Booker T. Washington and W.E.B. DuBois were two of the most prominent African American leaders during the late 19th and early 20th centuries. Washington was born into slavery and became an educator, while DuBois was a scholar and civil rights activist. Despite both striving for progress and acceptance of African Americans, their approaches differed significantly.
Washington’s approach was based on the philosophy of self-help and gradualism. He believed African Americans could succeed through education and vocational training (Washington). In his famous “Atlanta Compromise” speech in 1895, he emphasized the importance of vocational education and economic progress, arguing that this would lead to greater social acceptance and integration. Washington founded the Tuskegee Institute in Alabama, which offered practical training in various fields, such as agriculture and trades. On the other hand, DuBois was a proponent of civil rights and immediate social and political change for African Americans. He believed in the importance of education but emphasized the need for higher education and intellectual advancement. In his book “The Souls of Black Folk,” DuBois famously criticized Washington’s philosophy, arguing that it was too focused on economic progress and failed to address the fundamental issue of racism and inequality in America. He called for full political and social equality for African Americans, including the right to vote and access to higher education.
The approaches taken by Washington and DuBois to the use of racial integration as a tool to advance the status of black Americans were different. The idea of “accommodation,” as espoused by Washington, held that African Americans should make peace with the fact that they would have to face segregation and discrimination for the foreseeable future and look for ways to improve their lot within the framework that was already in place (Stob). He argued that African Americans could gradually change the system from within by demonstrating to white society that they were capable and productive members of society. He believed this would be the most effective way to effect change. On the other hand, Du Bois needed to be more open to the concept of accommodation. He argued that segregation was unethical and that African Americans should be active in the fight against discrimination. He was of the opinion that African Americans could bring about genuine societal shifts if they fought for complete civil liberties and equal treatment in society.
When it came to elevating their race, Washington and DuBois had different perspectives on how leadership should be exercised, which was another area in which they differed. Washington placed a strong emphasis on the importance of individual achievement and self-sufficiency. He encouraged the people who followed him to put in a lot of effort and develop their skills to advance both themselves and the larger community. On the other hand, DuBois viewed leadership as an endeavour that should be undertaken by the community as a whole. He argued that African Americans required strong and visionary leaders to guide them in their fight for equality.
Another distinction between Washington’s and Dubois’s approach to improving the lives of African Americans was how they saw White society. Washington believed that if Black Americans demonstrated their economic value, White society would eventually grant them the rights and privileges of full citizenship. DuBois believed that White society was fundamentally racist and would never willingly grant African Americans full equality (Darity Jr. et al.). He believed that black Americans needed to defend their rights through education and political activism.
Washington’s program was more realistic and effective in achieving tangible gains for African Americans. At the time, the country was still grappling with the legacy of slavery and segregation, and many white Americans were resistant to any efforts by African Americans to gain political and social equality. Washington’s focus on economic advancement through education and vocational training was a practical approach that could provide African Americans with the skills and knowledge needed to improve their lives and communities. His advocacy for industrial education and entrepreneurship laid the groundwork for the development of the Black middle class, which played a significant role in the Civil Rights Movement of the 1950s and 1960s.
The Niagara Movement was founded by a group of African American activists, including W. E. B. Du Bois, in 1905, who sought to promote civil rights and combat racial discrimination. They released a “Declaration of Principles”, which called for equal treatment under the law, an end to racial violence, and access to education and economic opportunities. They also called for the establishment of a “Talented Tenth,” a group of educated and influential African Americans who could lead the fight for civil rights and uplift their communities. W.E.B. Du Bois further developed this idea in his essay “The Talented Tenth,” where he argued that the advancement of the black race depended on the development of a group of educated leaders who could guide their community toward social and political equality.
Booker T. Washington, a prominent African American leader at the time, had a different approach to racial progress. In his “Atlanta Address” in 1895, he emphasized the importance of industrial education for African Americans, arguing that it would provide them with the practical skills needed to secure economic independence and social respect. He also believed in working within the existing social and political systems rather than agitating for radical change. In his essay “Industrial Education for the Negro,” Washington elaborated on his ideas about the importance of vocational training for African Americans. He believed that industrial education would provide them with valuable skills and cultivate the virtues of hard work and self-reliance. Washington argued that African Americans could gain greater acceptance in American society by demonstrating their economic value.
Work Cited
Washington, Booker T. “Booker T. Washington’s Thoughts on Education and Their Relevance in Contemporary Educational System in India.” Ars Artium (2021): 86. https://www.academia.edu/download/71779094/Ars_Artium_2021.pdf#page=9
Darity Jr, William A., and A. Kirsten Mullen. From here to equality: Reparations for Black Americans in the twenty-first century. UNC Press Books, 2022. https://books.google.com/books?hl=en&lr=&id=QwlpEAAAQBAJ&oi=fnd&pg=PP1&dq=DuBois,+however,+believed+that+White+society+was+fundamentally+racist+and+would+never+willingly+grant+African+Americans+full+equality&ots=o_-JpFzVEo&sig=8OzrALtMMV17uYHXb40ehXB0_m8
Stob, Paul. “BOOKER T. WASHINGTON, “ATLANTA EXPOSITION ADDRESS,” ATLANTA, GA (18 SEPTEMBER 1895).” https://voicesofdemocracy.umd.edu/wp-content/uploads/2021/10/Stob-Interpretive-Essay-PDF.pdf
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