you have to just got for it without turning back. Altered from Booker T. Washington, Du Bois understood that not all black men could go to college, but he believed that the ones that could, should, and should be able to succeed. There were six black institutions, and they were “Atlanta, Fisk, Howard, Shaw, Wilberforce, and Leland, and in those six institutes, only seven hundred and fifty were black college students.” Du Bois take on a trade school was different then Washington’s take on a trade school. Du Bois had said that “trade schools cannot teach people skills and how to fund themselves while keeping industries on a commercial basis.” W.E.B. Du Bois had said that he thinks that there should be social change, and that this could happen if there was a small group of college educated blacks that would be called “the Talented Tenth.” With this Du Bois says: "The Negro Race, like all races, is going to be saved by its exceptional men. The problem of education then, among Negroes, must first of all deal with the "Talented Tenth." It is the problem of developing the best of this race that they may guide the Mass away from the contamination and death of the worst."

However, there were two different views at this time, Washington completely disagreed and wanted the African Americans to go to vocational school and learn trades so they are better able to help one another. He stated that “it is better to know how to lay bricks to help a person in need rather than have the ability to speak Greek to them.” Though both men had the same goal, they wanted to accomplish it in extremely different ways. The way to accomplish any goal is by teaching students as much as we can. In this case, we can teach them academics and trades. We can do this by Dewey’s principle of learn by doing. For example, the students would be able to learn arithmetic by playing store and it would also be a vocational trade. This material would help the students in the future regardless of the path that they choose later in life. I will encourage all of my students to follow whatever they wish to achieve. We all have our place in this world.

In the novel, The Street by Ann Petry the main character Lutie Johnson, a black woman is a single mother raising her son Bub in 1944 Harlem. Lutie, separated from her husband Jim faces many challenges including poverty, sexism, and racism. Children, like her son Bub, living in poverty in the 1940’s cared for themselves while single mothers like Lutie were working; the same is still true today. Lutie was trying to earn a living in order to get Bub and herself out of Harlem, and into a neighborhood where Bub would have a better living conditions including school. Bub was afraid to be alone in their apartment so he spent a great deal of time on the street around external influences that were not the ideal. The street educated Bub instead of the school system. In Harlem, in 1944, poor, black children advanced though the school system whether they were able to read and write or not, the same is true for impoverished children today. In Bub’s neighborhood, his schoolteacher was a white woman who was prejudice against Bub and his classmates based on their skin color and their economic situation. Children like Bub, living in impoverished communities, do not have access to good education and miss the opportunity that education brings due to racism and poverty.

I believe that with motivation and guidance, children of all backgrounds can harbor success in the educational world and receive the skills they need to have a successful and prosperous life. It is a teacher’s duty to encourage lifelong learning, consider individual learning styles and aptitudes, and self-reflect on how to improve. My experiences as an engineer, a person of color, a pre-service teacher, and a STEM advocate have culminated together to form my educational values and philosophy.

About this same time a school had been stated in Kanawha Valley, a little town a few miles away from Malden. This is where Washington began his book education. To attend the school, Washington, at first, had to go to night classes due to his job at the salt mines. With a little persuasion, Washington finally was allowed to attend during the day provided he worked from four o’clock to nine o’clock in the morning. This education was very disorderly due to the fact he could not attend regularly. Eventually Washington had to drop out of the school and continue working full time at the salt mines. Washington continued working at the salt mines until he was able to work in the coal mines. The coal mines paid a little more, but not a significant difference. It was here where Washington overheard two men talking about a new all Negro school in Hampton, Virginia. In order to go to this school, Washington needed to save money for clothes and traveling expenses. For this he worked in the house of Mrs. Viola Ruffner, who turned out to have an ample affect on his life. “The lessons that I learned in the home of Mrs. Ruffner were as valuable to me as any education I have ever gotten since,” (Washington 52). From Mrs. Ruffner, Washington learned about taking pride in having a clean living area. She also encouraged his education during the time of his work there. After saving whatever money he could, Washington set off for the Hampton Normal and Agricultural Institute. During

Education has unequivocally remained one of the most important and ever-changing aspects of society. With the advent of new decades and time periods, educating our youth has remained one of the most important tasks to undertake. The changing needs of students and the modernisation of classic teaching methods have caused quite a shift in terms of pedagogy. Throughout the civil rights movement, especially, there was much conversation about education in terms of how black youth were taught and about equality in terms of tutelage. The civil rights movement evoked a glut of strong feelings concerning the flawed and contradictory educational system in America. During the whole of the 20th century (and late 19th century), it seems, a lot was written about in regards to how the youth-black youth especially-were being educated; many called upon the idea that blacks and whites weren’t being educated the same and that there was a significant imbalance in terms of equality. One of the most important citations in the matter of education is one by Jacob Bronowski, “It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it.” The redolent outlook this quote brings to education rings true to this time period of the 20th century in which education was being drastically changed and reworked.