Journal of Global History Rereading W. E. B. Du Bois
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Booker T. Washington and WEB Dubois
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1978 Volume II: 20th Century Afro-American Culture Booker T. Washington and W. E. B. DuBois: The Problem of Negro Leadership Curriculum Unit 78.02.02 by Robert A. Gibson The problem of Negro leadership during the twenty years between 1895 and 1915 will be covered in this unit of Afro-American History. The issues raised by the celebrated debate between Booker T. Washington and W. E. B. DuBois will be its central theme. For two decades Washington established a dominant tone of gradualism and accommodationism among blacks, only to find in the latter half of this period that the leadership was passing to more militant leaders such as W. E. B. DuBois. During the four decades following reconstruction, the position of the Negro in America steadily deteriorated. The hopes and aspirations of the freedmen for full citizenship rights were shattered after the federal government betrayed the Negro and restored white supremacist control to the South. Blacks were left at the mercy of ex-slaveholders and former Confederates, as the United States government adopted a laissez-faire policy regarding the “Negro problem” in the South. The era of Jim Crow brought to the American Negro disfranchisement, social, educational, and occupational discrimination, mass mob violence, murder, and lynching. Under a sort of peonage, black people were deprived of their civil and human rights and reduced to a status of quasi-slavery or “second-class” citizenship. Strict legal segregation of public facilities in the southern states was strengthened in 1896 by the Supreme Court’s decision in the Plessy vs. -
The Crisis, Vol. 23, No. 1 (November 1921)
The CRISIS Vol. 23-No. 1 NOVEMBER, 1921 Whole No. 135 ONE DOLLAR AND A HALF A YEAR FIFTEEN CENTS' Turning Hard Times into Prosperous Times The year 1921 will ever be remembered as the period of "America's Hardest Times" following the World's War. Conditions would be worse than now were it not for the Herculean efforts of those determined spirits who are forcing the wheels of progress to continue to revolve. THE SOUTHERN AID SOCIETY OF VA„ INC., is proud to be numbered among those who are trying to keep the Door of Opportunity open. The cut below shows the new $200,000.00 four-story and basement modern fireproof building erected by the Society at 7th and Tea Streets. N W., Washington, D, C. to help turn Hard Times into Prosperous Times. not only does the Superior Policy of Protection, issued by the Society, keep the wolf the door of all Southern Aid Policyholders but its policy of constructing modern office lings, in the various cities where it operates, makes it possible for our professional and less interests to have suitable quarters—like the best had by other races—in which to lay their talents and wares and to do better business. Therefore by its Insurance Policy as well, by its Business Policy the Society is daily helping to turn Hard Times into Prosperous Times. SOUTHERN AID SOCIETY OF VIRGINIA, INC. Home Office: 527 N. Second Street, RICHMOND, VA. District Offices and Agencies in Virginia and the District of Columbia Insures Against Sickness, Accidents and Deaths J. -
THE NEGRO PROBLEM in the UNITED STATES By
376 THE NEGRO PROBLEM IN THE UNITED STATES By Harold J. Vath i UMI Number: EC55817 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. UMI® UMI Microform EC55817 Copyright 2011 by ProQuest LLC All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 PREFACE Practically every American town and city has its race conflicts. The degree of prejudice is somewhat pro portional to the size and number of conflicting groups. No matter what the population of the town is it has its "Polack" section,"Guinea" section,"Nigger" section,etc. In many instances the struggle is carried on to preserve one select group from an other, within a larger group. In New England towns the Yan kees and Swamp Yankees are constantly battling the second and third generation children of immigrants. In the northern areas it is the French-Canadian, in the middle and southern the Irish, Italian, Polish and Negro. One will find the farther south he goes the greater is the discrimination against the Negro. In the smaller northern towns there are very few col ored people and consequently the necessity for counteracting his influence is negligible. -
WEB Du Bois and the Rhetoric of Social Change, 1897-1907
Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations 2008 W.E.B. Du Bois and the Rhetoric of Social Change, 1897-1907: Attitude as Incipient Action Fendrich Clark Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Clark, F. (2008). W.E.B. Du Bois and the Rhetoric of Social Change, 1897-1907: Attitude as Incipient Action (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/415 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. W.E.B. DU BOIS AND THE RHETORIC OF SOCIAL CHANGE, 1897-1907: ATTITUDE AS INCIPIENT ACTION A Dissertation Submitted to the McAnulty College and Graduate School of Liberal Arts Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Philosophy By Fendrich R. Clark May 2009 Copyright by Fendrich R. Clark 2009 W.E.B. DU BOIS AND THE RHETORIC OF SOCIAL CHANGE, 1897-1907: ATTITUDE AS INCIPIENT ACTION By Fendrich R. Clark Approved November 14, 2008 _________________________________ _________________________________ Richard H. Thames, Ph.D. Janie Harden Fritz, Ph.D. Associate Professor of Communication Associate Professor of Communication (Dissertation Director) (Committee Member) _________________________________ Pat Arneson, Ph.D. Associate Professor of Communication (Committee Member) _________________________________ _________________________________ Albert C. Labriola, Ph.D. Ronald C. Arnett, Ph.D. Acting Dean, McAnulty College and Professor and Chair, Department of Graduate School of Liberal Arts Communication and Rhetorical Studies (External Member) iii ABSTRACT W.E.B. -
Racial Uplift Booker T
Racial Uplift Booker T. Washington ● (1856-1915)--Educator and Reformer ● Promoted Self-help for blacks ● Racial Solidarity ● Accommodation ● Spoke to blacks about working hard in their jobs to advance their status and respectability in society rather than devote attention to discrimination they may be dealing with at present moment. ● Recommends blacks receive education in crafts, industrial, and farming ● Key to winning respect of whites and full acceptance as citizens and integration into all strata of society is with cultivation of patience, enterprise, and thrift. ● Usually associated with “Conservatives” Racial Uplift Racial Uplift Booker T. Washington’s idea of racial uplift was a means of self-help for the black people. ● "To those of my race, who depend on bettering their condition in a foreign land, or who underestimate the importance of preservating friendly relations with the southern white man who is their next door neighbor, I would say: “Cast down your bucket where you are.” Cast it down, making friends in every manly way of the people of all races, by whom you are surrounded." 1895 Atlanta Compromise Speech ● “Any individual who learned to do something better than anybody else-Learned to do a common thing in an uncommon manner-had solved his problem, regardless of the color of his skin, and that in proportion as the negro learned to produce what other people wanted and must have, in the same proportion would he be respected.” Up From Slavery Booker T. Washington ● Post-Reconstruction and Redemption era, Washington wanted to help the black people learn how to better accommodate themselves within the "white" community to help ease the reactions they would be receiving, and through economic and social self-help, they could, not only "prove" to the whites, but also to themselves they were deserving of full political and legal rights. -
W. E. B. Du Bois and Pan-Africanism: His Place in Its Early Development
W.E.B • . Du Bois and Pan-Africanism w. E. B. Du Bois and Pan-Africanism: His Place in Its Ear~ Development by H. G. Pardy, B.. A. (Honse) Acadia, 1966 A Thesis Submitted to the Faculty of Graduate Studies in Partial Fulfilment of the Requirements for the Degree of Master of Arts McMaster University Ju~, 1967 (ii) MASTER OF ~1TS (1967) McMaster University (Political Science) H~milton, Ontario. TITLE: W. E. B. Du Bois and Pan-.A.fri'canism: His Place in Its Ear~ Development AUTHOR: H. G. Parqy, B. A. Hons. (Acadia University, 1966) SUPERVISOR: Dr.J. E. Kersell NID1BER OF PAGES: (vi) : 92 (iii) At the background of every Negro, however wise, or well educated, or brave, or good, is contemporar,r Africa which has no collective achievement ••• like other nationalities. Edgar Gardner Murphy, 1909. The problems of the American Negro must be thought of and settled on~ with continual reference to the problems of the West Indian Negroes, the problems of the French Negroes and the English Negroes, and above all, of the African Negroes. Wo E. B. Du Bois. (lv) A C K NOW L E D\ GEM E N T S \ I would'like to thank Dr. J. E. Kersell, Department of Political Science and Dr. W. Weissleder, Department of Sociolo.ro" and Anthropology, who gave freeJy of their time and advice in the preparation of this thesis. I am also grateful to Professor Derry Novak, Department of Political Science loJ'ho, at a late date, consented to serve on the examinihg committee. (v) TABLE OF CONTENTS Page Introduction • • . -
The Negro Problem in the South
University of Richmond UR Scholarship Repository Honors Theses Student Research 4-21-1934 The egN ro problem in the South Sidney T. Matthews Jr Follow this and additional works at: http://scholarship.richmond.edu/honors-theses Recommended Citation Matthews, Sidney T. Jr, "The eN gro problem in the South" (1934). Honors Theses. Paper 560. This Thesis is brought to you for free and open access by the Student Research at UR Scholarship Repository. It has been accepted for inclusion in Honors Theses by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. THE NEGRO PROBLEM IN THE SOUTH By Sidney T. Matthews, Jr. Second Term Paper Dr. S. c. Mitchell, Professor April 21, 1934 BIBLIOGRAPHY Beard, Charles and Mary "The Rise of American Civilization" Bowers, Claude ~The Tragic Era" Gaines, Francis Pendleton ~The Southern Plantation" Dewey, John "Human Nature and Conduct" Gravely, William Henry "Can the Water Be Made Fine" n n n "Southern Politics and Women" Knight, C. L. "Negro Housing in Certain Va. Cities" Mitchell, Broadus "Economic Effects of Slavery" Smith, W. P. "Negro Suffrage in the Southn Young, Donald and others "The American Negro" (Annals of the American Academy of Politi cal and Social Science, 1928) Julia E. Johnston {compiler)"Selected Articles on the Negro Problem" Dubois, Wm. E. B. "The lfegro" Archer, William "Through Afro-America" Johnson, Chas. s. "The Economic Status of Negroestt Moton, Robert R. "What the Negro Thinksn .. " " "Finding a Way Out" Jones, L. G. E. "Negro Schools in the Southern Stata" Feldman, Herman "Racial. Factors in American Industry" Reuter, Edward Byron "The American Race Problem" It If . -
Theory and Racialized Modernity: Du Bois in Ascendance
EDITORIAL INTRODUCTION Theory and Racialized Modernity Du Bois in Ascendance Lawrence D. Bobo Department of African and African American Studies and Department of Sociology , Harvard University The United States is neither done with race nor with the problem of racism. In this dilemma the U.S. is not alone. In Brazil and much of the rest of Latin America active pigmentocracies still relegate those of African descent and darker skinned indigenous peoples to the lower rungs of society (Gates 2011 ; Gudmunson and Wolfe, 2010 ; Hooker 2009 ; Joseph 2015 ; Telles 2014 ). Despite a great multiracial democratic revo- lution and the rise of numerous Black Africans into its economic elite, South Africa is far from done with the deep wounds and legacies of ongoing, vast Black poverty and economic marginalization attendant to its apartheid past (Gibson 2015 ; Nattrass and Seekings, 2001 ; Seekings 2008 ). Where it was once erected, although subject to much complexity and change in the modern era, the color line endures almost anywhere one looks around the globe. The notion of modernity we typically associate with two intersecting streams of ideas. One of these streams involves ideals of economic growth and development, free markets, and technological innovation. The other stream involves ideals of freedom, egalitarianism, and democracy. With the march forward of these intersecting streams much social thought foretold the withering of old ascriptive inequalities and barriers tied to racial and ethnic distinctions. But as ethnic studies scholar Elisa Joy White ( 2012 ) has put it, such “contemporary renderings of modernity are intrinsically flawed because of the structural antecedent of race-based social inequality” (p. -
Conceptions and Ideologies of the Negro Problem Ralph J
Contributions in Black Studies A Journal of African and Afro-American Studies Volume 9 Special Double Issue: African American Article 6 Double Consciousness 1992 Conceptions and Ideologies of the Negro Problem Ralph J. Bunche Follow this and additional works at: https://scholarworks.umass.edu/cibs Recommended Citation Bunche, Ralph J. (1992) "Conceptions and Ideologies of the Negro Problem," Contributions in Black Studies: Vol. 9 , Article 6. Available at: https://scholarworks.umass.edu/cibs/vol9/iss1/6 This Article is brought to you for free and open access by the Afro-American Studies at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Contributions in Black Studies by an authorized editor of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Bunche: Conceptions and Ideologies of the Negro Problem Ralph J. Bunche CONCEPTIONS AND IDEOLOGIES OF THE NEGRO PROBLEM NOWLEDGEOF RALPH BUNCHE' S PIONEERING workonAfricanAmerican conceptions ofthe world has been largelyconfinedto specialistsin political scienceand K history? Writing in 1940, Bunche and his staff prepared four, detailed memoranda' on black American organizations and ideologies for the monumental Carnegie-Myrdal study, An American Dilemma.' True to design, this larger work succeededinframing discussions on "racerelations" withinandwithoutacademiafor thesubsequenttwodecades. (Andis stilloccasionally employedtodayas aprimarytext by professorswho haveread little else since that time!) In comparing these original memoranda -
The Talented Tenth
The Talented Tenth By PROF. W. E. BURGHARDT DuBois A strong plea for the higher education of the Negro, which those who are interested in the future of the freed- men cannot afford to ignore. Prof. DuBois produces ample evidence to prove conclusively the truth of his state- " ment that to attempt to establish any sort of a system of common and industrial school training, without first pro- viding for the higher training of the very best teachers, is simply throwing your money to the winds." W. E. BURGHARDT DuBOIS. THE TALENTED TENTH The Negro race, like all races, is going to be saved by its exceptional men. The problem of education, then, among Negroes mug^rst of all deal the Talented it is the with Tenth ; prob- lem of developing the Best of this race that they may guide the Mass away from the con- tamination and death of the Worst, in their own and other races. Now the training of men is a difficult and intricate task. Its tech- nique is a matter for educational experts, but its object is for the vision of seers. If we make money the object of man-training, we shall develop money-makers but not necessarily men; if we make technical skill the object of education, we may possess artisans but not, in nature, men. Men we shall have only as we make manhood the object of the work of the schools intelligence, broad sympathy, knowl- [33] The Negro Problem edge of the world that was and is, and of the relation of men to it this is the curriculum of that Higher Education which must under- lie true life. -
Politics, Activism and Marxism of the Lovestone Group
CHAPTER 2 Politics, Activism and Marxism of the Lovestone Group Paul Le Blanc The subtitle of Jay Lovestone’s biography captures essential elements of his story – Communist, Anti-Communist, and Spymaster.1 Once the central leader of US Communism, Lovestone was deposed when he crossed swords with the new leader of world Communism, Joseph Stalin, in 1929. He then led a dis- sident Communist group whose anti-Stalinism soured into a thoroughgoing anti-Communism by the end of the 1930s, when the group dissolved. The Lovestone group’s most prominent leaders seemed to live up to the epithet pinned on them by their Stalinist opponents – renegade. Lovestone ended up overseeing a Cold War anti-Communist foreign policy of the American Federation of Labor-Congress of Industrial Organizations (AFL-CIO) in the 1950s and 1960s, and he was up to his elbows in operations of the Central Intelligence Agency (CIA). His second-in-command, Bertram D. Wolfe, became an influential anti-Communist ideologue working for the US State Department, helping to head up the Voice of America, among other things. Will Herberg, editor of the group’s paper, Workers Age, abandoned Marxism to become a Jewish theologian and a very active editorial board member of the conservative journal, National Review.2 What the Lovestone group represented, however, as it went through its various organisational and political incarnations from 1929 to 1940, was something much more complex and interesting. The Communist Party USA (Majority Group) essentially claimed to be the ‘true’ Communist Party, an ori- entation maintained with a somewhat more critical edge by its successor, the Communist Party Opposition. -
Race and Religious Faith Syllabus
ARDA LEARNING RESOURCES Race and Religious Faith Syllabus SOC 430 SEMINAR: RACE AND RELIGIOUS FAITH Davidson College Spring Semester, 2011 Course: Sociology 430 -- Seminar: Race and Faith (3 units) Time and Place: 9:40am - 10:55am, Tuesdays & Thursdays, Chambers 2209 Prerequisite: First-year students admitted by permission of professor Instructor: Gerardo Marti, Ph.D. Phone Number: (704) 894-2481 (24 hour voicemail if unanswered) My Office: Papers turned in outside of class go in my box in Sociology Dept in Chambers Pre-Scheduled appointments meet in my office, Preyer 107 Email: [email protected] Office Hours: Wednesdays 10:00am – 11:30am and by appointment. Course Description This seminar pursues sociological analysis at the intersection of race-ethnicity and religion. Our focus in this class centers on American congregational communities (whether it be church, temple, or mosque)— especially in relation to processes of immigration and transnationalism. Our class begins with a broad discussion of Will Herberg’s classic discussion on the American assimilation of religious groups and the formation of the historic Black Church in America. The class continues with an analysis of religion and migration at the turn of the 20th Century. The transformations of both black churches and non-native, ethnic churches throughout the mid-century will quickly culminate into an examination of the relations between race-ethnicity, religion, and broader civic society today. The course ends with a look at the rare achievement of multi-ethnic/multi-racial religious communities. Throughout the class, we also consider the broader and complex effects of politics and globalization, economics and financial pressures, citizenship and public life, prejudice and discrimination, media and technology, as well as innovations and social change.