As a rule, there was food for whites and blacks, but inside the house, and on the diningroom table, there was wanting that delicacy and refinement of touch and finish which can make a home the most convenient, comfortable, and attractive place in the world. ithal there was a waste of food and other materials which was sad.
ashington 18)

ashington was also frequently asked by people he came into contact with, how he could remain so up-beat about the future for himself, his school and his race, given the conditions they had endured.

hen persons ask me in these days how, in the midst of what sometimes seem hopelessly discouraging conditions, I can have such faith in the future of my race in this country, I remind them of the wilderness through which and out of which, a good Providence has already led us.

ashington 17)

ashington, unlike many before him and unlike…...

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Works Cited

Denton, Virginia Lantz. Booker T. Washington and the Adult Education Movement. Gainesville, FL: University Press of Florida, 1993.

Harlan, Louis R. Booker T. Washington: The Wizard of Tuskegee 1901-1915. New York: Oxford University Press, 1983.

Sehat, David. "The Civilizing Mission of Booker T. Washington." Journal of Southern History 73.2 (2007): 323.

Washington, Booker T. Up from Slavery: An Autobiography. New York: A.L. Burt, 1901.

Booker T. ashington
The inspiring stories that Booker T. ashington shares with readers in his turn of the century book of articles, Up From Slavery should be required reading for American high school students. The book's more poignant stories should be as much a part of a high school student's studies as the reasons for the Civil ar, as the important players in the Civil Rights Movement. ell before the Civil Rights Movement, well before civil rights and voting rights legislation in Congress, in the midst of horrifyingly unfair Jim Crow segregation racism in the south, ashington stood out among men of all colors for his advocacy of education and his leadership in pursuit of education for all. This paper reviews / critiques his quest for education, his passion for helping others, particularly those who have been disenfranchised, to have a chance to learn.

A Slave Among Slaves - Background on ashington's…...

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Works Cited

Washington, Booker T. Up From Slavery. 1901.

He wanted the Black people to "cast their buckets where they are." (Parish) The Atlanta Compromise was significant because it made ashington extremely well-known and well-liked among hites and it helped him in getting a lot of money for his establishment, Tuskegee Institute. It was also imperative because there were other African-Americans who were being aggressive in challenging hite supremacy and teaching Black and hite people diverse thoughts about impartiality. hen ashington presented this speech, it became tougher for them to get their concepts out. After giving this speech ashington became an extremely popular speaker after the reconstruction period and had speaking arrangements all around the United States.
Conclusion

In conclusion, Booker T. ashington recognized that his people would not be equivalent to whites and instead of going against them, it would just be easier to accept things the way they were. Booker T. ashington put his attention on having education…...

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Works Cited

"The Case of the Negro." 21 July 2002. University of Virginia Library's Electronic Text Center. 26 September 2011 .

Parish, Miles. "Booker T. And the Atlanta Compromise." 2003. SeeBlack.com. 26 September 2011 .

Pryor., Archon Theodore M. "Booker T. Washington: An Uncommon Perspective." 1993. Dictionary of American Biography. 26 September 2011 .

Sexton, Timothy. "Booker T. Washington Tried to Destroy the NAACP." 2005. 27 September 2011 .

He was opposed to Segregation and refused to accommodate the views of bigoted White Southerners. (Souls, 248).
Leadership in the African-American communities of the United States -- Duois' took a more symbolic, elitist approach to leadership than Washington. His organizations, the Niagara Conference and the National Association for the Advancement of Colored Peoples, were started as small councils of influential leaders and citizens. The NAACP effects change primarily through legal challenges, public education, and political lobbying.

Reconstruction -- Duois thought highly of the Freedman's ureau system during the Reconstruction Era. He thought that such institutions were necessary to protect a vulnerable population from the irate Southern Whites. He even envisioned an expanded Freedman's ureau "with a national system of Negro schools; a carefully supervised employment and labor office; a system of impartial protection before the regular courts; and such institutions for social betterment as savings-banks, land and building association, and social…...

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Bibliography

Henretta, James A. America's History, volume 2 (since 1865), 6th edition. Bedford:St. Martin's, 2007. Print.

Takaki, Ronald T. A Different Mirror: a History of Multicultural America. Boston: Little, Brown &, 1993. Print.

Washington, Booker T. Up from Slavery; an Autobiography,. New York: Doubleday, Page &, 1901. Print.

DuBois, W.E.B. The Souls of Black Folk. New York: Vintage / Library of America, 1990. Print.

Booker T. ashington and .E.B. Du Bois present opposing representations of the diametrically opposed philosophies that came to define African-American culture in the United States during the upheaval of Reconstruction. ashington, in his autobiography Up From Slavery, advocates a sweeping reconciliation between former slaves and their former owners, believing that the most accessible path to securing rights for his people is paved with acquiescence and cooperation, rather than by forcible assertion. Du Bois, meanwhile, in The Souls of Black Folk, advocates an approach premised on the attainment of political power, an insistence on civil rights and, perhaps most importantly, the pursuit of higher education by young black men. Though both authors appear to strive for similar goals in their work, namely, the shedding of the last remnants of slavery from African-American culture, they are in strident opposition when it comes to the most productive means of achieving that goal. These…...

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Works Cited

Bradely, T. (2008, December 5). Final fundraising figure: obama's $750m. ABC News Politics, 1-4.

Crowley, C., & Hornick, E. (2009, September 17). Race and politics in the age of obama. CNN Politics, 2-4.

Chopra, D. (2011, May 2). Religion and politics. The Times of India, p. 1-3.

Du Bois, W.E.B. (1903). The souls of black folk. Chicago, IL: A.C. McClung and Co.

Indeed, ashington's efforts at the advancement of his people were cast as a direct counterpoint to the militant action of Marcus Garvey's followers and other hardline desegregationists. To ashington, the black man was simply in the process of earning his equality through hard-won collective advancement. In this altogether different approach to the problems experienced by the black man in America, ashington's was a more conciliatory mode aimed at the political rationality of whites. In one such plain, ashington would argue, "in all discussion and legislation bearing upon the presence of the Negro in America, it should be borne in mind that we are dealing with a people who were forced to come here without their consent and in the face of a most earnest protest. This gives the Negro a claim upon your sympathy and generosity that no other race can possess. Besides, though forced from his native land into…...

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Works Cited:

Dubois, W.E.B. (1903). Of Mr. Booker T. Washington and Others. The Souls of Black Folk.

Washington, B.T. (1901). An Autobiography: The Story of My Life and Work. Documenting the American South

With this, Douglass can securely make the claim that slaves are, in fact, human. He does so with conviction, and aims to persuade his predominately white audience that they are capable of harboring reason and complex emotions, like the readers themselves.

"The white children could tell their ages. I could not tell why I ought to be deprived of the same privilege," (Douglass 47). Slavery psychologically impacted individuals -- it completely stripped them of their innate identity, which is a difficult thing to understand in a context of a country so dead-set on individualism within its very foundations.

"the dark night of slavery closed in upon me; and behold a man transformed into a brute," (Douglass 105). Douglass claims the end of slavery and freedom is the climax. When he realizes he is a man, and refuses to obey Covey, that was his freedom; "It was a glorious resurrection, from the tomb…...

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References

Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave. New York: Penguin Publishing. 1986.

Schulkin, Carl. "Jacqueline M. Moore, Booker T. Washington, W.E.B. Du Bois and the Struggle for Racial Uplift." Teaching History: A Journal of Methods. 30(2):105-107.

Washington, Booker T. Up from Slavery: An Autobiography. New York: Doubleday,-Page & Co. 1919.

Booker T. Washington W.E.B. Dubois. Develop a position effectiveness man's ideas time.
Booker T. Washington and W.E.B. Du Bois propagated notions that represented an ideological conflict regarding the future for African-Americans at the turn of the 20th century. The former believed in adopting African-American behavior within an accommodationist framework. Essentially, Washington was resigned to the fact that African-Americans would never enjoy full civil rights and equality within the U.S. Therefore, he advocated that they accept this notion willingly, resign themselves to second class citizenship, and learn a trade or two in order to still earn a living (Gibson, no date). He believed that they could not make any other substantial contributions to society other than in a supportive role to Americans with full-fledged rights -- namely, Caucasians.

Du Bois, on the other hand, abhorred such apathy and was given over to the notion of the attainment of full civil rights for…...

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References

Du Bois, W.E.B. (1903). "The Talented Tenth." In The Negro Problem: A Series of Articles by Representative American Negroes of To-Day. NY: James Pott & Company. Retrieved from http://www.webdubois.org/dbTalentedTenth.html

Gibson, R.A. (No date). "Booker T. Washington and W.E.B. Du Bois: The problem of negro leadership." www.yale.eud. Retrieved from  http://www.yale.edu/ynhti/curriculum/units/1978/2/78.02.02.x.html

Topic: An argumentative comparison of Booker T Washington’s “Speech at the Atlanta Exposition,” and W.E.B. Du Bois', \"The Talented Tenth\". Introduction
Any narrative on African American history is incomplete if one fails to examine the competition between W.E.B. Du Bois and Booker T. Washington that, between the latter part of the nineteenth century and the early twentieth century, altered the route of America's pursuit of equality, besides ending up facilitating the rise of the contemporary Civil Rights Movement. While both rivals belonged to the very same period, were highly talented academicians, and were activists promoting African American civil rights, they differed with respect to their background and the approach adopted by them which eventually influenced the future the most (Blatty, 2015). In this paper, a detailed examination of both activists' works will be performed, and a few fundamental questions pertaining to the difference in their technique of raising African Americans to a…...

ashington Do?
Booker T. ashington faced the same, if not worse, treatment of his fellow African-American citizens when he penned his 1901 autobiography Up From Slavery. During his lifetime, ashington witnessed the utter failure of Reconstruction to bring about appreciable change or socioeconomic progress in the South. Although he recognized rank oppression and racism as being unfortunate parts of American history, the title of his book reflects the optimistic attitude of ashington. ashington hoped that through education and a willingness to work hard, African-Americans could achieve racial parity and upward social mobility. Because he also believed in obedience to the law and social harmony, ashington would be dismayed to see videos of police officers using unnecessary force on young people of all races. hen faced with the truth of racism in the 21st century in America, ashington would be forced to contend with ongoing debates on how to address race…...

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Work Cited

Washington, Booker T. Up From Slavery. Dover, 1995.

Here we can see how ashington is utilizing his education to make illustrations and prove a point about African-Americans. He also exhibits a great deal of maturity throughout the course of the book that is commendable. henever he would encounter anyone that spoke negatively about his race he states that he only felt pity for the individual because he or she only wanted to "stop the progress of the world, and because I know that in time the development and the ceaseless advance of humanity will make him ashamed of his weak and narrow position" (204). This statement reflects a man that has matured and, because of his education, understands the nature of humanity.
No mad can keep a dream without hope. The end of the autobiography demonstrates the great hope that ashington has for mankind. He lived to see many thing and he changed the world around him in…...

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Works Cited

Washing, Booker. Up From Slavery. The University of North Carolina Online Library.   Information Retrieved November 21, 2008.http://docsouth.unc.edu/fpn/washington/washing.html .

Booker Washington and W.E.B. Du Bois
The equality concerns Americans face in the workplace today can be traced back to the end of slavery and the way in which legislators in the South handled the integration of the black population into society as employees rather than slaves. It is therefore interesting to examine documents from the era after the civil war in order to gain insight into the thinking of the general population and of leaders at the time. Hence, when considering W.E.B. Du Bois' "Talented Truth" and Washington T. Booker's speech known as the "Atlanta Compromise," it becomes clear that these intellectuals had different approaches and ideals when it came to the improvement of the world for African-Americans at the time, with Du Bois' idealist viewpoint calling for appropriate leadership education while the more realistic Booker focused on how the black and white population could live under a compromise that…...

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References

DuBois, W.E.B. (1903). The Talented Tenth. Retrieved from:  http://www.yale.edu/glc/archive/1148.htm 

Wasthington, Booker T. (1985). Atlanta Compromise. Modern History Sourcebook. Retrieved from:  http://www.fordham.edu/halsall/mod/1895washington-atlanta.asp

However, many people believe DuBois wrote his work in direct opposition to Washington's "acceptance" of certain white impositions on blacks, like not being able to vote, or not working for a liberal arts education, but gaining a trade instead. DuBois' main arguments then are that blacks should not "settle" for anything, but fight for equal rights in all areas. In the "Forethought" to the book he writes, "Leaving, then, the white world, I have stepped within the Veil, raising it that you may view faintly its deeper recesses -- the meaning of its religion, the passion of its human sorrow, and the struggle of its greater souls" (DuBois 209). This shows he is writing for a black audience, and he is going to give them clues and questions about their identity, their culture, and their equality, and he wants them to use them to better themselves and stop settling…...

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References

DuBois, W.E.B., and Washington, Booker T. Three Negro Classics. New York: Avon Books, 1999.

Du Bois is an education in itself; the man is a giant of letters and his editorial positions were actually prophetic because by the Civil Rights Movement of the late 1950s and 1960s many Blacks were demanding the things that Du Bois demanded years before. Another purpose was to show that there were several approaches taken by Black leaders in terms of the advancement of African-Americans in a segregated, Jim Crow-toned society.
After reading the assignment I did not change my perspective on the differences in approaches by ashington and Du Bois because I already was aware that the two were quite far apart in philosophies. But by once again studying the juxtaposition between the two, my understanding of the problems of Black folks came into greater focus for me.

THREE: I did not encounter any difficulties in the writing or editing of the assignment, but I was not sure how…...

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Works Cited

Biography. 2012. "Booker T. Washington Biography." Retrieved August 20, 2012, from  http://www.biography.com .

Nordquist, Richard. 2012. "Of Mr. Booker T. Washington and Others, by W.E.B. Du Bois."

About.com. Retrieved August 20, 2012, from  http://grammar.about.com .

Washington, Booker T. 1901. Up From Slavery.

EB Du Bois
The contrast between the thought of EB Du Bois and that of his predecessor Booker T. ashington is readily apparent in the titles of the best-known works by the two men. ashington's thinking is laid out in his book Up From Slavery, and the title indicates not only an autobiography, but one which is unapologetic in the credence it lends to the typical American capitalist narrative of "rising" in the world. By contrast EB Du Bois offers his trenchant critique of ashington in a work entitled The Souls of Black Folk: the very title indicates that we are meant to be closely considering not materialistic but spiritual values in wondering how the African-American population would make their way in the United States after the passage of the Thirteenth Amendment and into Reconstruction, Jim Crow, and the rest. It is worth considering closely, though, how Du Bois offers an…...

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Works Cited

Du Bois, WEB. The Souls of Black Folk: Essays and Sketches. New York: Bantam Classic, 1989. Print.

The educational philosophies of Booker T. Washington, W.E.B. Du Bois, and Carter G. Woodson all aimed to uplift African Americans through education, but each man had a unique approach. This essay will compare and contrast the effectiveness of their educational philosophies in promoting social and economic advancement for African Americans. Booker T. Washington believed in vocational education and economic self-sufficiency for African Americans. His philosophy emphasized practical skills and training for jobs that were in demand, such as agriculture and trades. Washington's Tuskegee Institute in Alabama was a model for his educational philosophy, teaching students skills that would enable them to....