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The early 1900’s was the era of progressivism, during which socioeconomic equity was paramount concern. African American took part in the era with the objective to establish first class citizenship. In this brought upon polarized views on the most effective methods for invoking change. The first well known black leader Booker T. Washington reintroduced the idea of traditional gradualism... Washington came in conflict with Du Bois an opposing leader who viewed change as rapid and continuous.
The Novel The Book of Negroes by Laurence Hill is a work of historical fiction inspired by a book with the same title written during the American Revolutionary War that was a list of Black Loyalists who fled New York for Canada. The Book of Negroes begins with the main character Aminata as an old woman who has been brought to London, England, in 1802, by abolitionists trying to put an end to slavery. During her time in England waiting for an audience with King George she occupies her time by putting her incredible life to paper. Her story begins with her as an 11 year old girl living in a small village in Bayo, Africa, before the slave traders came, killed her two parents and took her, a man named Fomba and a woman named Fanta away and marched them and a number of other captives in a chain gang to a slave ship.
Thesis statement: The two great leaders in the black community debating about the issues that face the Negro race and Du Bois gave a compelling argument by using pathos, logos and ethos to create an essay that will appear to all readers. Outline: This essay will showcase the contradicting philosophies between W.E.B Du Bois and Booker T. Washington. Also, paying close attention to the different types of leadership between the two historic leaders in the black community. Both W.E.B Du Bois and Booker T. Washington contributed to and helped shape the future of African Americans.
Achieving African American Equality Booker T. Washington and W.E.B Du Bois were two of the most influential advocates for African American equality during the nineteenth and twentieth centuries (Blatty, 1). Although both men ultimately had the same goal, their methods for achieving African American equality were remarkably different. To begin, the men had conflicting ideas about what constituted as African American equality. Booker T. Washington argued that the accumulation of wealth and the ability to prove that Blacks were productive members of society would be the mark of true equality for African Americans (Painter, 155).
Booker T. Washington believed that in order to eventually achieve racial equality African
Booker T. Washington, who was the most powerful black leader at the time, believed that the only way to fix society’s look at people
In Chapter 1 and 2 of “Creating Black Americans,” author Nell Irvin Painter addresses an imperative issue in which African history and the lives of Africans are often dismissed (2) and continue to be perceived in a negative light (1). This book gives the author the chance to revive the history of Africa, being this a sacred place to provide readers with a “history of their own.” (Painter 4) The issue that Africans were depicted in a negative light impacted various artworks and educational settings in the 19th and early 20th century. For instance, in educational settings, many students were exposed to the Eurocentric Western learning which its depiction of Africa were not only biased, but racist as well.
Booker Taliaferro Washington was an American educator and one of the most influential African Americans during the late 1800s and early 1900s. He had widespread support among northern whites and many blacks, due to his accomplishments. Washington’s most well-known success was the Tuskegee Institute, which started as Normal School for Colored Teachers. Later, the school would change to provide education for all emancipated slaves to learn the knowledge of different trades. Washington was the first principal and remained there until he died.
Louis Harlan examines the life, actions, and motivations of Booker T. Washington from top to bottom, peeling back the many complicated layers of Washington’s double life. Harlan’s research highlights an often overlooked fact of history, that the historical figures that live on in legend are, at the end of the day, only human, and the motivations behind their choices are rarely simple. We can only begin to understand Booker T. Washington by examining his childhood, his public and private life, the world he was living in, and the company he kept during his work as a black leader in white America. Harlan presented a detailed portrait of Washington, tracing his life from his early years as a slave to his rise as a national figure and leader of
Booker T. Washington was the most influential representative for black Americans between 1895 and 1915. During the time that the white and the black were rivals, he gave a speech before the Cotton States and International Exposition in Atlanta. In his speech The Atlanta Exposition Address, not only does he awake the black Americans to get involved into the industrialization, but he also asks for more working opportunities from the white. To reinforce his argument that the two races to cooperate together to push the South to prosperity, Washington employs multiple stylistic elements including parallel structures, peaceful diction and metaphor.
The excerpt I chose to reflect on is called “An End to the Neglect of the Problems of the Negro Woman!” by Claudia Jones (1949). Jones express the concerns that women of color in her time suffer from the neglect and degradation they receive throughout their lives. During this time, the reason many African American women go through the struggles in their community originated from the notion that the “bourgeoisie is fearful of the militancy of the Negro woman” (108). In my opinion, they have every right to be afraid of African American women. As Jones stated nicely "once Negro women undertake action, the militancy of the whole Negro people, and thus of the anti-imperialist coalition, is greatly enhanced" (108).
From the start Booker T. Washington always had a burning desire for education in which he saw a way to escape ignorance and become equipped to help others. After the war had ended, it leads him to leave home and with the value of hard work and the help of the headmaster of the school, General Samuel C. Armstrong. Washington was able to accomplish his goal and graduate from Hampton in 1875. Throughout the years, Armstrong offered Washington a position to run a new school in Tuskegee, Alabama for African Americans. Then rather join politics education was important for Washington in the sense that he saw this opportunity to give back to his community by cultivating them not just through basic education, but as well as industrial education.
My verbal visual essay is based on the novel The Book of Negroes by Lawrence Hill. The aspect of the novel I decided to focus on is the protagonist, Aminata Diallo. To begin, the focal point of this piece is a woman's face with a map of the world on it. I drew the face with Amniata in mind, and incorporated the moon marks that are adorned on her face. Her facial expression is also rather difficult to read.
In summary, Hill’s critique of unjustified abductions of numerous Africans is displayed through his inclusion of symbolism and similes with the purpose of educating society in hopes for less xenophobic opinions in of people belonging to diverse racial backgrounds as judging one’s character based on the colour of their skin is illogical. The comparisons between slaves and dogs display the degrading manner in which Africans are treated. The Book of Negroes represents freedom and change as people start to concede the immorality of slavery. Moreover, similarities between social class of Africans compared to animals as well as the comparison of estranged children to amputated limbs also emphasizes the inequality faced on a daily basis. After all,
The Atlanta Exposition Address by Booker T. Washington (1856-1915), written as a strategy in order to combat racial tensions in the South. Washington was born into slavery, where he worked on a Virginia plantation until emancipation in 1865. He then moved to Virginia with his mother, and taught himself how to read and write. After many years of saving he enrolled in the Hampton Institute (later called Hampton University) in 1875 and Wayland Seminary from 1878-1879. He would later become a teacher at Hampton, and after recommendation from Hampton’s president, he was selected to lead Tuskegee University.
