Deck 4: Social Diversity and Differentiated Schooling: The Progressive ERA

Question 1

Critically analyze W. E. B. Du Bois' criticism of Booker T. Washington's social and educational proposals for African-Americans. Note that this question does not ask you to compare and contrast the educational visions of each of these men, but rather to examine Washington's proposals through the lens of Du Bois' perspective.

Answer 1

W. E. B. Du Bois was a prominent African-American scholar and activist who was critical of Booker T. Washington's social and educational proposals for African-Americans. Du Bois believed that Washington's approach, which emphasized vocational education and accommodation to white supremacy, was ultimately harmful to the progress and advancement of African-Americans.

Du Bois criticized Washington's focus on vocational education as limiting and perpetuating the idea of African-Americans as a labor force rather than as intellectual and cultural contributors to society. He argued that Washington's emphasis on industrial education served to reinforce the segregation and discrimination that existed in American society at the time, rather than challenging and dismantling it.

Furthermore, Du Bois was critical of Washington's strategy of accommodation to white supremacy, which he believed only served to perpetuate the status quo of racial inequality. Du Bois argued that Washington's philosophy of "cast down your bucket where you are" essentially encouraged African-Americans to accept their second-class status and not strive for full equality and civil rights.

In contrast to Washington's approach, Du Bois advocated for a more radical and assertive stance in demanding equal rights and opportunities for African-Americans. He believed in the importance of higher education and intellectual development for African-Americans, and he was a vocal proponent of civil rights activism and political agitation as a means of challenging racial inequality.

In summary, Du Bois' criticism of Washington's social and educational proposals for African-Americans centered on the belief that Washington's approach was too passive, accommodating, and ultimately detrimental to the long-term advancement and empowerment of African-Americans. He argued for a more assertive and proactive approach in the fight for civil rights and equality.

Question 2

As evidenced in the text, during the Reconstruction period black communities were in many ways more successful at providing for public education than white communities. With this in mind, consider the notion that, if given the opportunity, "disadvantaged" populations may well be able to meet their own educational needs. Further, consider the idea that "advantaged" populations, acting in a liberal, paternalist model, may contribute negatively to the position of the "disadvantaged." What do you think? Can you identify any evidence that would support these ideas? What are the implications of these notions for education today?

Answer 2

The notion that "disadvantaged" populations may be able to meet their own educational needs, while "advantaged" populations may contribute negatively to their position, is a thought-provoking one. In the context of the Reconstruction period, it is clear that black communities were successful at providing public education for themselves despite facing significant challenges and disadvantages. This suggests that when given the opportunity, "disadvantaged" populations are capable of meeting their own educational needs.

On the other hand, the idea that "advantaged" populations, in a liberal, paternalist model, may contribute negatively to the position of the "disadvantaged" is also supported by historical evidence. During Reconstruction, white communities often resisted efforts to provide equal educational opportunities for black Americans, perpetuating systemic inequalities and hindering the progress of the "disadvantaged."

These notions have important implications for education today. It suggests that marginalized communities are not inherently incapable of meeting their own educational needs, and that paternalistic attitudes and actions from more privileged groups may do more harm than good. It calls for a reexamination of power dynamics in education and the need for more equitable and inclusive approaches to addressing educational disparities.

In contemporary society, we see evidence of these ideas in the persistent achievement gaps between different racial and socioeconomic groups, as well as in the disparities in access to quality education. Recognizing the agency and capability of marginalized communities to address their own educational needs is essential for creating more effective and empowering educational systems.

Ultimately, these notions underscore the importance of centering the voices and experiences of marginalized communities in educational decision-making and policy development, and working towards a more equitable and just education system for all.

Question 3

Discuss the development of education in the South during the Reconstruction Era and the decade following its end.

Answer 3

During the Reconstruction Era and the decade following its end, education in the South underwent significant development. The period was marked by efforts to establish a more inclusive and equitable education system, particularly for African Americans who had been previously denied access to education under slavery.

One of the key developments during this time was the establishment of the Freedmen's Bureau, which was created to assist newly freed African Americans in various aspects of their lives, including education. The Freedmen's Bureau established schools and provided resources for both freedmen and poor whites to receive an education. This marked a significant shift in the South, as it began to prioritize the education of previously marginalized groups.

Additionally, during this time, several historically black colleges and universities (HBCUs) were founded. These institutions played a crucial role in providing higher education opportunities for African Americans in the South and training teachers who would go on to educate future generations.

Despite these advancements, the development of education in the South during this time was not without challenges. The rise of segregation and discriminatory policies led to unequal access to education for African Americans, particularly in the later years of the Reconstruction Era and beyond.

Overall, the Reconstruction Era and the decade following its end saw important developments in education in the South, particularly in terms of expanding access to education for African Americans. While there were obstacles and setbacks, the foundations laid during this time would have a lasting impact on the future of education in the region.

Question 4

Describe and evaluate the educational ideals and practices at Tuskegee and Hampton.

Question 5

During the Reconstruction period, African-Americans in the South saw many changes in their lives, except for which of the following?

A) a constitutional amendment giving them the franchise
B) genuine social equality with whites
C) increased access to formal education
D) None of these were changes in the lives of African-Americans of that period.

Question 6

The Reconstruction period

A) was perceived as an interruption in the "working out" of the place of free Blacks.
B) saw the emergence of racially hostile "rifle clubs."
C) was a time of major economic depression in the South.
D) All these answers are correct.

Question 7

The combination of literacy and poll-tax requirements was a deadly blow to the political participation of blacks in the South because

A) although able to cast a ballot, many voters were not yet able to read or recite materials selected for the test of literacy.
B) although able to pass the literacy test, many voters were unable to raise the amount of money required as a "tax" to cast a ballot.
C) the tests were applied in ways that specifically disfranchised black citizens.
D) All these answers are correct.

Question 8

If a parallel can be drawn between the attitude of common school supporters toward immigrants, and the attitude toward blacks held by southern whites during the period of redemption, both could be characterized with the statement,

A) "Let us provide education to you in order to bring you into the mainstream of American life."
B) "We need you to be productive in the work force."
C) "We can help you to overcome your vices."
D) All these answers are correct.

Question 9

In the United States, one democratic principle is that of majority rule, yet this sometimes results in inequalities of protection under the law. This situation

A) is an inherent danger in a democracy.
B) is sometimes referred to as "the tyranny of the majority."
C) can be rectified through the judicial process.
D) All these answers are correct.

Question 10

Which of the following is true about the Reconstruction era?

A) The percentage of black children enrolled in school exceeded the percentage of white children enrolled in school.
B) Pay for white teachers invariably exceeded the pay for black teachers.
C) On average, black children attended school more days than white children.
D) On average, black children attended school more days than white children; and also, the percentage of black children enrolled in school exceeded the percentage of white children enrolled in school.

Question 11

Booker T. Washington's counsel to blacks can be characterized most accurately as

A) cooperation with whites.
B) resistance to whites.
C) complete acquiescence to whites.
D) All these answers are correct.

Question 12

Booker T. Washington's belief in the connection between property and morality is similar to the beliefs of

A) Jefferson and classical liberals.
B) Mann and Whig school reformers.
C) modern liberalism.
D) All these answers are correct.

Question 13

Booker T. Washington believed that respect and citizenship would come to blacks in proportion to their accumulation of property, education, and good jobs. His own life seemed to prove this. His belief, however, overlooks

A) the contribution his accommodationist policies had toward his success.
B) the uniqueness of his experiences.
C) the existence of institutionalized racism in his own time.
D) All these answers are correct.

Question 14

Du Bois' calls for opposition to racism

A) were similar to Jefferson's calls for opposition to an unjust government.
B) were similar to Washington's suggestions for overcoming racism.
C) counseled civil disobedience.
D) All these answers are correct.

Question 15

What was the main purpose of the race-evolution theory?

A) to prove that whites were indeed superior because of their skin color and genetic makeup
B) to provide a rational explanation of the unequal distribution of wealth and political power among racial groups
C) to alert African-Americans to the need to demand their political rights, civil rights, and higher Education
D) both to prove that whites were indeed superior because of their skin color and genetic makeup, and to provide a rational explanation of the unequal distribution of wealth and political power among racial groups

Question 16

Which of the following is true about Washington's views on African-Americans and political power?

A) Washington publicly advised the general black population to abstain from voting, running for political office, or speaking out against racial injustices
B) Washington was content with the fact that voting restrictions were applied equally to both races, regardless of whether or not they were literate or owned property
C) Washington was content with the fact that voting restrictions were applied equally to both races, regardless of whether or not they were literate or owned property. At the same time, Washington publicly advised the general black population to abstain from voting, running for political office, or speaking out against racial injustices.
D) None of these answers is correct.

Question 17

Washington believed which three things are important to allow African-Americans to succeed?

A) the right to vote, civil equality, and vocational education
B) civil equality, education for youth, and vocational education
C) vocational education, education of youth, and the right to vote
D) the right to vote, civil equality, and education for youth

Question 18

What was part of Washington's solution to the oppression of African-Americans?

A) African-Americans should not fight for civil rights.
B) The Thirteenth Amendment should be abandoned.
C) Higher education should be provided for the "talented tenth."
D) None of these answers is correct.

Question 19

What was one of the things that Du Bois believed in?

A) higher education for blacks
B) vocational education as a route to African-American equality
C) the acceptability of separate but equal facilities, as long as they are truly equal
D) the necessity of illegal actions against racist institutions

Question 20

Reconstruction meant what to the political-economic dimensions of the South?

A) radical changes
B) tensions throughout the South
C) dramatic change in the life of black southerners
D) All these answers are correct.