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HIST 301: African American History > BDC CH. 3 > Flashcards

BDC CH. 3 Flashcards

Booker T. Washington + The Strategy of Accommodation

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1
Q

What did Washington claim in his Atlanta Exposition Address?

A
  • economic cooperation should supersede political conflict

- wanted just treatment from Southern whites in exchange for two concessions
EW

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2
Q

What were the two concessions that Washington made on behalf of African Americans?

A
  1. admission Radical Reconstruction was mistake

2. assure blacks didn’t want “social” equality (seen by whites as endorsement for segregation
AA)

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3
Q

What actions did Washington urge African Americans to take?

A
  • stay in South
  • concentrate on hard work not protest
  • become friends w/ white southerners
    (SCB)
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4
Q

What actions did Washington urge southern white people to take?

A
  • regard blacks as economic asset not political threat

- fair treatment of blacks as loyal workers
RF

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5
Q

How did opinions of Washington change going into the 20th century?

A
  • became more negative as race relations got worse not better
  • trader to blacks
  • blacks made concessions w/ whites giving none back
    (BTB)
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6
Q

What was the significance of the Tuskegee Institute?

A
  • staffed/administered entirely by blacks
  • most prominent black institution in the world at that point
  • founded by Washington (1881)
    (SMF)
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7
Q

What was the basis of the Tuskegee Idea + how did it shape Washington’s vision?

A

TI = instead of focus on higher learning blacks need to acquire basic agricultural skills to succeed in South

  • southern whites needed black labor (whether they liked it or not)
  • 4/5 of blacks lived in rural areas + were sharecroppers/renters on white land
    (SF)

Washington saw blacks becoming land owners/small businessmen on their own one day

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8
Q

Why did Washington tend to downplay white racism?

A
  • felt blacks could use white self-interest to achieve economic equality
  • economic progress > social/political to Washington
  • if blacks proved to be good workers to whites they would be treated fairly
  • prejudice would go away eventually opening door to citizenship/voting rights
    (FEIP)
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9
Q

What was the meaning of “industrial education”?

A
  • practical skills in agriculture/trade
  • students do manual labor
  • teach blacks to earn living in rural South
  • gave them no industrial skills
  • strict rules/military discipline
    (PSTGS)
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10
Q

Why were traditional black universities, unlike Tuskegee/Hampton seen as ill suited to the needs of the black population as a whole?

A
  • stressed higher education
  • equipped blacks to be teachers/politicians but no practical skills for masses
  • blacks most in need of elementary/individual education
    (SEB)
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11
Q

What were some criticisms of the industrial education curriculum?

A
  • made blacks take a subordinate position to whites
  • was teaching blacks to stay in line/out of politics
  • trained blacks to be just low wage laborers
  • drew comparisons to black slave driver
    (MWTD)
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12
Q

What did Washington’s black opponents fear about industrial education?

A
  • blacks would continue to receive only most basic schooling
- it would perpetuate their second class citizenship 
(BI)
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13
Q

Why did whites support the industrial education system that Washington was promoting?

A
  • saw it as putting a ceiling on black achievement

- used to justify dual education standard (superior school for whites + inferior for blacks
SU)

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14
Q

How did Washington defend industrial education?

A
  • the masses needed basic schooling the most anyway
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15
Q

How did whites feel about post Civil War black universities + what was Washington’s response to these criticisms?

A
  • made blacks “overeducated”/lazy
  • useless institutions
    (MU)
  • Washington actually supported the hateful remarks
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16
Q

How had the opinions of higher black education vs industrial education changed by 1900?

A
  • whites wanted black higher education extinguished

- blacks felt whites were using industrial education as excuse to close post-war black universities

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17
Q

How did whites respond to higher black education?

A
  • southern whites forced post-war universities to drop certain subjects from curriculum
  • philanthropists denied funding to higher education black institutions
  • philanthropists pressured black colleges to dilute curriculum + integrate agricultural skills
    (SPP)
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18
Q

What was at stake if industrial education prevailed over higher education?

A
  • than no black could reach achievements of a white no matter how gifted
  • could see stagnation/regression of race w/o higher educated blacks to lead
    (TC)
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19
Q

What was the condition of overall education in the South during the 19th century + why?

A
  • underdeveloped + underfunded (nonexistent in some areas)
    (UU)
  • whites reluctant to spend on public service
  • Dems. in charge slashed education spending
    (WD)
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20
Q

What was the relevance of the Blair Bill in Congress + what was its result?

A
  • proposed using federal $$$ to subsidize public schools
  • would allocate funds to states individually based on illiteracy rate (would benefit South the most)
    (PW)
  • bill never passed
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21
Q

What were the condition of the black private schools/universities?

A
  • only education offered to blacks beyond elementary level
  • mostly funded by teachers + parents + fundraising appeals
  • many were short lived (didn’t have funding)
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22
Q

What were the condition of the Northern church schools for blacks?

A
  • more stability than the private schools

- were also struggling w/ funding ( Rep. idealism was declining + Southern aid from North decreased
RS)

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23
Q

How did southern whites feel about education for blacks overall?

A
  • very unpopular
  • associated it w/ Radical Reconstruction
  • did not want any taxes expended on black children
  • mostly no taxes at all towards any education (crippled white children also)
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24
Q

Why did some whites favor the total banning of black education?

A
  • said it promoted laziness
  • turns blacks to life of crime
  • educated blacks could undermine white supremacy
  • did not want blacks to be able to compete w/ whites economically
  • could pass literacy tests making them eligible to vote
  • illiterate blacks made best laborers
    (STEDCI)
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25
Q

What were the condition of black public schools in the South by 1895?

A
  • most black kids didn’t attend school
  • small # of schools located in churches/shacks w/ little amenities
  • poorly educated teachers teaching overpacked classrooms
  • real possibility whites could abolish pittance given to black schools
  • whites also crippling black private schools
    (MSPRW)
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26
Q

How did Washington try to aid in the continuance of black education in the South?

A
  • tried to disassociate black education w/ Radical Reconstruction
  • stressed industrial education only gave blacks practical skills + made them better workers
  • try to ensure whites blacks wouldn’t use education to gain political/economic power over them
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27
Q

What was the misconception about Tuskegee/industrial education?

A
  • it made blacks only learn to be servants/laborers
  • thought it was system to keep blacks down
    (IT)
  • actually provided them w/ many useful skills (reading + “book learning)
  • many Tuskegee graduates went on to higher education
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28
Q

How was industrial education seen as killing two birds w/ one stone?

A
  • secured cooperation from whites + provided blacks w/ necessary education
    (SP)
  • allowed whites to believe Tuskegee was inferior institution so they let it stay open
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29
Q

How were black politicians able to make educational opportunities for students in the South in the 1870s/1880s?

A
  • black Republican leaders supported white Democrats

- when they won they repaid black leaders by convincing legislature to fund black schools

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30
Q

What did Washington do once Southern financial support for black schools began to dwindle?

A
  • went North on summer fundraising trips
31
Q

Where did Northern funding come from to aid black schools in the South?

A
  • Northern industrial capitalists/philanthropists
32
Q

What was the impact of Northern financial aid for black schools + Washington?

A
  • let him abolish Tuskegee dependence on AL pubic $$$

- made him most influential black educator in the South
IM

33
Q

Even though they helped fund black education, what were the opinions shared by many of the Northern industrial capitalists?

A
  • regarded Radical Reconstruction as a mistake
  • doubted blacks could be as smart as whites
  • didn’t see value of higher education for blacks
  • did not support black equality movements
  • accepted Southern segregation laws
    (RDDDA)
34
Q

What was Washington’s dilemma by accepting money from Northern industrial capitalists?

A
  • poison $$$
  • would help fund black education
  • but money came from white supremacy supporters
    (PWB)
35
Q

What was the major sign that Washington’s Northern aid failed to improve the education of African Americans in the South?

A
  • widened gap between black/white schools

- black school improvement remained stagnant

36
Q

How were white vs black public schools similar prior to 1900?

A
  • low public spending put black/white schools around the same poor level
  • blacks able to resist race-based tax revenue proposals
  • whites thought they’d be subsidizing black schools + blacks weren’t capable of funding them themselves
    (LBW)
37
Q

What was the difference between white vs black public schools following 1900?

A
  • school funding for blacks fell from 34% to 13%

- white teachers received 50% more $$$
SW

38
Q

What two factors encouraged black discrimination the most in the education system?

A
  • disenfranchisement of black voters + Northern philanthropist policies
    (DN)
39
Q

What policies did the Northern philanthropists take that limited the growth of black education?

A
  • Southern Education Board (SEB) decides to promote white schools but not black
  • SEB was scared of southern whites resisting any school funding if the backed black schools
40
Q

What was the overall result of the 1900s education movement?

A
  • saw millions go to white schools + none go to black
41
Q

What was the Rosenwald school building program + what was its impact?

A
  • Julius Rosenwald - wealthy Jewish businessman
  • convinced by Washington to set up school pilot program (started in Macon County, AL) (1912)
  • $$$ from Rosenwald/blacks helped build several school houses
  • program helped build thousands of black schools across South even after Washington death
42
Q

What was the economic status of the majority of black people at this point?

A
  • most black farmers did not own land
  • sharecropping decreased black living standards
  • blacks barred from many trades/industries
- very small black middle class w/ rest very poor
(MSBV)
43
Q

Why were many of the educational gains made by Washington empty?

A
  • did not help solve the other economic/social issues
44
Q

Why was Washington’s claim that southern whites were blacks’ best friends wrong?

A
  • Washington belief that equal treatment from whites would come was false hope
  • whites had not intention of supporting black economic progress
  • whites just wanted cheap black labor
    (WWW)
45
Q

Why were black people most annoyed at Washington?

A
  • false impression that conditions for blacks were improving
46
Q

What two things damaged black people’s’ confidence most in Washington?

A
  1. endorsed education/property requirements for voting

2. failures on lynching issue
EF

47
Q

How did continued lynchings hurt Washington’s position in the black community?

A
  • contradicted his thought that whites can protect blacks

- he failed to denounce the crime
CH

48
Q

What was Washington’s response to the burning of Sam Hose in Georgia?

A
  • he kept silent
49
Q

What did many blacks do in response to a lack of backbone shown by Washington to speak out against racial discrimination?

A
  • began to turn on him

- saw him as a sham/traitor to the race

50
Q

What was the Niagara Movement + what set it most apart from Washington’s positions?

A
  • racial justice org. led by W.E.B DuBois
  • main goal = end of segregation/discriminatory laws (by any means)
  • headquartered in North
51
Q

What effect did the Niagara Movement vs Washington have on the black community?

A
  • put educated blacks up against one another
52
Q

What was Washington’s view of the men of the Niagara Movement?

A
  • since they reside in North they had little say since they were removed from black majority in South
  • they’re too privileged to understand the struggles of blacks
  • chronic complainers that didn’t want to work hard
    (STC)
53
Q

What did Washington do instead of trying to cooperate w/ the Niagara Movement?

A
  • used spies/informants
  • pulled strings to deny them employment opportunities + philanthropy
  • wrote malicious editorials in the newspapers
    (UPW)
54
Q

How did Washington’s actions towards the Niagara Movement/DuBois hurt black progression?

A
  • Washington tried to speak for all blacks

- whites used Washington as “the voice of blacks” to further own racial agendas

55
Q

What were some of the political actions/beliefs of Washington?

A
  • endorsed disenfranchisement but wanted political influence
  • gained ear of President Roosevelt on racial matters
    (EG)
56
Q

What was Washington’s relationship like w/ President Roosevelt?

A

presidential advisor

  • dissuaded Roosevelt from supporting Lily White Republicans
  • advised him not to endorse racial segregation
  • advised him to give Southern blacks political recognition
    (DAA)
57
Q

How did President Roosevelt respond to the advice given by Washington?

A

didn’t listen much

  • failed to prevent Roosevelt from endorsing even more anti-black positions
  • Roosevelt endorsed industrial but not higher education
  • Roosevelt endorsed lynching for rape of white women/scolded blacks for high crime rate
    (FRR)
58
Q

What was the Brownsville Affair + its impact?

A
  • Buffalo Soldiers had raided Brownsville (white people killed in raid) (August 15, 1906)
  • Roosevelt ordered three whole companies to be dishonorably discharged
  • men lost pension rights + any chance at federal employment
  • Washington urged Roosevelt to delay decision but didn’t listen
  • showed how Roosevelt did not seriously consider Washington’s opinion
    (BRMWS)
59
Q

What was Washington’s response to Roosevelt’s decision of the Brownsville Affair + how did it affect the black community?

A
  • privately critical of Roosevelt’s decision
  • would not address it publicly
  • caused biggest hate wave towards Washington from blacks
    (PWC)
60
Q

What was Washington’s position on voting + what did Washington fail to see?

A
  • does not take precedent over economic progress

- failed to see black economic inferiority was partly due to not having political rights
DF

61
Q

What political symbolism did Washington bring to the black community?

A
  • showed blacks could stand near same stage as whites
62
Q

What did Washington get wrong about the effect of economic change in the US?

A
  • wanted blacks to focus on agriculture in country quickly industrializing
  • failed to realize golden age of agriculture was over
  • at the time wasn’t bad idea actually was inspirational to blacks
    (WIA)
63
Q

What were the importance of Washington’s stances on morals during this period?

A
  • sought to raise living standards of blacks everywhere
  • was very into cleanliness - blacks had very high mortality rate - cleanliness eliminates disease
  • led him to support Negro Health Week
    (SWL)
64
Q

How did Washington actually support the black community/defend them from white judgments?

A
  • defended work ethic of blacks
  • defended the strength of the black family
  • praised black ministers
    (DDP)
65
Q

What forms of separation were accepted by African Americans mostly?

A
  • social life + marriage + church + schools + public accommodations
    (SMCSPA)
66
Q

What were the first two states by 1895 that successfully completely disenfranchised African Americans in the voting process?

A
  • Mississippi + South Carolina
67
Q

What was the main area of contention when it came to segregation issues in the South?

A
  • public transportation

- blacks hated sitting in filthy back seats

68
Q

What has been the defense of Washington for not doing more to uplift the black majority from racism?

A
  • Tuskegee/his life could be put in jeopardy if he spoke out against Southern whites
  • thought best to keep mouth shut publicly
69
Q

Why was Washington so against the protest strategy of people like Dubois?

A
  • felt open protest would only anger southern Whites thus making black life harder
70
Q

What is an example of the cost of protest/militant action seen from high educators in the South?

A
  • William Councill (Huntsville President) - sued Atlanta Railroad for discrimination - forced to resign
71
Q

How was Washington a product of black powerlessness?

A
  • filled void of leadership when black politicians ran out
  • tried to create strategy to alleviate economic struggles of poor southern blacks
  • was willing to surrender their political/social freedoms to accomplish his goal
    (FTW)
72
Q

How was the accommodation strategy viewed by many Southern blacks?

A
  • many found it very humiliating
  • appeasement to whites was unsettling
  • seemed to be acceptance of inferiority
    (MAS)
73
Q

By the time Washington passed, what had replaced him as the speaking voice for the black masses?

A

NAACP

HIST 301: African American History (14 decks)

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