to try to deceive ourselves into think-ing that race prejudice in the UnitedStates across the Color Line is gradu-ally softening and that slowly butsurely we are coming to the timewhen racial animosities and classlines will be so obliterated that sepa-rate schools will be anachronisms
People are believing that racism is getting better per say, but it's a fallacy
For the truth isthat there are many very good reasons for giving up meat.
The truth is the main word that stands out to me. Everyone wants the truth, but there are more than one side that decides the truth
his ability to enter complex, many-sided conversations has taken on aspecial urgency in today’s polarized red state / blue state America,
Politics in the United States
ltimately, this book invites you to become a criticalthinker who can enter the types of conversations described eloquently by thephilosopher Kenneth Burke in the following widely cited passage.
Goal, but needs to be taken in small increments in my opinion.
“They say that kids suing fast-foodcompanies for making them fat is a joke; but J say such lawsuits arejustified.”
Always multiple sides to an argument
but only suggest a way offormatting how you Say it.
It's supposed to be helpful, but does not have to be used.
In sum, then, while it is not plagiarism to recycleconventionally used formulas, it is a serious academic offense to take thesubstantive content from others’ texts without citing the authors and givingthem proper credit.
Must cite sources and give the authors credit to avoid plagiarism.
Again, none of us is born knowing these moves, especially when itcomes to academic writing—hence the need for this book.
It is a skill, it takes time to develop.
in which you summarize and then answer a likelyobjection to your own central claim
In my opinion this is the most important part. Making sure they understand what your claim is
Even the most sympathetic audiences, after all, tend to feel manipulatedby arguments that scapegoat and caricature the other side.
Everyone can be swayed by writing and understand the other points of view.
ou need to play it safeand avoid controversy in your writing, making statements that nobody canpossibly disagree with. Though this view of writing may appear logical, it isactually a recipe for flat, lifeless writing and for writing that fails to answerwhat we call the “so what?” and “who cares?” questions.
I agree with this point that it is boring if there is no other argument
many writers use the “they say / Isay” format to challenge standard ways of thinking and thus to stir upcontroversy.
Allows the readers to get involved with the article or novel
represent some wider group withwhich readers might identify
Needs to represent a group with a large population that side with the opposing argument
In a waywe're both right
Seeing both sides of the story
ho uses her own daughter’scomment to represent the patriotic national fervor after the terrorist attacksof September 11, 2001.
Writing about another persons comment, example of a they say.
Clearly, King would not have written his famous letter were it not for hiscritics,
Critics can sometimes be fuel for writing. In this case this is true.
Letter from Birmingham Jail,
Learned in AP Gov, and important document in the Civil Rights Movement
heanswers these questions, helping us see his point that the film presentscomplex characters rather than simple sexist stereotypes.
Better work if you are answering questions people might ask about a topic
he answer is that if you don’t identify the “they say” you’re respondingto, your own argument probably won’t have a point.
You don't have an argument if you cant see another side to the argument
To make an impact as a writer, then, you need to do more than makestatements that are logical, well supported, and consistent. You must alsofind a way of entering into conversation with the views of others, withsomething “they say.”
You have to look at other people's point of view to make an impact
summarizing their views in a way thatthey will recognize, and responding with our own ideas in kind.
It seems like a conversation
critical thinking and writing go deeper than any setof linguistic formulas,
It has to for it to be critical thinking
Less experiencedwriters, by contrast, are often unfamiliar with these basic moves and unsurehow to make them in their own writing.
More reading done means more experience, and better writing.
templates that you can use right away to structureand even generate your own writing.
In my life, templates are needed to organize my own writing, and even come up with ideas.
Often without consciously realizing it,accomplished writers routinely rely on a stock of established moves that arecrucial for communicating sophisticated ideas.
Learned from reading, using the same ideas over and over again.
I rode to Nashville in the Jim Crow car
Jim Crow- Main sign of racism in the south
Doc Burke saved a murder anda lynching that day
Shows the state the south was in at this time
Josie was dead, and the gray-haired mother said simply, “We’ve had a heap of trouble sinceyou’ve been away.” I had feared for Jim
The town was struggling since he left.
lexandria was “town,”—astraggling, lazy village of houses, churches, and shops, and an aristocracy of Toms, Dicks, andCaptains
White people ran the town of Alexandria.
On Friday nights I often went home with some of the children,—sometimes to Doc Burke’sfarm.
He would stay the night at some of the student houses
He was a great, loud, thin Black, ever working, and trying to buy the seventy-five acres ofhill and dale where he lived; but people said that he would surely fail, and the “white folks wouldget it all.”
As hard as he worked, it seems white people just got it a lot easier.
white teachers inthe morning, Negroes at night
Obvious sign of segregation in schools at the time
I was a Fisk student then, and allFisk men thought that Tennessee—beyond the Veil—was theirs alone,
He was a student at an HBCU, and meaning it was mainly black people
“We hold these truthsto be self-evident: That all men are created equal; that they are endowedby their Creator with certain unalienable rights; that among these arelife, liberty, and the pursuit of happiness.”EBSCOhost - printed on 8/6/2021 2:28 PM via UNIVERSITY OF LYNCHBURG. All use subject to https://www.ebsco.com/terms-of-use
Declaration of Independence
not rightly value the privilege and duty of voting
Many whites did not want black people to vote, and this caused blacks to think that they did not value the right to vote.
Negro must strive and strive mightily to help him-self
Black people must help themselves to succeed.
he has spoken against lynching, and in otherways has openly or silently set his influence against sinister schemesand unfortunate happenings.
Washington was a speaker that spoke for the rights, and had a strong influence as a speaker.
Negroes mustinsist continually, in season and out of season, that voting is necessaryto modern manhood, that color discrimination is barbarism, and thatblack boys need education as well as white boys
They need to be persistent and not stop until their goals are met.
Theydo not expect that the free right to vote, to enjoy civic rights, and to beeducated, will come in a moment
It is a process and will take a long time to achieve these goals.
1. The right to vote.2. Civic equality.3. The education of youth according to ability.
Most African men are asking for these three things.
He advocates common-school and industrial training, anddepreciates institutions of higher learning; but neither theNegro common-schools, nor Tuskegee itself, could remainopen a day were it not for teachers trained in Negro col-leges, or trained by their graduates.
Black schools can't stay open because they don't have teachers in the schools.
First, political power,Second, insistence on civil rights,Third, higher education of Negro youth,—
Sacrifice these things now to have success in the long term and start by learning industrial education.
But Booker T.Washington arose as essentially the leader not of one race but of two,—acompromiser between the South, the North, and the Negro.
Compromiser between the south, north, and African Americans was essential.
Self-assertion,especially in political lines, was the main programme, and behindDouglass came Elliot, Bruce, and Langston, and the ReconstructionEBSCOhost - printed on 8/6/2021 2:28 PM via UNIVERSITY OF LYNCHBURG. All use subject to https://www.ebsco.com/terms-of-use
Leaders that influenced politicians had the most success.
By 1830 slaveryseemed hopelessly fastened on the South, and the slaves thoroughlycowed into submission
There was no escaping slavery in the south by 1830.
Nat Turner
Revolted against many slave owners, and was eventually hung.
Stern financial and social stress after the war cooled much of theprevious humanitarian ardor
The war and financial problems caused less humanitarian enthusiasm
The influenceof all of these attitudes at various times can be traced in the history of theAmerican Negro, and in the evolution of his successive leaders.
The influence of different attitudes of past leaders led to the success off later African American leaders
If the best of the AmericanNegroes receive by outer pressurea leader whom they had not recog-nized before, manifestly there is herea certain palpable gain.
It is best if the leader for black people is someone they have never heard of.
there is among educated and thoughtful colored men in allparts of the land a feeling of deep regret, sorrow, and apprehension atthe wide currency and ascendancy which some of Mr. Washington’stheories have gained
Many educated black men because they had the same opportunities to change the world like Washington did, but they didn't..
that the picture of a lone black boyporing over a French grammar amid the weeds and dirt of a neglectedhome soon seemed to him the acme of absurdities
It's crazy that a man that can speak French and is highly educated but has been neglected because of his skin color.
Mr. Washington first indissolubly linked these things; he put enthusiasm,unlimited energy, and perfect faith into his programme, and changed itfrom a by-path into a veritable Way of Life
Indissolubly- Impossible to break apart.
Linked learning with energy and faith in his program and made it so that education could be a direct path for life.
The South interpreted it in different ways: theradicals received it as a complete surrender of the demand for civil andpolitical equality; the conservatives, as a generously conceived workingbasis for mutual understanding.
Different viewpoints from radical southerners compared to conservatives..
In all things purely social we can be as separate as the five fin-gers, and yet one as the hand in all things essential to mutual progress
Separate in education, but both are making the similar progress.
the nation was a little ashamed of havingbestowed so much sentiment on Negroes, and was concentrating its en-ergies on Dollars.
Americans were guilty of putting slaves through so much just to make money
Additionally, those tracts which have a higherpercentage of their population employed are less likely to have a higher density of indus-trial facilities located in their tract
Counties that have a high percent of their population employed means they are less likely to have a high density of industrial facilities.
but these highly segregatedcounties tend to have facilities located disproportionately in census tracts with moreAfrican Americans and Hispanics.
in highly segregated counties the facilities locations are disproportionate leaving the African American and Hispanic communities with more in their areas.
Overall, they found that the share of pollu-tion experienced by ethnic or racial minority groups typically exceeds the share ofemployment a facility provides to those groups
Pollution experienced by minority groups > share of employment the facilities provide
Thus, fence-line communities are exposed to the environmental harms of industrial facilities butreap little or none of the economic benefits
With increasing use of machinery in these industrial facilities, people that live near the facility and rely on it for work are losing their jobs. This leaving people within a close proximity of the site impoverished and are being exposed to the environmental harms, but aren't reaping any of the benefits.
they foundhouseholds located nearer to a facility were significantly poorer 10 and 20 years aftera facility moved in.
Areas around a facility were significantly poorer 10 to 20 years after the industrial facility was built
aha and Mohai (2005) found areas within one mile of a
Saha and Mohai (2005) found that areas within a mile of an industrial facility suffered from economic decline
Bullard et al. (2007) demonstrated that populationswithin 3 kms of polluting facilities have 1.5 times higher poverty rates and 15% lowermean annual household incomes than communities without facilities.
Populations within a short distance of an industrial facility have a 1.5 times higher poverty rates and 15% lower mean annual household incomes than communities without facilities.
residents living in more racially segre-gated metro areas have higher health risks from air toxics than those in less segregatedmetro areas.
There is a direct relationship between residents living in a racially segregated area and health problems from air toxins
In the South,where the nation’s nonmetropolitan African American population isprimarily located, the out-migration of nonpoor African Americans inthe late 1980s to the metropolitan South, coupled with reduced out-migration of poor African Americans to the North, appears to havereinforced existing African American poverty concentrations in the ruralSouth (Fuguitt and Fulton 2001).
The combination of nonpoor African Americans migrating to the metropolitan south and reduced out migration of the poor African Americans to the North has created poverty concentration in the South.
Rather, residential relocation among householdscharacterized by persistent economic insecurity tends to occur acrosspoor places and is largely motivated by mobility pushes to (re)securehousing after unexpected social or economic shocks, rather than bymobility pulls toward economic opportunity.
Residential relocation of poor people often occurs due push factors like social or economic problems rather than a opportunity pulling them and causing them to move.
Because these opportunitiesare typically concentrated in other poor counties, the poor tend to movedisproportionately to these places instead of moving toward economicopportunities in nonpoor places (as neoclassical theories wouldpredict), or remaining largely immobile (as human capital theorieswould predict)
Nord (1998) argued the migration of the poor was explained by differential opportunities, the poor tended to move to places dominated by low skill jobs and affordable housing. These opportunities are typically in other concentrated poor counties instead of towards economic opportunities.
Yet the poor disproportionatelymoved to other poor places rather than places of economic growth, aspredicted by neoclassical theory.
Nord (1998) study found that the poor still moved as much as the non poor, but the tended to migrate disproportionately, moving to other poor places rather than places of economic growth.
Coupled with the strong out-migration rates of the nonpoor from the poorest counties, these migra-tion patterns served to cumulatively reinforce existing concentrations ofpoverty
Nord (1995) study argues that poor and non poor people were migrating just as much, however the out migration was offset by the migration of the poor into the poorest countries reinforcing existing concentrations of poverty.
poverty concentrations are largelyexplained away as temporary phenomena created by a lag in the naturaladjustment of migration flows to higher wages elsewhere
Poverty concentrations are explained as a temporary lag in the natural adjustment of migration flows to higher wages elsewhere. Neoclassical economic theory
Thus, the human capitalperspective assumes that migration may deepen poverty concentrationsbecause the poor are more likely to remain immobile in poor placeswhile the nonpoor are more likely to move away
Human capital theory observes that economic returns for migrating or moving are higher for those who have more money, higher skill, and better education. People only move if the long term benefits outweigh the costs, therefore migration deepens poverty concentrations because the poor are less likely to move and the non poor are likely to move away.
Because many areasof concentrated poverty found in nonmetropolitan areas are composedof high percentages of African Americans or Latinos, we also investigatehow the migration flows of both minority groups affect the spatial dis-tribution of race- and ethnic-specific poverty.
The article will explore the migration patterns of people, especially minorities, and how those have contributed to concentrations of poverty throughout nonmetropolitan areas.
Spatial concentrations of poverty were not eliminated as a resultof these trends, but declines in various poverty populations reducedoverall the number of poor living in extremely poor counties (Jargowsky2003; Lichter and Johnson 2007)
Even though poverty was decreasing overall, the concentration of impoverished people was increasing.
And just the same with theprofessional class which the race needs and must have, Iwould say give the men and women of that class, too, thetraining which will best t them to perform in the mostsuccessful manner the service which the race demands.
He seems to view the status of a race of people as equivalent to how much work and capitol said race can contribute to the economy.
"Internalized capitalism is this idea that our self-worth is directly linked to our productivity." - Professor Anders Hayden of Dalhousie University
Without industrial development there can be nowealth; without wealth there can be no leisure; withoutleisure no opportunity for thoughtful re ection and thecultivation of the higher arts.”
He repeatedly seems to assert the idea that due to their current state in the economy at the time of this writing, black people should continue to work in jobs they hate in order to hopefully receive some semblance of relevance and respect in the capitalist system as controlled by middle and upper class whites. Here he claims that black people of the working class should not take time for themselves, should not focus on anything outside of work, and should not attempt to elevate their socioeconomic status. He views time off, rest, and activities outside of work as something that only the upper class should seek, and that black people of his day should continue to work lower paying jobs so that their future descendants may one day be a part of this oppressive upper class. All I see here is an awful case of internalized and externalized capitalism that seeks to further oppress people for things that are outside of their control.
being worked and working–to learnthat being worked meant degradation, while workingmeans civilization;
working-to learn means learning more and more things in the line of work and progressing up the ladder, whereas being worked is idle, and no progress is made
Our pathway must be up through the soil, up throughswamps, up through forests, up through the streams, therocks, through commerce, education, and religion
Making your way up in the world will not always be easy, but at the end of the day when all your hard work pays off you will be more satisfied than if it was all given to you.
“We must incorporate into our public school systema larger recognition of the practical and industrialelements in educational training. Ours is anagricultural population. The school must be broughtmore closely to the soil. The teaching of history, forexample, is all very well, but nobody can really knowanything of history unless he has been taught to seethings grow–has so seen things not only with theoutward eye, but with the eyes of his intelligenceand conscience. The actual things of the present aremore important, however, than the institutions ofthe past. Even to young children can be shown thesimpler conditions and processes of growth–howcorn is put into the ground–how cotton andpotatoes should be planted–how to choose the soilbest adapted to a particular plant, how to improvethat soil, how to care for the plant while it grows,how to get the most value out of it, how to use theelements of waste for the fertilization of othercrops; how, through the alternation of crops, theland may be made to increase the annual value ofits products–these things, upon their elementaryside are absolutely vital to the worth and success ofhundreds of thousands of these people of theNegro race, and yet our whole educational systemhas practically ignored them.* * * * * *“Such work will mean not only an education inagriculture, but an education through agricultureand education, through natural symbols andpractical forms, which will educate as deeply, asbroadly and as truly as any other system which theworld has known. Such changes will bring far largerresults than the mere improvement of our Negroes.They will give us an agricultural class, a class oftenants or small land owners, trained not awayfrom the soil, but in relation to the soil and inintelligent dependence upon its resources
It is crucial for black people to learn about agriculture but the education system has completely ignored it.
The Negro in the South worksand works hard; but too often his ignorance and lack ofskill causes him to do his work in the most costly andshiftless manner, and this keeps him near the bottom ofthe ladder in the economic world
Industrial education is meant to teach black people how to work in the most efficient ways possible, not to never work again.
who will prove by actual resultstheir value to the community, I cannot but believe, I say,that this will constitute a solution to many of the presentpolitical and social di culties
By learning certain trades and industrial development, black people could gain respect among the white people.
In fact, public sentiment among the students at Tuskegeeis now so strong for industrial training that it wouldhardly permit a student to remain on the grounds whowas unwilling to labor
Not everyone loved the idea of their kids not touching a book while going to school but this mindset slowly changed over time as the graduated students and parents were able to reap the benefits more than they ever thought.
We began teaching wheelwrighting and blacksmithing ina small way to the men, and laundry work, cooking andsewing and housekeeping to the young women. Thefourteen hundred and over young men and women whoattended the school during the last school year receivedinstruction — in addition to academic and religioustraining — in thirty–three trades and industrie
This institution is back to teaching children the things most useful in life, not irrelevant information that they will never use.
Without industrial development there can be nowealth; without wealth there can be no leisure; withoutleisure no opportunity for thoughtful re ection and thecultivation of the higher arts.”
Industrial development is the base of it all, there can be no higher arts without beginning with industrial development.
It is discouraging to nd agirl who can tell you the geographical location of anycountry on the globe and who does not know where toplace the dishes upon a common dinner table. It isdiscouraging to nd a woman who knows much abouttheoretical chemistry, and who cannot properly wash andiron a shirt
People think education is about memorizing insane facts or being able to talk about a subject that is totally irrelevant to their life, but it's really about being able to do the simple tasks that you need to everyday and understanding the bigger picture.
as a slave theNegro was worked, and that as a freeman he must learnto work.
African Americans were forced to work as slaves, but as free people, they must learn to work for themselves and not others.
s a generation began to pass,those who had been trained as mechanics in slaverybegan to disappear by death, and gradually it began to berealized that there were few to take their places. Therewere young men educated in foreign tongues, but few incarpentry or in mechanical or architectural drawing.
After slavery was abolished and the last of the former slaves generation began to die off there was nobody to work the factory and skilled labor jobs because the white people were so worried about becoming educated for the wrong reasons.
The industriesthat gave the South its power, prominence and wealthprior to the Civil War were mainly the raising of cotton,sugar cane, rice and tobacco.
Much of the wealth and power that the south gained was because of the work that the slaves were doing to produce food and goods.
For two hundred and fty years, I believe the way for theredemption of the Negro was being prepared throughindustrial development. Through all those years theSouthern white man did business with the Negro in a waythat no one else has done business with him. In mostcases if a Southern white man wanted a house built heconsulted a Negro mechanic about the plan and aboutthe actual building of the structure. If he wanted a suit ofclothes made he went to a Negro tailor, and for shoes hewent to a shoemaker of the same race. In a certain wayevery slave plantation in the South was an industrialschool. On these plantations young colored men andwomen were constantly being trained not only as farmersbut as carpenters, blacksmiths, wheelwrights, brickmasons, engineers, cooks, laundresses, sewing womenand housekeepers
Plantations kind of acted as industrial schools because slaves learned how to make a variety of goods.
If, in too many cases, the Negro race begandevelopment at the wrong end, it was largely becauseneither white nor black properly understood the case.Nor is it any wonder that this was so, for never before inthe history of the world had just such a problem beenpresented as that of the two races at the coming offreedom in this countr
The clashing of the blacks and whites after slavery was banned was something the world had never seen before. The hatred they had towards each other was unmatched.
proper cultivation and ownership of the soil.
Everybody started their career working, and working hard, no matter their race, but slaves were treated inferior for the work they were doing on the plantations.
Our pathway must be up through the soil, up throughswamps, up through forests, up through the streams, therocks, through commerce, education, and religion.
Life and education will not always be easy but all the hard work will be worth it.
as a slave theNegro was worked, and that as a freeman he must learnto work.
All of society must learn to work in order to be a productive and successful member of society.
but an education through agricultureand education, through natural symbols andpractical forms, which will educate as deeply, asbroadly and as truly as any other system which theworld has known. Such changes will bring far largerresults than the mere improvement of our Negroes.
The terms used here are much easier to understand the concept the author is discussing. An education through agriculture and education, uses natural symbols and practical forms to educate black students to a deeper level than the world has ever known.
Think, though,how frequently it is the case that from the rst day that apupil begins to go to school his books teach him muchabout the cities of the world and city life, and almostnothing about the country. How natural it is, then, thatwhen he has the ordering of his life he wants to live it inthe city.
When we are taught only one way of life, we stick to that one way of life (afraid to branch out into the unknown).
Out of it in the future will grow practicaleducation, professional education, positions of publicresponsibility. Out of it will grow moral and religiousstrength. Out of it will grow wealth from which alone cancome leisure and the opportunity for the enjoyment ofliterature and the ne arts.
In the future there will be practical education, professional education, positions of public responsibility, moral and religious strength, literature and fine arts. This is a combination of all of the parts of education highlighted in the previous articles/stories we have read and annotated thus far in class.
On these plantations young colored men andwomen were constantly being trained not only as farmersbut as carpenters, blacksmiths, wheelwrights, brickmasons, engineers, cooks, laundresses, sewing womenand housekeepers.
On plantations, African Americans would perform the undesirable jobs. As a result, African Americans practically ran the entire plantation, not the Southern white man.
never before inthe history of the world had just such a problem beenpresented as that of the two races at the coming offreedom in this country.
At the origin of American history, white Americans gained their freedom. Meanwhile, black Americans were denied their freedom during this time. However, with abolition, African Americans were finally given freedom, yet it was the first time in American history that two races were free at once.
It has been necessary for the Negro to learn thedi erence between being worked and working–to learnthat being worked meant degradation, while workingmeans civilization;
The process of being forced to work is nothing like being a working citizen. Working is meant to be for one's own fulfillment, while being worked is meant as a form of oppression.
This training was crude, and was given for sel shpurposes.
The training of slaves was degrading in many ways. They were overworked, mistreated, and taken advantage of for the slave owners benefit.
Nor is it any wonder that this was so, for never before inthe history of the world had just such a problem beenpresented as that of the two races at the coming offreedom in this country.
My previous wonder annotation was answered. Nobody knew what to do because it was new for both the blacks and whites to be free individuals in the United States.
It has been necessary for the Negro to learn thedi erence between being worked and working–to learnthat being worked meant degradation, while workingmeans civilization; that all forms of labor are honorable,and all forms of idleness disgraceful.
There is a big difference between being worked in an oppressive society versus working and learning for self benefit. Being forced to work in an oppressive society is disgraceful and degrading. Working to learn and make money on the other hand is a part of civilization.
for never before inthe history of the world had just such a problem beenpresented as that of the two races at the coming offreedom in this country
Whites have always been free in this country and African Americans have not, now that this freedom is present both are unsure what to do or how to handle it.
It has been necessary for the Negro to learn thedi erence between being worked and working–to learnthat being worked meant degradation, while workingmeans civilization
Being worked by owners in an oppressive system is degrading to a human while working for free-will is true social living
Washington, yet the prevailing public opinion of the land has been buttoo willing to deliver the solution of a wearisome problem into his hands,and say, “If that is all you and your race ask, take it.”
He was such a strong leader that made people want to believe what he was saying and work towards giving him solutions
And yet, by the irony of fate, nothing has more effectually made thisprogramme seem hopeless than the recent course of the United Statestoward weaker and darker peoples in the West Indies, Hawaii, andthe Philippines,—for where in the world may we go and be safe fromlying and brute force?
There is no easy escape from the treatment African Americans face, they must act if they want to experience a difference.
His doctrine has tended to make the whites,North and South, shift the burden of the Negro problem to the Negro’sshoulders and stand aside as critical and rather pessimistic spectators;when in fact the burden belongs to the nation, and the hands of none ofus are clean if we bend not our energies to righting these great wrongs.
The process of gaining political and civil rights for African Americans has to be accomplished with the help of the entire nation. It is a large problem, it requires a large group working towards the solution.
It would be unjust to Mr. Washington not to acknowledge that inseveral instances he has opposed movements in the South which wereunjust to the Negro
Washington's ideas weren't all steps back for African Americans, for he spoke out against their violent mistreatment in the South.
Wehave no right to sit silently by while the inevitable seeds are sown for aharvest of disaster to our children, black and white.
Sitting idle and waiting for the right time to come could take forever, and the foundation for the future generation is already being established.
prejudices of years disappear at the blast of a trumpet; but they are ab-solutely certain that the way for a people to gain their reasonable rightsis not by voluntarily throwing them away and insisting that they do notwant them;
(the beginning of this sentence that I highlighted is to also be included in my annotation here)
Political and civil rights for African Americans will not happen magically, they will take time, insistence, and hard work to achieve. Therefore, it is no longer important to remain patient like Washington asked.
1. The right to vote.2. Civic equality.3. The education of youth according to ability.
The time has come to ask for/fight for the three things Washington asked African Americans to give up.
So far as Mr. Washington preaches Thrift, Patience,and Industrial Training for the masses, we must hold up his hands andstrive with him, rejoicing in his honors and glorying in the strength ofthis Joshua called of God and of man to lead the headless host
Washington preached good and bad things for blacks to do, but as long as we are able to decipher them we are on a path to equality.
Mr. Washington not to acknowledge that inseveral instances he has opposed movements in the South which wereunjust to the Negro
Washington did some good for the blacks in the south but also failed on many things he promised he would do.
Wehave no right to sit silently by while the inevitable seeds are sown for aharvest of disaster to our children, black and white.
Many believed that they could not sit back and watch to see if Washington's plan would be successful or fail, so they took it upon themselves to try to make change.
Negroes mustinsist continually, in season and out of season, that voting is necessaryto modern manhood, that color discrimination is barbarism, and thatblack boys need education as well as white boys.
Consistency is key when it comes to trying to make a change in a stubborn and unforgiving world.
They advocate,with Mr. Washington, a broad system of Negro common schools sup-plemented by thorough industrial training; but they are surprised thata man of Mr. Washington’s insight cannot see that no such educationalsystem ever has rested or can rest on any other basis than that of the well-equipped college and university, and they insist that there is a demandfor a few such institutions throughout the South to train the best of theNegro youth as teachers, professional men, and leaders.
Washington is able to convince the whites that black schools would be helpful to the whites in the south, so they agree.
for where in the world may we go and be safe fromlying and brute force?
They cannot flee the states because they will likely be treated the same if not worse wherever they land by boat or land.
But Booker T.Washington arose as essentially the leader not of one race but of two,—acompromiser between the South, the North, and the Negro.
Washington did what no leader before him did, he made all differing groups work together to converse and compromise.
Mr. Washington’s programme practicallyaccepts the alleged inferiority of the Negro races
Washington's program from the outside looked like it was just giving in to the white folk, but it was all part of his plan to make them equals.
Naturallythe Negroes resented, at first bitterly, signs of compromise which surren-dered their civil and political rights, even though this was to be exchangedfor larger chances of economic development
When Washington came in as the new leader a lot of blacks did not like his approach because they felt like he was making them compromise their few rights that they had to try to make ends meet with the whites.
ised blacks, and they soon found themselves striving to keepeven the rights they formerly had of voting and working and movingas freemen. Schemes of migration and colonization arose among them;but these they refused to entertain, and they eventually turned to theAbolition movement as a final refu
Even the free blacks in the north were classified as just people of color and were treated differently even though they were of the same status as the white man.
The free Negroes of the North, inspired by themulatto immigrants from the West Indies, began to change the basisof their demands; they recognized the slavery of slaves, but insistedthat they themselves were freemen, and sought assimilation and amal-gamation with the nation on the same terms with other men.
Freemen tried to separate themselves from slaves and become a member of American society. They wanted and attempted to be on the same playing field as all other men in the nation.
insurrection,—in 1800 under Gabriel in Virginia, in 1822 under Veseyin Carolina, and in 1831 again in Virginia under the terrible Nat Turner.In the Free States, on the other hand, a new and curious attempt atself-development was made. In Philadelphia and New York color-pre-scription led to a withdrawal of Negro communicants from whitechurches and the formation of a peculiar socio-religious institutionamong the Negroes known as the African Church,—an organizationstill living and controlling in its various branches over a million of men
The steps that blacks were trying to make in the country varied depending on if you were from the south or north.
In the Free States, on the other hand, a new and curious attempt atself-development was made
Actions of African Americans in Free States differed from those in the South. In the South, slaves revolted, while in Free States they worked to develop themselves as people separately from white influence.
Among his own people, however, Mr. Washington has encounteredthe strongest and most lasting opposition, amounting at times to bit-terness, and even today continuing strong and insistent even thoughlargely silenced in outward expression by the public opinion of thenation. Some of this opposition is, of course, mere envy; the disappoint-ment of displaced demagogues and the spite of narrow minds. But asidefrom this, there is among educated and thoughtful colored men in allparts of the land a feeling of deep regret, sorrow, and apprehension atthe wide currency and ascendancy which some of Mr. Washington’stheories have gained. These same men admire his sincerity of purpose,and are willing to forgive much to honest endeavor which is doingsomething worth the doing. They cooperate with Mr. Washington asfar as they conscientiously can; and, indeed, it is no ordinary tribute tothis man’s tact and power that, steering as he must between so manydiverse interests and opinions, he so largely retains the respect of all
Washington is highly respected and appreciated amongst his own people even after some of the mistakes he made.
Honest and earnest criticism fromthose whose interests are most nearlytouched,—criticism of writers byreaders,—this is the soul of democ-racy and the safeguard of modernsociety
You need people to tell you what you need to hear instead of what you want to hear because that is how you will grow
This “Atlanta Compromise” is by all odds the most notable thing inMr. Washington’s career. The South interpreted it in different ways: theradicals received it as a complete surrender of the demand for civil andpolitical equality; the conservatives, as a generously conceived workingbasis for mutual understanding.
The Atlanta Compromise was perceived differently by different people in the south but the way it was said got the approval of the radicals and conservatives.
His programme of industrial education, conciliationof the South, and submission and silence as to civil and political rights,was not wholly original; the Free Negroes from 1830 up to war-time hadstriven to build industrial schools, and the American Missionary Associ-ation had from the first taught various trades; and Price and others hadsought a way of honorable alliance with the best of the Southerners. ButMr. Washington first indissolubly linked these things; he put enthusiasm,unlimited energy, and perfect faith into his programme, and changed itfrom a by-path into a veritable Way of Life
Washington started a program of industrial education in the south.
when in fact the burden belongs to the nation, and the hands of none ofus are clean if we bend not our energies to righting these great wrongs
Where he placed blame was great cause fir doubt of the people
.
They must not be oblivious to the fact that change does not happen overnight and not everyone will like it right away
The South interpreted it in different ways: theradicals received it as a complete surrender of the demand for civil andpolitical equality; the conservatives, as a generously conceived workingbasis for mutual understanding
Washington strategically created the "Atlanta Compromise" to gain the approval of all groups. While it truly just called for African Americans to step back for the time being in regards to their perusal of civil and political rights, different groups were able to interpret it as they saw fit.
First, political power,Second, insistence on civil rights,Third, higher education of Negro youth,—and concentrate all their energies on industrial education, and accu-mulation of wealth, and the conciliation of the South
He asks them to give up so much of what they had been fighting for, which is not something someone wants to just give up and to put everything into industrial education
It seems like he wants to step away from trying to make them more equal but make them better equipped for the future
more advanced races are comingin closer contact with the less developed races, and the race-feelingis therefore intensified
Race at the time was already a hightended issue
But Booker T.Washington arose as essentially the leader not of one race but of two,—acompromiser between the South, the North, and the Negro
He stood in the middle, and could work with both groups
the suppression of the Negro votes,the changing and shifting of ideals, and the seeking of new lights in thegreat night
Their power was taken from them once again, some rights that they had before were even taken back
insurrection
There is a history of fighting back and having a revolt when they are not happy with something
Now in the past the American Negro has had instructive experience inthe choosing of group leaders, founding thus a peculiar dynasty which inthe light of present conditions is worth while studying
These people have now had the chance to have a say in how they are governed and they do not want to all of a sudden give up this right or put it in the hands of someone they do not know
and training, so by singular insight he intuitively grasped the spiritof the age which was dominating the North
He is very smart here in noticing that in order to gain the south trust it is important to do things that they would like. The south and the north did not love each other and if Washington could play the North the south might be more inclined to work with him
The Burkes held a hundred acres, but they were still in debt.
Even when successful, African Americans experienced unfortunate circumstances because of discrimination.
She looked somewhat worried with her new duties,but soon bristled into pride over her neat cabin and the tale of her thrifty husband, and the horseand cow, and the farm they were planning to buy.
Without the little school running, all the young people in the town got sucked into the cycle of work/physical labor.
There were, however, some—such as Josie,Jim, and Ben—to whom War, Hell, and Slavery were but childhood tales, whose young appetiteshad been whetted to an edge by school and story and half-awakened thought.
Time keeps moving forward without any worry of what happened in the past, so we should be able to move forward and want more for the future.
Josie longed to go away to school, but that it “looked like” they never could get farenough ahead to let her; how the crops failed and the well was yet unfinished
Josie wanted an education, but she was depended upon to work at home.
ever working, and trying to buy the seventy-five acres ofhill and dale where he lived; but people said that he would surely fail, and the “white folks wouldget it all.”
Despite hard work and a desire for something, people of color still came in second to those who were white at this time.
their faces shading from a palecream to a deep brown,
There are students of both races within Du Bois' classroom, hints at the school not being segregated.
“We’ve had a heap of trouble sinceyou’ve been away.” I had feared for Jim
The author was lucky to make it out of her little world, but many were not so lucky, they were constantly discriminated against and stuck in a cycle.
from a common hardship in poverty, poor land, and low wages; and,above all, from the sight of the Veil that hung between us and Opportunit
Their small community was trying their hardest but they seemed stuck because of the color of their skin that they would never make it out and be truly successful.
w Josie had bought the sewing-machine; how Josie worked at service in winter, but that four dollars a month was “mighty little”
Josie, a young black girl, worked very hard and put a lot of effort into everything she did but her circumstances never allowed her to become educated the way she wanted to be.
ut people said that he would surely fail, and the “white folks wouldget it all.”
Not much hope for blacks at the point this was written
fine faith the children had in the wisdom of their teacher was truly marvellou
The children were so eager to learn as the teacher was just as eager to teach these kids that didnt have access to education before.
that but once sincethe war had a teacher been there; that she herself longed to learn,—and thus she ran on, talkingfast and loud, with much earnestness and energy
This young black girl did not have access to education where she lived.
My log schoolhouse was gone. In its place stood Progress; and Progress, I understand, isnecessarily ugly.
The changes that happned while they were away were not for the better and it seems like the town did not progress much
their faces shading from a palecream to a deep brown,
What he is saying here is that there were people of all color and that race did not play a factor
We read and spelled together, wrote a little, picked flowers, sang, and listened to stories of theworld beyond the hill.
The teacher not only taught the children to read, spell, and write but also allowed for them to be creative in other ways such as singing.