Journal of History and Culture Journal of History and Culture

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
for liberal arts training because he believed that Black leadership would come from students with college-trained
backgrounds as well as technical normal school backgrounds—not only the “educate – yourself ” practice that is
still taking place amongst Blacks in the United States. Du Bois’ philosophy of the Talented Tenth was that a college-
educated elite would chart, through their knowledge, the way for educational and cultural elevation for the Black
masses. 53 Du Bois’s views remained somewhat evident but less visible than Washington’s views until the Civil Rights
Movement in the 1960s.
Historical scholars strongly disagreed on strategies for Blacks and educational progress but suggested that
Washington and Du Bois made a permanent mark on the historical debate over how Blacks should achieve equality
in America. Both Washington and Du Bois had the same goals—eradicating racism, segregation, and discrimination
against their race. 54 Both Washington and Du Bois also tended to blame Blacks themselves for their condition.
Washington placed emphasis on self-help and moral improvement; however, Du Bois focused on the rights of Blacks.
Washington and Du Bois were willing to accept franchise restrictions based on education and property qualifications,
but not race. They encouraged the development of Black business; however, did not agree that the Black masses
should receive only industrial training as exemplified by Washington’s belief in Black males being trained as only
master builders rather than a liberal arts education. Again, Du Bois believed this approach devalued the study of
the liberal arts while ignoring civil, political, and social injustices.
However, Washington and Du Bois wanted the same thing for Blacks—first-class citizenship—but their
approaches for obtaining it differed. Du Bois had the well-to-do background and classical education which was far
different from the life of Washington, a freed slave and recipient of a very practical education. Their backgrounds
led to the differences in their educational views on training Blacks. Washington focused on the policies he thought
would win the respect of Whites and lead to Blacks being fully accepted as citizens and being integrated into all
strata of society. 55 Du Bois’ educational approach led to the belief that White people owe Blacks an education, and
that it was the sole responsibly of the White oppressor to raise Black people up as societal equals. 56 Du Bois wanted
Blacks to have the same educational opportunity as Whites. In his view, Blacks should not be segregated by attending
only technical high and public schools. As mentioned earlier, the segregation of self-education or an “edumacation”
has and is still taking place amongst Black students in public elementary and high schools and in several architecture
programs in the United States..
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