web dubois vs booker t washington essay

W.E.B. Du Bois and Booker T. Washington Had Clashing Ideologies During the Civil Rights Movement

The differences between the activists were what made them stronger as pioneers of the movement.

Washington believed Black people should have economic independence

Born into slavery in Virginia in 1856, Washington’s early life and education did much to influence his later thinking. After the Civil War he worked in a salt mine and as a domestic for a white family and eventually attended the Hampton Institute, one of the first all-Black schools in America. After completing his education, he began teaching, and in 1881 he was selected to head the Tuskegee Normal and Industrial Institute in Alabama, a sort of vocational school that sought to give African Americans the necessary moral instruction and practical work skills to make them successful in the burgeoning Industrial Revolution.

Washington believed that it was economic independence and the ability to show themselves as productive members of society that would eventually lead Black people to true equality and that they should for the time being set aside any demands for civil rights. These ideas formed the essence of a speech he delivered to a mixed-race audience at the Cotton State and International Exposition in Atlanta in 1895. There and elsewhere, his ideas were readily accepted by both Black people who believed in the practical rationality of his approach, and white people who were more than happy to defer any real discussion of social and political equality for Black people to a later date. It was, however, referred to pejoratively as the “Atlanta Compromise” by its critics. And among them was Du Bois.

Born to a free Black family, Du Bois first experienced bigotry in college

Du Bois was born in 1868 in Great Barrington, Massachusetts, to a free Black family in a comparatively integrated community. He attended the local schools and excelled in his studies, eventually graduating as valedictorian of his class. However, when in 1885 he began attending Fisk University in Tennessee, he encountered for the first time the open bigotry and repression of the Jim Crow South, and the experience had a profound impact on his thinking. Du Bois returned to the North to further his education, with nothing less than equal rights for Black Americans being his ultimate goal. When he earned his Ph.D from Harvard University in 1895, he was the first Black man to have done so, and his dissertation, “The Suppression of the African Slave Trade to the United States of America, 1638–1870,” was one of the first academic works on the subject.

Washington and Du Bois' ideologies clashed

By the early 20th century, Washington and Du Bois were the two most influential Black men in the country. Washington's conciliatory approach to civil rights had made him adept at fundraising for his Tuskegee Institute, as well as for other Black organizations, and had also endeared him to the white establishment, including President Theodore Roosevelt , who often consulted him regarding all matters about Black people.

On the other hand, Du Bois had by that time become the country’s foremost Black intellectual, having published numerous influential works on the conditions of Black Americans. In contrast to Washington, Du Bois maintained that education and civil rights were the only way to equality and that conceding their pursuit would simply serve to reinforce the notion of Black people as second-class citizens. Following a series of articles in which the two men expounded on their ideologies, their differences finally came to a head when, in 1903, Du Bois published a work titled The Souls of Black Folks , in which he directly criticized Washington and his approach and went on to demand full civil rights for Black people.

More than just deepening the personal dislike between Washington and Du Bois, this ideological rift would in time prove to be one of the most important in the history of the struggle for civil rights. Believing that political action and agitation were the only way to achieve equality, in 1905 Du Bois and other Black intellectuals founded a political group called Niagara, which was dedicated to the cause. Though the group eventually dissolved a few years later, in 1909 several of its members and many of its aims were incorporated into a new organization — the National Association for the Advancement of Colored People (NAACP). For the next 25 years, Du Bois would serve as its director of publicity, as well as the editor of its journal, Crisis , which became the mouthpiece for the organization, for Du Bois and for Black America in general.

READ MORE: How W.E.B. Du Bois Helped Create the NAACP

When President Woodrow Wilson assumed office in 1913, he immediately segregated the federal government, and Washington consequently lost the political influence he had enjoyed for the previous decade. Washington died in Tuskegee, Alabama, on November 14, 1915.

Du Bois eventually split from the NAACP, but he continued to champion the cause of civil rights for both African Americans and the African diaspora around the world. After joining the American Communist Party in 1961, Du Bois repatriated to Ghana and became a naturalized citizen. He died in Ghana on August 27, 1963, at the age of 95. Martin Luther King Jr. led the March on Washington the next day.

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Key Differences Between Booker T. Washington and W.E.B. Dubois Essay

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Introduction

Comparison of booker t. washington and w.e.b. dubois, difference between washington’s and dubois’ beliefs, booker t washington vs w.e.b. dubois: essay conclusion, works cited.

Contrary to the present peaceful coexistence state of all American citizens socially, economically, and politically, in the past, the whites segregated individuals of the African-American origin. Therefore, because of the white supremacy, the Negros had no say, even in issues that concerned their lives; hence, the nature of suffering this community endured in the hands of the whites.

The African-American cries for freedom from segregation, indiscriminate killings, deprivation of their fundamental rights, and mob Violence hit a snag because the whites considered Negros as subhuman beings. Because of the worsening condition, Negros sought ways of freeing themselves from such extreme suffering, leading to the rising of two influential Negro leaders, namely Booker T and W.E.B Dubois (Gibson Para. 1-3). Although these two leaders shared a common agenda and agreed on the idea of saving the African-Americans from segregation and extreme suffering, there was a difference between booker t washington’s and w.e.b dubois’ ideological approaches to the problem.

According to Booker T Washington’s biography, he was born a slave in 1856 and later became an advocate for Black Progress. He believed that the gradualist economic approach was the only method that could guarantee Negros freedom, an idea that Dubois dismissed.

According to him, regardless of the economic riches and education that Negros obtained under submission to the whites, there is no way whites were to give them freedom, and consequently, his gradualist political policy. The central theme of Dubois’s ideology was that African-Americans had to demand and fight for their freedom. There is no way their white oppressors could leave their slaves to leave (Gibson Para. 1-6).

Because of the respect that the whites accorded Booker T having worked with them and showed loyalty to them for a long time, Booker T held the notion that, through foregoing their cries for freedom, social equality, and fundamental liberties, the whites could offer Black Americans some industrial-agricultural training and employment opportunities.

Through the expertise learned from the training and jobs, African-Americans were eventually to gain the respect of whites, and consequently, the eventual granting of their civil liberties. To Booker T Washington, the gaining economic independence and respectability were of greater significance than fighting for civil rights through forceful means, which African-Americans had no guarantee that they could win (Henry 1).

Generally, Booker T’s strategy laid more emphasis on blacks accepting and accommodating the white cruelty and supremacy as this was the only primary method of ensuring a mutual interdependence relationship developed between African-Americans and whites. Although Booker acknowledged that such a connection could not clear the social differences between these two American groups, the association could guarantee mutual economic development of both groups and the joint release of blacks from suffering (Smock 7-19).

Despite similarities between Booker T Washington’s and W.E.B. Dubois’ sentiments that blacks were suffering and that economic independence was necessary for the rise of the black community, Dubois greatly opposed the submission issue. Because of the little gain, Booker T’s strategy gained African-Americans, Dubois advocated for the formation of social liberties organizations to fight for the Blacks’ rights.

According to Dubois’ philosophy, although education was important in liberating the blacks, there was a need for political action and constant agitation, as it was the only way of forcing the whites to surrender some power.

To be politically competent and elevate the social status of the blacks’ needs, Dubois further emphasized the importance of Blacks studying liberal arts in colleges, instead of only industrial-agricultural studies. Therefore, although Dubois accepted some of Bookers’ ideas, he believed that Booker T’s ideology never gave a concrete solution to the Race problem (Dawkins 1).

In conclusion, if to compare and contrast their accomplishments and impact on society, it is clear that these two prominent African-American leaders had one agenda of helping blacks gain their freedom and civil liberties, their strategies varied. Booker believed in submission to the white supremacy, a case that Dubois opposed with his political strategy.

Dawkins, Sabrina. Deromanticizing Black History W.E.B. Dubois & Booker T., Washington. 2010. Web.

Gibson, Robert. Booker T., Washington, and W.E.B. Dubois: The problem of Negro Leadership . Yale-New Haven Teachers Institute. 2010. Web.

Henry, Charles. Who won the great debate Booker T., Washington of W.E.B. Dubois? 2010. Web.

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IvyPanda. (2018, July 5). Key Differences Between Booker T. Washington and W.E.B. Dubois Essay. https://ivypanda.com/essays/the-differences-between-booker-t-washington-and-w-e-b-dubois/

"Key Differences Between Booker T. Washington and W.E.B. Dubois Essay." IvyPanda , 5 July 2018, ivypanda.com/essays/the-differences-between-booker-t-washington-and-w-e-b-dubois/.

IvyPanda . (2018) 'Key Differences Between Booker T. Washington and W.E.B. Dubois Essay'. 5 July.

IvyPanda . 2018. "Key Differences Between Booker T. Washington and W.E.B. Dubois Essay." July 5, 2018. https://ivypanda.com/essays/the-differences-between-booker-t-washington-and-w-e-b-dubois/.

1. IvyPanda . "Key Differences Between Booker T. Washington and W.E.B. Dubois Essay." July 5, 2018. https://ivypanda.com/essays/the-differences-between-booker-t-washington-and-w-e-b-dubois/.

Bibliography

IvyPanda . "Key Differences Between Booker T. Washington and W.E.B. Dubois Essay." July 5, 2018. https://ivypanda.com/essays/the-differences-between-booker-t-washington-and-w-e-b-dubois/.

This article is no longer being updated. It was published alongside the film "The Two Nations of Black America," which originally aired on February 10, 1998.

The Debate Between W.E.B. Du Bois and Booker T. Washington

Two great leaders of the black community in the late 19th and 20th century were W.E.B. Du Bois and Booker T. Washington. However, they sharply disagreed on strategies for black social and economic progress. Their opposing philosophies can be found in much of today’s discussions over how to end class and racial injustice, what is the role of black leadership, and what do the ‘haves’ owe the ‘have-nots’ in the black community.

Booker T. Washington, educator, reformer and the most influentional black leader of his time (1856-1915) preached a philosophy of self-help, racial solidarity and accomodation. He urged blacks to accept discrimination for the time being and concentrate on elevating themselves through hard work and material prosperity. He believed in education in the crafts, industrial and farming skills and the cultivation of the virtues of patience, enterprise and thrift. This, he said, would win the respect of whites and lead to African Americans being fully accepted as citizens and integrated into all strata of society.

W.E.B. Du Bois, a towering black intellectual, scholar and political thinker (1868-1963) said no–Washington’s strategy would serve only to perpetuate white oppression. Du Bois advocated political action and a civil rights agenda (he helped found the NAACP). In addition, he argued that social change could be accomplished by developing the small group of college-educated blacks he called “the Talented Tenth:”

“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.”

At the time, the Washington/Du Bois dispute polarized African American leaders into two wings–the ‘conservative’ supporters of Washington and his ‘radical’ critics. The Du Bois philosophy of agitation and protest for civil rights flowed directly into the Civil Rights movement which began to develop in the 1950’s and exploded in the 1960’s. Booker T. today is associated, perhaps unfairly, with the self-help/colorblind/Republican/Clarence Thomas/Thomas Sowell wing of the black community and its leaders. The Nation of Islam and Maulana Karenga’s Afrocentrism derive too from this strand out of Booker T.’s philosophy. However, the latter advocated withdrawal from the mainstream in the name of economic advancement.

Links/Readings for Du Bois & Washington

A last interview with w.e.b. du bois.

This interesting 1965 article by writer Ralph McGill in The Atlantic combines an interview with Du Bois shortly before his death with McGill’s analysis of his life. In the interview, Du Bois discusses Booker T., looks back on his controversial break with him and explains how their backgrounds accounted for their opposing views on strategies for black social progress

The Souls of Black Folk by W.E. B. Du Bois

Here is the full text of this classic in the literature of civil rights. It is a prophetic work anticipating and inspiring much of the black consciousness and activism of the 1960s. In it Du Bois describes the magnitude of American racism and demands that it end. He draws on his own life for illustration- from his early experrience teaching in the hills of Tennessee to the death of his infant son and his historic break with the ‘accomodationist’ position of Booker T. Washington..

Black History, American History

This archival section of The Atlantic magazine online offers several essays by Du Bois (as well as Booker T. Washington). In particular, in “The Training of Black Men” he continues his debate with Washington.

W.E.B.Du Bois

This site on Du Bois offers a lengthy biographical summary and a bilbiography of his writings and books.

Booker T. Washington

A summary of Booker T.’s life, philosophy and achievements, with a link to the famous September 1895 speech, “the Atlanta Compromise,” which propelled him onto the national scene as a leader and spokesman for African Americans. In the speech he advocated black Americans accept for awhile the political and social status quo of segregation and discriminaton and concentrate instead on self-help and building economic and material success within the black community.

Up From Slavery

Here is the full text of Booker T. Washington’s fine autobiography, published in 1900.

Two Essays by Booker T.

“Signs of Progress Among the Negroes,” “Awakening of the Negro” written around the turn of the century can be accessed from this web page; scroll down to ‘Washington.’

Booker T. Washington Ambassador and Spokesman

Washington was the first black to be invited to the White House for dinner with a President. The invitation came from Theodore Roosevelt and this article, written at the time by a Howard University professor, deals with this event and conveys the very powerful image of Washington in the eyes of ten million black Americans during the turn of the century.

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The Great Debate: Booker T. Washington vs. W.E.B. Du Bois

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This timeline reflects the founding of some of the world’s oldest historically Black colleges and universities, otherwise known as HBCUs. In 1867, two years after the Emancipation Proclamation, Alabama State University, Barber-Scotia College, Fayetteville State University, Johnson C. Smith University, Saint Augustine’s University and Talladega College were founded in addition to Morgan State University, Howard University, and Morehouse College

By Jessica Dortch AFRO Production Editor

When you think about influential Black intellectuals in history, Booker T. Washington and W.E.B. Dubois are among the first names that come to mind. Both men are pioneers in their own right as they paved the way for the Civil Rights Movement, but their differing ideologies were arguably more controversial than Martin vs. Malcolm. 

Both men wanted the same thing: socioeconomic equality for Blacks in America, but based on their experiences, they formed two contrasting opinions on how to get there. In the beginning, DuBois supported Washington’s theories but later became one of his biggest critics. 

Booker Taliaferro Washington was a mulatto born into slavery in Virginia in 1856. His father was a White man, who he never knew, and his mother was an African woman, who, once emancipated, moved her family to West Virginia. Washington later returned to Virginia to attend Hampton Normal and Agricultural Institute, now Hampton University. 

Booker T. Washington, left, and W.E.B. Du Bois, right, were two intellectual Black Americans who had differing aspirations for their people in the early 20th Century. (AFRO Archive Photo)

It was there, in the South, that we can assume Washington’s beliefs about the road to equality began to form. At Hampton, Washington was taught working skills that we commonly refer to today as “trades,” that were considered to be practical crafts that would make him a viable and valuable citizen in society. 

William Edward Burghardt Du Bois was born in 1868 as a free man in Massachusetts. He lived in a predominantly White neighborhood and attended predominantly White schools. His brilliance was noticeable, even as a child, and led him to excelling in his studies in high school, then on to Fisk University and Harvard College. Du Bois continued his studies abroad in Germany at the University of Berlin before returning to the United States to become the first African American to receive a PhD from Harvard University. It is also a little known fact, even to Baltimoreans, that Du Bois settled in Baltimore’s own Morgan Park community for nearly two decades with his family. 

Du Bois’ exposure to an education comparable to that of Whites’ helped him realize that equality by means of education is a priority. This led him to believe that a group of intellectual Blacks, which he dubbed “the talented tenth,” would rise and lead the masses.

In the book W.E.B. Du Bois: Black Radical Democrat , Manning Marable explains the social aspect of Du Bois’ philosophy, “If negroes were to be the central actors in the making of a new racial history, the problem of racism must therefore be analyzed first and foremost from a Black perspective, employing a language and cultural style that resonated with African Americans. Whites could be observers and occasional participants in this new conversation about race, but they would not dictate the terms of discourse.” 

Washington and Du Bois were no strangers to racism and segregation, experiencing the impact in their lives at every level, and both men expressed their knowledge of the plight of Blacks in America by writing and publishing and establishing institutions dedicated to helping Blacks thrive. 

Both men acquired skills along the way that distinguished them among Blacks and Whites alike, and they both placed an emphasis on education but focused their efforts on different aspects relating to societal contributions. Du Bois challenged the social aspect of racism, urging Blacks to fight for the same civil rights and liberties as Whites, while Washington encouraged Blacks to accept their current state for the time being, while they work to build wealth and communities for themselves, ultimately earning the respect of their White counterparts. 

Du Bois’ methods were seen as radical to southern Blacks, while Washington’s approach received backlash from northern Blacks accusing him of being a “sell out,” that furthered the White agenda.  

In the book “Negro Thought in America, 1880-1915: Racial Ideologies in the Age of Booker T. Washington,” August Meier writes “At no time were Booker T. Washington’s policies favored by all negroes. Opposition existed from the time of the Atlanta Address, became more marked after 1900 and culminated in the founding of the National Association for the Advancement of Colored People. (p. 171)” 

The pair’s goal of uplifting the Black community couldn’t be more clear, but could it be that their personal experiences shaped their outlook on the solution to the “Negro problem?” Could it be that as a free northern Black man, Du Bois’ upbringing helped him understand the ways of Whites which enlightened him to the ways in which he could advance the lives of colored people? Could it be that as an ex-slave, Washington saw more value in unifying Blacks by building communities and creating wealth rather than wrestling with the slow hand of change? 

Maybe it was a good thing that Blacks didn’t completely agree with either side. In this case, Washington and Du Bois challenged the status quo and got people thinking and discussing the best way for Blacks to achieve equality at a time when 40 acres and a mule seemed like a good deal.

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History Resources

Comparison of Ideas: Booker T. Washington and W. E. B. Du Bois

By wendy thowdis, essential question.

Which of the two views presented below, W.E.B. Du Bois’ or Booker T. Washington’s, offered a better strategy to put our nation on a quicker path to equality for African Americans at the turn of the twentieth century?

• Booker T. Washington, 1895 Atlanta Compromise Speech, History Matters, George Mason University
• Excerpt from W.E.B. Du Bois, Souls of Black Folk, 1903, History Matters, George Mason University 
• Marcus Garvey, "The Conspiracy of the East St. Louis Riots," July 8, 1917 , PBS

Select appropriate excerpts for your level of students and have them answer the questions below. Note that the questions bring the students from the literal to the applied level of thinking. Teaching students about this taxonomy of thinking helps them to engage in historical thinking at a higher level. This is what metacognition is all about!

REMEMBER/KNOWLEDGE

• Describe the message Booker T. Washington had for African Americans who did not see the importance of friendly relations with white southerners.
• Name the three things Du Bois said that Washington wanted black people to give up.
• What are the three "supplemental truths" that Du Bois said "must never be lost sight of"? Infer why Du Bois outlined these three truths.
• Classify the various groups in society to answer the question: Who would support each of these black leaders’ ideas? Briefly state your reasons why. Groups: white industrial workers, black sharecroppers, white tenant farmers, big businessmen, northern blacks
• In your opinion, did Booker T. Washington or W.E.B. Du Bois have a better strategy for improving the social and economic conditions of African Americans? Why?
• Washington implied that political and social power cannot exist without economic power. Explain why you agree or disagree.
• In recent years there has been a debate over the validity of affirmative action programs, which attempt to aid minority groups and women in the areas of education and employment. What positions do you think Washington and Du Bois would take on this issue? Why?
• Read the passage from Marcus Garvey. Create a Venn diagram where you "plot" areas of agreement and disagreement among the three African American leaders.

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Structured academic debate: booker t. washington and w.e.b dubois.

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Common Core Standards

Purpose and Overview

The speeches, writings and accomplishments of Booker T. Washington’s and W.E.B. Du Bois encapsulated two very different approaches to racial advancement, race relations and education.   Within their arguments are controversies that continue today: Economic Prosperity vs. Political Rights, Vocational Education vs. Liberal Arts, Separatism vs. Integration, Patience vs. Action, Compromise vs. Full Demand.

Through the study of speeches, and other primary documents students will identify and understand the differing positions of Booker T. Washington and W.E.B. Du Bois on the following topics: Black Advancement, Race relations, and Education .   After teacher presents initial background information on Biography, Vocabulary and Concepts , students will work in teams engaging in a Structured Academic Controversy— engaging in collaborative discussion, building consensus and formulating their own viewpoints.   In a follow-up writing assignment students will express their own position in either a Persuasive Essay or a Synthesis Essay.  

Persuasive Essay  

PROMPT: At the turn of the twentieth century which leader’s position represented the best hope for Progress? Include their strategies for Black Advancement, plan for Education and approach to Race Relations in your essay.  

Synthesis Essay

PROMPT: If you could design a plan at the turn of the twentieth century, representing the best strategy for change, educational progress and race relations, what ideas from each leader’s speeches and writings would you include?   Which ideas do you feel are not conducive to progress?  

Resources For Lesson

Day 1 and 2: Biography and Key Terms

Students will watch the 3-4 minute biographic videos snapshots of and BOOKER T. WASHINGTON and W.E.B. DU BOIS on www.Biography.com .   (Go to the that URL and enter each in the search bar.) These video snapshots are excellent entry points because they show archival photographs of the leaders in their era and because they also cover the key phrases and concepts associated with these leaders and this debate.   Students should copy down key terms or be given a handout with these key terms below.   They should be instructed to listen for the terms in the videos.   Those terms not stated in the video will be covered in the class discussion and readings. Key Terms BOOKER T. WASHINGTON Accommodation Industrial Education Compromise Material Prosperity   Self-Help W.E.B. DU BOIS   Talented Tenth Civil, Social and Political Rights Manhood Niagara Movement Activism   Activity: Working in pairs or teams, students posit preliminary definitions of terms based on prior knowledge.   Later, as a whole class, in a debriefing activity teacher will give additional information, refining student’s understanding of these terms, some of terms, such “Talented Tenth” or “Accommodationism” which cannot be adequately understood without background information from teacher and readings.   Independent Reading: (In-Class, Homework or Lab time) Teacher may choose to print handouts, or assign in a computer lab or as homework.   Students should take notes or annotate (“talk to the text”) the following Blackpast.org articles: Booker T. Washington    W.E.B. Du Bois   Tuskegee University    The Niagara Movement   After readings, teacher leads students through short whole class debriefing, including revisiting understandings of key vocabulary. Teacher asks: what additional things did you learn about the life and ideas of Booker T. Washington and W.E.B. Du Bois in the readings from Blackpast.org?   How have the readings changed your understanding of some of the key vocabulary terms?  

Day 3: Introduction to the Speeches of Booker T. Washington  

Before students begin independent and team textual analysis of speeches, the teacher will model the textual analysis of a primary document by looking at selected representative quotations and sections of speeches from each leader.   Booker T. Washington: Atlanta Compromise Teacher will lead entire class through three quotes from the Atlanta Compromise.   The student should have the quotes in front of them.     The Atlanta Compromise Speech   Quote #1: Occasion, Audience and Tone I but convey to you, Mr. President and Directors, the sentiment of the masses of my race, when I say that in no way have the value and manhood of the American Negro been more fittingly and generously recognized, than by the managers of this magnificent Exposition at every stage of its progress. With this quote the teacher can give background information and establish the occasion and audience for Washington’s speech— the sponsors and attendees of the Atlanta Cotton States and International Exposition.   Then students should be asked to identify Washington’s tone (earnest? hopeful? solicitous? obsequious?) and his purpose in taking this approach with this audience.   Quote #2: Metaphor/Analogy This second quote is the central extended metaphor of the speech, “Cast down your bucket where you are.”   (3 rd Paragraph) . The quote: “A ship lost at sea for many days suddenly sighted a friendly vessel… Cast it down in agriculture, in mechanics…in the professions. “ Have students surmise the meaning of the metaphor. Is it intended to apply to economic affairs? social affairs? Later in the speech Washington applies the same metaphor to the Whites of the South.   How does he see this metaphor applying to both races?   Quote #3: Comparison, Chiasmus “The opportunity to earn a dollar in a factory just now is worth infinitely more than the opportunity to spend a dollar in an opera house.” Note the juxtaposition between earning a dollar in a factory and spending it in an opera house. This hints at core distinctions between Booker T. Washington and W.E.B. Du Bois and provides a nice segue to move into the speech of the other. Invite students to consider what Washington does not emphasize and why his speech is called Atlanta Compromise.   At the conclusion of the discussion students should be given the full text of the Atlanta Compromise Speech and spend the rest of the period in silent reading.

Day 4: Introduction to the writing and speeches of W.E.B. DuBois

W.E.B Du Bois: The Talented Tenth The “The Talented Tenth,” was published in the The Negro Problem: A Series of Articles by Representative Negroes of To-day in 1903. Quotes #1 and 2 are taken from the first three paragraphs, (about one page) ending at “from whom proceedeth every good and powerful gift.”   Quote #3 comes later in the piece. Students should be given a copy of the abridged speech.   The Talented Tenth“ Use the Abridge Version here   The Talented Tenth, The Unabridged Version   The following quotes will be discussed: Quote Set #1: Definition, Ethos 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, in their own and other races. A saving remnant continually survives and persists, continually aspires, continually shows itself in thrift and ability and character. Exceptional it is to be sure, but this is its chiefest promise; it shows the capability of Negro blood, the promise of black men. From the very first it has been the educated and intelligent of the Negro people that have led and elevated the mass. Extended definition is the central method Du Bois uses in “The Talented Tenth” to develop his argument. Invite students to identify the various ways Du Bois defines the term “Talented Tenth” in these quotes (and throughout the speech). What five synonyms does he use? What does he see as the role of the Talented Tenth? How is his definition of “Talented Tenth” central to the thesis of this piece?   We see that Du Bois uses names of extraordinary men and women, who provided leadership in the dark days of slavery.   How do examples help to define the Talented Tenth and make the argument? He continues, with a longer list of exceptional Freedmen and Former Slaves. Are the names familiar to you? How may this help to make the point:   “You misjudge us because you do not know us.” In the version of “The Talented Tenth” I have abridged for this lesson   I have summarized this section and the full list of names is included.   Using the full text is an option, and students who work with the full version may also benefit from going outside the close textual analysis to find some biographical information on these leaders. This will factor in their observations of how Du Bois uses the ethos and words of “The Talented Tenth” of yore as part of his argument.   Quote #2: Organization   If this be true–and who can deny it–three tasks lay before me; first to show from the past that the Talented Tenth as they have risen among American Negroes have been worthy of leadership; secondly to show how these men may be educated and developed; and thirdly to show their relation to the Negro problem. Rather than point out this quote, ask students to find the statement that lays out the organizational structure of the essay.   Then have them rephrase it: what does he intend to do in this essay?   Quote #3: Audience and Tone Men of America, the problem is plain before you. Here is a race transplanted through the criminal foolishness of your fathers. Whether you like it or not the millions are here, and here they will remain.   Of course they are the rule, [the Negro masses—which the counter-argument would state—are mired in death, disease and crime] because a silly nation made them the rule: Because for three long centuries this people lynched Negroes who dared to be brave, raped black women who dared to be virtuous, crushed dark-hued youth who dared to be ambitious, and encouraged and made to flourish servility and lewdness and apathy. The audience should be named and the tone identified.

Day 5, 6:   Structured Academic Controversy.  

Once textual analysis of these speeches has been modeled and key concepts introduced, students are ready to embark on their own analysis of the text. These will be accomplished through a Structured Academic Controversy.   In Teaching Democracy , Walter C. Parker states, “Johnson and Johnson (1988) call the strategy Structured Academic Controversy in order to emphasize, first, the structured or scaffolded nature of the discussion and, second, the academic or subject matter controversies that at are at issue.”   (Parker, p.142) The controversy will be framed as follows: Which leader’s thinking was most conducive to progress for the African American of that time and place?   Consider each leader’s ideas about Black Advancement, Race Relations, and Education .   The considerations for consensus, will be framed as follows: It is the turn of the twentieth century. Design a plan which represents the best strategy for change, educational progress and race relations, based on ideas from each man’s speeches and writings.   Also mention which ideas from each leader you would not include and tell why.   The following readings will be given to the students: The Atlanta Compromise Speech   Address to the Harvard Alumni Dinner     The Talented Tenth The Men of Niagara A description of the process of Structured Academic Controversy can be found at  The Center for Education in Law and Democracy, 1. Students are organized into groups of four, and each group is split into two pairs. One pair in a foursome studies one side of the controversy, while the second pair studies an opposing view. Partners read the background material and identify facts and arguments that support their assigned position. They prepare to advocate the position. 2. Pairs take turns advocating their positions. Students on the other side make notes and ask questions about information they don’t understand. 3. Next, pairs reverse positions. Each pair uses their notes and what they learned from the other side to make a short presentation demonstrating their understanding of the opposing view. 4. Students leave their assigned positions and discuss the issue in their foursomes, trying to find points of agreement and disagreement among group members. Teams try to reach consensus on something; if they cannot reach consensus on any substantive aspect of the issue, they should try to reach consensus on a process they could use to resolve disagreements.   5. The class debriefs the activity as a large group, focusing on how the group worked as a team and how use of the process contributed to their understanding of the issue. Teachers may choose to have a final SAC debate or consensus presentation before the entire class.   More resources on structured academic debates can be found at these Web sites:   The Center for Education in Law and Democracy Structured Acadmic Controversy: What Should We Do? Walter Parker, “Feel Free to Change Your Mind”   Finally, the paper will be assigned to the student. (See prompts at the beginning of this lesson)   The teacher may choose one of the prompts or let the students themselves make the choice.   Notes for teachers:   Students may find Booker T. Washington’s tone and approach to race relations so compromising that they will discount him. In comparison Du Bois’s, “To the Men of Niagara” will seem much more contemporary. I recommend teachers guide students by giving “a handicap”(as in a game of golf) to Washington. In the argument for prioritizing economic prosperity and vocational education over civil rights and the education of the whole person, the side that includes a job is compelling.   Or put this way– While DuBois argued that man cannot live by bread alone, Washington argued that the first rung of the hierarchy is bread, and first and foremost, this foundation must be laid.   Another way to give Washington’s side a fair shake with contemporary students is in presenting the biographical and historical aspects of this lesson, as his effectiveness is undeniable.     A textual analysis alone cannot show the scale of his accomplishments, his success in fundraising, and the benefits he reaped for his people.     Acknowledgements: Special thanks to Tony Renouard, Nathan Hale High School, for giving me the idea for this lesson.  

Contributor: Lee Micklin,  

Bothell High School, Bothell, Washington

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Issues and Debates in African American Literature

Washington and Du Bois: The Great Debate

In 1895 the as the social and political gains of the Reconstruction period were being rolled back for African Americans,  Booker T. Washington delivered a now famous speech in which he declared that Blacks should concentrate on vocational training and agricultural pursuits, rather than pursuing full legal and social equality with whites. In  The Souls of Black Folks  noted intellectual W.E.B. Dubois offered a point-by-point critique of Washington’s position, which, he felt was an insufficient response to a situation in which the rights of African Americans were under increasing attack. The terms of this debate would prove to be influential for decades, as various thinkers and leaders imagined and planned ways to improve the situation of African Americans.

Booker T. Washington, 1895-1965

The negro problem. new york: j. pott & co. 1903. first edition..

This important book from the period contained essays that also present the two men’s divergent views on education.  Washington’s “Industrial Education for the Negro” promoted trades and practical skills as the best way forward for African Americans.  By contrast, W.E.B. Dubois’ essay “The Talented Tenth” argued that a liberally educated Black elite should guide the way to progress. The ideas and activities of both leaders are implicit or explicit reference points for many of the later books presented in this exhibition. The position of Washington’s article in the book and the presence of his photograph as the frontispiece suggests.

W.E.B. Dubois, 1868-1963

The Souls of Black Folk. New York: Dodd Mead, 1961. Press copy from the library of J. Saunders Redding.

Besides the essay critical of Washington’s views (title),  The Souls of Black Folk  provides an overview of the difficult situation facing African Americans, one generation after the end of slavery. At this time the right to vote had been neutralized in the southern Unites States, and the sharecropping system kept many southern Blacks in a situation of virtual slavery.  Souls  may be the most influential African American text of the 20th century. “The color line” i.e. pervasive institutionalized racism would be the problem of the twentieth century, Dubois wrote prophetically.

Booker T. Washington, 1856-1915

An autobiography: the story of my life and work . toronto, ontario, naperville, ill.: j.l. nicols & co., 1901. revised edition..

This work is not as well known as Washington’s other autobiographical volume,  Up from Slavery , which contains the text of his “Atlanta Compromise “speech. However, both emphasize the importance of hard work, thrift and other Victorian values in the author’s “rise” from slavery. These are the values Washington offers as an example to Blacks and whites, in his gradualist vision of Black progress. Many southern whites approved of the accomodationist stance Washington laid out here and elsewhere, including some who were opposed to voting rights and social equality for Blacks.

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Difference between Booker T Washington and W.E.B. DuBois

Booker T. Washington and W.E.B. DuBois are two of the African-American rights movement’s towering figures. Both known as educators and public intellectuals, the two held differing opinions about the path that the movement should take, thus, deeply dividing the African-American population. However, today’s historians acknowledge the impact made by the two figures on United States history and the civil rights movement. This is despite their opposition to each other’s beliefs.

• 1 Summary Table
• 2 Descriptions
• 3.1 Upbringing
• 3.2 Education
• 3.3 Affiliations
• 3.4 Opinions

Summary Table

Descriptions.

Booker T. Washington was born to a slave family in Virginia a few years before the Civil War. When he was nine years old, he and his family were freed by the Emancipation Proclamation. As a young man, he enrolled as a working student at the Hampton Institute. His rise to prominence began when he became the first leader of the Tuskegee Institute in Alabama, a teachers’ institute.

In 1895, Washington gave the Atlanta Exposition Speech, where he suggested a compromise between southern white leaders and the African-American community. He urged black Americans to join the workforce, saying that the American south needed their skills and work ethic. He called for southern whites to provide industrial and vocational education and legal protection for southern blacks. In return, southern blacks would tolerate discrimination, segregation and racist behavior and would not demand the right to vote.

Washington was a skilled political operator with black and white supporters. He was also an educator who trained African-Americans in useful occupations. They could then use these to be accepted as productive members of American society.

W.E.B. DuBois was born in 1868 to a free black family in Massachusetts. He rarely experienced racial discrimination. He attended Fisk University and Harvard University, earning a bachelor’s degree in history at the latter. After college, he attended the University of Berlin and returned to Harvard for his PhD, thus becoming the first African-American to get a doctorate from Harvard.

As an academic, DuBois performed research on black communities in Philadelphia. As a result, he concluded that racial segregation was the 20th century’s largest problem. In 1905, DuBois and other prominent civil rights leaders formed the Niagara Movement, advocating equal rights for African-Americans.

For much of his life, DuBois worked at Atlanta University, where he did historical research and wrote articles and editorials for a number of publications. His efforts culminated in the Civil Rights Act of 1964, passed after his death.

Booker T Washington vs W.E.B. DuBois

What are the differences between Booker T. Washington and W.E.B. DuBois? The main differences lie in their upbringing, education, affiliations and opinions on certain civil rights issues.

Booker T. Washington was born to a slave family and became a freedman when the Emancipation Proclamation was announced. In contrast, W.E.B. DuBois was born to a free black family after the Civil War; for most of his early life, he experienced little discrimination.

Booker T. Washington attended the Hampton Institute, which specialized in training teachers. W.E.B. DuBois, on the other hand, earned bachelor’s degree in history at Fisk University and Harvard University. Then he attended the University of Berlin before earning his PhD at Harvard.

Affiliations

Booker T. Washington led the Tuskegee Institute for nearly 30 years. Meanwhile, W.E.B. DuBois taught at various institutions but spent most of his academic career at Atlanta University.

Political and social accommodation was a trademark of Booker T. Washington’s Atlanta Compromise. This speech included a pledge not to demand equal rights such as suffrage, racial integration, or liberal arts education. He was also a firm believer in the working ability of black Americans, stating that they could become productive members of American society.

W.E.B. DuBois opposed these stands. He said that African-Americans should demand equal rights, including the right to vote, advanced education, and an end to discrimination. As a founder of the Niagara Movement, he worked tirelessly to develop a group of people who would eventually become leaders in the civil rights movement.

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Booker T. Washington

By: History.com Editors

Updated: December 18, 2023 | Original: October 29, 2009

Booker T. Washington (1856-1915) was born into slavery and rose to become a leading African American intellectual of the 19 century, founding Tuskegee Normal and Industrial Institute (Now Tuskegee University) in 1881 and the National Negro Business League two decades later. Washington advised Presidents Theodore Roosevelt and William Howard Taft. His infamous conflicts with Black leaders like W. E. B. Du Bois over segregation caused a stir, but today, he is remembered as the most influential African American speaker of his time.

Booker T. Washington’s Parents and Early Life

Booker Taliaferro Washington was born on April 5, 1856 in a hut in Franklin County, Virginia . His mother was a cook for the plantation’s owner. His father, a white man, was unknown to Washington. At the close of the Civil War , all the enslaved people owned by James and Elizabeth Burroughs—including 9-year-old Booker, his siblings, and his mother—were freed. Jane moved her family to Malden, West Virginia. Soon after, she married Washington Ferguson, a free Black man.

Booker T. Washington’s Education

In Malden, Washington was only allowed to go to school after working from 4-9 AM each morning in a local salt works before class. It was at a second job in a local coalmine where he first heard two fellow workers discuss the Hampton Institute, a school for formerly enslaved people in southeastern Virginia founded in 1868 by Brigadier General Samuel Chapman. Chapman had been a leader of Black troops for the Union during the Civil War and was dedicated to improving educational opportunities for African Americans.

In 1872, Washington walked the 500 miles to Hampton, where he was an excellent student and received high grades. He went on to study at Wayland Seminary in Washington, D.C., but had so impressed Chapman that he was invited to return to Hampton as a teacher in 1879. It was Chapman who would refer Washington for a role as principal of a new school for African Americans in Tuskegee, Alabama : The Tuskegee Normal and Industrial Institute, today’s Tuskegee University. Washington assumed the role in 1881 at age 25 and would work at The Tuskegee Institute until his death in 1915.

It was Washington who hired George Washington Carver to teach agriculture at Tuskegee in 1896. Carver would go on to be a celebrated figure in Black history in his own right, making huge advances in botany and farming technology.

Booker T. Washington Beliefs And Rivalry with W.E.B. Du Bois

Life in the post- Reconstruction era South was challenging for Black people. Discrimination was rife in the age of Jim Crow Laws . Exercising the right to vote under the 15 Amendment was dangerous, and access to jobs and education was severely limited. With the dawn of the Ku Klux Klan , the threat of retaliatory violence for advocating for civil rights was real.

In perhaps his most famous speech, given on September 18, 1895, Washington told a majority white audience in Atlanta that the way forward for African Americans was self-improvement through an attempt to “dignify and glorify common labor.” He felt it was better to remain separate from whites than to attempt desegregation as long as whites granted their Black countrymen and women access to economic progress, education, and justice under U.S. courts:

"The wisest of my race understand that the agitation of questions of social equality is the extremest folly and that progress in the enjoyment of all the privileges that will come to us must be the result of severe and constant struggle rather than artificial forcing. The opportunity to earn a dollar in a factory just now is worth infinitely more than to spend a dollar in an opera house."

His speech was sharply criticized by W.E.B. Du Bois , who repudiated what he called “The Atlanta Compromise” in a chapter of his famous 1903 book, “The Souls of Black Folk.” Opposition to Washington’s views on race inspired the Niagara Movement (1905-1909). Du Bois would go on to found the NAACP in 1909.

Because of Washington’s outsized stature in the Black community, dissenting views were strongly squashed. Du Bois and others criticized Washington’s harsh treatment of rival Black newspapers and Black thinkers who dared to challenge his opinions and authority.

Books By Booker T. Washington

Washington, a famed public speaker known for his sense of humor , was also the author of five books:

· “The Story of My Life and Work” (1900)

· “Up From Slavery” (1901)

· “The Story of the Negro: The Rise of the Race from Slavery” (1909)

· “My Larger Education” (1911)

· “The Man Farthest Down” (1912)

Booker T. Washington: First African American in the White House

Booker T. Washington became the first African American to be invited to the White House in 1901, when President Theodore Roosevelt invited him to dine with him. It caused a huge uproar among white Americans—especially in the Jim Crow South—and in the press, and came on the heels of the publication of his autobiography, “Up From Slavery.” But Roosevelt saw Washington as a brilliant advisor on racial matters, a practice his successor, President William Howard Taft , continued.

Booker T. Washington Death And Legacy

Booker T. Washington’s legacy is complex. While he lived through an epic sea change in the lives of African Americans, his public views supporting segregation seem outdated today. His emphasis on economic self-determination over political and civil rights fell out of favor as the views of his largest critic, W.E.B. Du Bois, took root and inspired the civil rights movement . We now know that Washington secretly financed court cases that challenged segregation and wrote letters in code to defend against lynch mobs. His work in the field of education helped give access to new hope for thousands of African Americans.

By 1913, at the dawn of the administration of Woodrow Wilson , Washington had largely fallen out of favor. He remained at the Tuskegee Institute until congestive heart failure ended his life on November 14, 1915. He was 59.

Washington left behind a vastly improved Tuskegee Institute with over 1,500 students, a faculty of 200 and an endowment of nearly $2 million to continue to carry on its work.

Booker T. Washington. Biography.com The Debate Between W.E.B. Du Bois and Booker T. Washington. Frontline . Jim Crow Stories: Booker T. Washington. Thirteen.org. Booker T. Washington. Britannica .

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Booker T. Washington and W.E.B. Du Bois

How it works

Booker T. Washington and W.E.B DuBois are two of the most vital and persuasive African Americans of the late 19th century, playing critical roles in the civil rights battle. The goal of this paper is to compare and contrast Booker. T Washington and W.E.B DuBois and why I side with Washington’s perspective. In order to paint a picture of these great men, I must compare and contrast the approaches of Booker T. Washington and W.E.B DuBois.

Washington encouraged blacks to acknowledge segregation and concentrate on building themselves up through difficult work. He believed in instruction within the mechanical and cultivating abilities and the development in the areas of persistence and endeavor. He wanted to win the regard of whites and have the African-Americans acknowledged and accepted into regular society. W.E.B DuBois believed that individuals of African descent should come together and deal with racism. Forming with like-minded individuals, Du Bois founded the National Association for the Advancement of Colored People or NAACP. He believed African Americans should finish their education; he didn’t want them to have to fight or be prejudiced.

Washington had confidence that going to college and getting an education would be essential for a better future. He was an instructor and the first leader at Tuskegee University in Alabama.. Washington also believed that African Americans should understand important concepts of financial well-being. He understood how to set positive goals for African Americans in order to withstand the bigotry taking place in the 1800s. W.E.B DuBois’s goal was to end racism against all African Americans by requesting equal status with Caucasians… Du Bois requested that African Americans be equal to whites, creating the concept of “the talented tenth.” The duty of African Americans was to reach their own personal goals while helping others do the same; he wanted political equity for all races.

Booker T. Washington focused on education for genuine life occupations and not inquiring balance from the whites. His main goal was getting offered assistance from Caucasians. s W.E.B DuBois used a policy of gradualism. In order for African Americans to be able to get places in life, they had to develop intelligence about the political challenges facing African Americans… He also believed that they should not have to deal with separation. The main thing difference between Washington and Du Bois was that Washington believed equality between white and blacks would occur gradually, while Du Bois wanted immediate equality. Both of them agreed that there should be equal rights among all races, and education was the means to that goal.

While I acknowledge the many similarities between Booker T. Washington and W.E.B DuBois, I find myself siding with Washington. He wanted African Americans to give their all no matter what and promoted the importance of education. Washington accomplished a great deal during his time by pushing himself and developing skills to achieve his accomplishments while helping others. He left a major impact, and to this day, Washington continues to be an inspiration to others.

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Home — Essay Samples — Sociology — African American — Booker T. Washington vs Dubois

Booker T. Washington Vs Dubois

• Categories: African American Leader Web Dubois

About this sample

Words: 693 |

Published: Mar 1, 2019

Words: 693 | Pages: 2 | 4 min read

Works Cited

• Du Bois, W. E. B. (1903). The Souls of Black Folk. A.C. McClurg & Co.
• Giddings, P. (2009). Ida: A Sword Among Lions: Ida B. Wells and the Campaign Against Lynching. HarperCollins.
• Harlan, L. R. (1993). Booker T. Washington: The Wizard of Tuskegee, 1901-1915. Oxford University Press.
• Lewis, D. L. (1993). W.E.B. Du Bois: Biography of a Race, 1868-1919. Holt Paperbacks.
• Meier, A., & Rudwick, E. M. (1976). From Plantation to Ghetto. Hill and Wang.
• Norrell, R. J. (2009). Up from History: The Life of Booker T. Washington. Belknap Press.
• Rudwick, E. M. (1967). W. E. B. Du Bois: Propagandist of the Negro Protest. Atheneum.
• Scott, E. B. (1985). Booker T. Washington and the Negro's Place in American Life. Little, Brown.
• Sundquist, E. (1993). To Wake the Nations: Race in the Making of American Literature. Harvard University Press.
• Washington, B. T. (1901). Up from Slavery: An Autobiography. Doubleday.

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Web Du Bois Vs. Booker T. Washington: Who Was Right?

By: Jack   •  Essay  •  1,374 Words  •  November 12, 2009  •  3,094 Views

Essay title: Web Du Bois Vs. Booker T. Washington: Who Was Right?

WEB Du Bois vs. Booker T. Washington: Who was right?

Two great leaders of the black community in the late 19th and 20th century were W.E.B. Du Bois and Booker T. Washington. However, they sharply disagreed on strategies for black social and economic progress. Their opposing philosophies can be found in much of today's discussions over how to end class and racial injustice, what is the role of black leadership, and what do the 'haves' owe the 'have-nots' in the black community.

W.E.B. DuBois was born on February 23, 1868 in Great Barrington, Massachusetts. He died August 27, 1963 but not before he was known as a historian,professor writer, editor, sociologist and my favorite , the radicalist. Du Bois grew up in a single parent home with no father. He went to schools that had mostly white students. (This I found very intriguing because his attitude was more blacks should be equal no matter what unlike his counter part Booker T. Washington whose attitude seemed to be put whites first.) I also learned that while many speak of Booker T. Washington's illegal and slick ways, Du Bois had been to prison for allowing

foreigners to register.

Du Bois argued that, given the opportunity to educate themselves, American blacks would emerge from behind what he referred to as their "veil" of self-conscious "differentness."Dubois and 29 others started a movement that aided in changes for African Americans. This movement was called the Niagara movement and women were allowed to be members. Doing this time Booker T. Washington was noted for keeping the press from printing however, some articles did get out. In 1909, after an outbreak of rioting and murders of Negroes in Springfield, Illinois, a protest meeting was held in New York that led to the formation of the National Association for the Advancement of Colored People. DuBois was one of the founding members of the organization. The NAACP was made up of of blacks and whites which tried to remove legal barriers to full citizenship for Negroes. The. The NAACP tried to prevent segregation and discrimination.Washington's strategy would serve only to perpetuate white oppression. Du Bois advocated political action and a civil rights agenda (he helped found the NAACP). In addition, he argued that social change could be accomplished by developing the small group of college-educated blacks he called "the Talented Tenth:" At the time, the Washington/Du Bois dispute polarized African American leaders into two wings--the 'conservative' supporters of Washington and his 'radical' critics. The Du Bois philosophy of agitation and protest for civil rights flowed directly into the Civil Rights movement which began to develop in the 1950's and exploded in the 1960's. Booker T. today is associated, perhaps unfairly, with the self-help/colorblind/Republican/Clarence Thomas/Thomas Sowell wing of the black community and its leaders. The Nation of Islam and Maulana Karenga's Afrocentrism derive too from this strand out of Booker T.'s philosophy. However, the latter advocated withdrawal from the mainstream in the name of economic advancement.

One of WEB DuBois famous quotes is "One ever feels his two-ness,--an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder. The history of the American Negro is the history of this strife,--this longing to attain self-conscious manhood, to merge his double self into a better and truer self. In this merging he wishes neither of the older selves to be lost. He does not wish to Africanize America, for America has too much to teach the world and Africa; he does not wish to bleach his Negro blood in a flood of white Americanism, for he believes--foolishly, perhaps, but fervently--that Negro blood has yet a message for the world. He simply wishes to make it possible for a man to be both a Negro and an American without being cursed and spit upon by his fellows, without having the doors of opportunity closed roughly in his face".p.694-5

Booker T.(Taliaferro) Washington was born in 1856.He died inNovember 14, 1915 but, not before becoming known as an educator, reformer and and a liberalist. Washington preached about self-help, separation

of the races, and accommodation. He urged blacks to accept discrimination for the time being and concentrate on elevating themselves through hard work and material prosperity. Washington believed in education, industrial and farming skills and themes of patience, owning busineses and thrift. This, he belived, would win the respect of whites and lead to African Americans being fully accepted as citizens and integrated into all stagesof society.