Journal of History and Culture Journal of History and Culture

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j o u r n a l o f h i s t o r y a n d c u l t u r e males and women to read and write and high and normal schools could have completed the system. 44 Du Bois was not an early opponent of Washington’s program. During the late 1890s, there were several remarkable similarities in the ideas of Washington and Du Bois, who for a brief period found educational issues on which they could cooperate. 45 The years from 1901 to 1903 were years of transition in Du Bois’ philosophy. Du Bois grew to find Washington’s program intolerable as he became more outspoken about racial injustice and began to differ with Washington over the importance of a liberal arts education when the latter’s emphasis on industrial education drew resources away from Black liberal arts colleges such as Talladega, Spelman, and Morehouse. 46 Generally, Du Bois opposed Washington’s program because he believed that it was narrow in its scope and objectives; devalued the study of the liberal arts; and ignored civil, political, and social injustices and the economic exploitation of the Black masses. Du Bois thought Washington’s emphasis on industrial education actually kept Blacks trapped in lower social and economic classes by suggesting they were best suited to service occupations. Du Bois wanted Blacks encouraged to succeed in the arts and sciences as well as industrial trades. 47 Du Bois asserted that Washington’s apprenticeship approach was not enough in that the teachers of teachers should be trained in more than technical normal approaches: “They must also be broad minded, cultured males and females to scatter civilization among a people whose ignorance was not simply of letters, but of life itself.” 48 Du Bois wanted to move away from the self-education system (i.e., grammar, normal and Black high schools) that had been implemented to assist in the substandard education of Blacks in America. Du Bois understood Washington’s program, but believed that it was not the solution to the race problem. Blacks should study the liberal arts and have the same rights as white citizens. Blacks, Du Bois believed, should not have to sacrifice their constitutional rights in order to achieve a status that was already guaranteed. 49 In The Souls of Black Folk, Du Bois took the position that “the Black men of America have a duty to perform; a duty stern and delicate—a forward movement to oppose a part of the work of Washington.” 50 In this famous book, Du Bois made little to no mention of Black women as leaders in American. Du Bois disputed Washington’s strategy of freeing autonomy which believed that Blacks should develop a separate group economy of producers’ and consumers’ cooperatives as a weapon for fighting educational discrimination and poverty. 51 In an essay entitled, “Of Mr. Booker T. Washington and Others,” Du Bois also said that Washington’s accommodationist program asked Blacks to give up political power, to give up on civil rights, and give up on seeking higher education for Black youth. 52 Du Bois firmly believed that persistent agitation, political action, and academic education would be the means to achieve full citizenship rights for Black Americans. He stressed the necessity 18
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