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Tuesday, 30 April 2013

BLACK SOCIAL HISTORY : AFRICAN AMERICAN EDUCATOR, AUTHOR, ORATOR AND ADVISOR TO PRESIDENTS BOOKER T. WASHINGTON : GOES INTO THE " HALL OF BLACK GENIUS "



































Booker Taliaferro Washington April 5, 1856 – November 14, 1915 was an African-American educator, author, orator, and advisor to Republican presidents. He was the dominant leader in the African-American community in the United States from 1890 to 1915.
Representative of the last generation of black American leaders born in slavery, he spoke on behalf of the large majority of blacks who lived in the South but had lost their ability to vote through disfranchisement by southern legislatures. Historians note that Washington, "advised, networked, cut deals, made threats, pressured, punished enemies, rewarded friends, greased palms, manipulated the media, signed autographs, read minds with the skill of a master psychologist, strategized, raised money, always knew where the camera was pointing, traveled with an entourage, waved the flag with patriotic speeches, and claimed to have no interest in partisan politics. In other words, he was an artful politician."
While his opponents called his powerful network of supporters the "Tuskegee Machine," Washington maintained control because of his ability to gain support of numerous groups including influential whites and the black business, educational and religious communities nationwide. He advised on financial donations from philanthropists, and avoided antagonizing white Southerners with his accommodation to the political realities of the age of Jim Crow segregation.
THE     BLACK  SOCIAL     HISTORY
Washington was born into slavery to Jane, an enslaved woman, and a white father. His father was a nearby planter, in a rural area of the Piedmont region in southwestern Virginia. After emancipation, his mother moved the family to rejoin her husband in West Virginia; there Washington worked in a variety of manual labor jobs before making his way to Hampton Roads seeking an education. He worked his way through Hampton Normal and Agricultural Institute (now Hampton University) and attended college at Wayland Seminary (now Virginia Union University). In 1876, Washington returned to live in Malden, West Virginia, teaching Sunday School at African Zion Baptist Church; he married his first wife, Fannie Smith, at the church in 1881. After returning to Hampton as a teacher, in 1881 he was named as the first leader of the new Tuskegee Institute in Alabama.
Washington attained national prominence for his Atlanta Address of 1895, which attracted the attention of politicians and the public, making him a popular spokesperson for African-American citizens. He built a nationwide network of supporters in many black communities, with black ministers, educators and businessmen composing his core supporters. Washington played a dominant role in black politics, winning wide support in the black community and among more liberal whites (especially rich Northern whites). He gained access to top national leaders in politics, philanthropy and education. Washington's efforts included cooperating with white people and enlisting the support of wealthy philanthropists, helping to raise funds to establish and operate thousands of small community schools and institutions of higher education for the betterment of blacks throughout the South. This work continued for many years after his death. Washington argued that the surest way for blacks to gain equal social rights was to demonstrate "industry, thrift, intelligence and property."
Northern critics called Washington's followers the "Tuskegee Machine". After 1909, Washington was criticized by the leaders of the new NAACP, especially W. E. B. Du Bois, who demanded a stronger tone of protest for advancement of civil rights needs. Washington replied that confrontation would lead to disaster for the outnumbered blacks, and that cooperation with supportive whites was the only way to overcome pervasive racism in the long run. At the same time, he secretly funded litigation for civil rights cases, such as challenges to southern constitutions and laws that disfranchised blacks.  Washington was on close terms with national republican leaders, and often was asked for political advice by presidents Theodore Roosevelt and William Howard Taft.
In addition to his contributions in education, Washington wrote 14 books; his autobiography, Up From Slavery, first published in 1901, is still widely read today. During a difficult period of transition, he did much to improve the working relationship between the races. His work greatly helped blacks to achieve higher education, financial power and understanding of the U.S. legal system. This contributed to blacks' attaining the skills to create and support the Civil Rights Movement of the 1960s, leading to the passage of important federal civil rights laws.

BLACK   SOCIAL   HISTORY


Washington early in his career.
Washington was born into slavery to Jane, an enslaved African-American woman on the Burroughs Plantation in southwest Virginia. She never identified his white father, said to be a nearby planter; he played no significant role in Washington's life. His family gained freedom in 1865 as the Civil War ended, and his mother took them to West Virginia to join her husband. As a boy of 9 in Virginia, he remembered the day in early 1865:
As the great day drew nearer, there was more singing in the slave quarters than usual. It was bolder, had more ring, and lasted later into the night. Most of the verses of the plantation songs had some reference to freedom... Some man who seemed to be a stranger (a United States officer, I presume) made a little speech and then read a rather long paper—the Emancipation Proclamation, I think. After the reading we were told that we were all free, and could go when and where we pleased. My mother, who was standing by my side, leaned over and kissed her children, while tears of joy ran down her cheeks. She explained to us what it all meant, that this was the day for which she had been so long praying, but fearing that she would never live to see.
She and the freedman Washington Ferguson were formally married in West Virginia, and Booker took the surname Washington at school after his stepfather.
The youth worked in salt furnaces and coal mines in West Virginia for several years, then made his way east to Hampton Institute, a school established to educate freedmen, where he worked to pay for his studies. He attended Wayland Seminary in Washington, D.C. in 1878 and left after 6 months. In 1881, the Hampton president Samuel C. Armstrong recommended Washington to become the first leader of Tuskegee Institute, the new normal school (teachers' college) in Alabama. He headed it for the rest of his life.
Washington was instrumental in having West Virginia State University, founded in 1891, located in the Kanawha Valley of West Virginia. He visited the campus often and spoke at its first commencement exercise.
Washington was a dominant figure of the African-American community from 1890 to his death in 1915, especially after his Atlanta Address of 1895. To many he was seen as a popular spokesman for African-American citizens. Representing the last generation of black leaders born into slavery, Washington was generally perceived as a supporter of education for freedmen in the post-Reconstruction, Jim Crow-era South. Throughout the final twenty years of his life, he maintained his standing through a nationwide network of supporters including black educators, ministers, editors, and businessmen, especially those who supported his views on social and educational issues for blacks. He gained access to top national leaders in politics, philanthropy and education, raised large sums, was consulted on race issues and was awarded honorary degrees from leading American universities.
Late in his career, Washington was criticized by leaders of the NAACP, a civil rights organization formed in 1909. W. E. B. Du Bois advocated activism to achieve civil rights. He labeled Washington "the Great Accommodator". Washington's response was that confrontation could lead to disaster for the outnumbered blacks. He believed that cooperation with supportive whites was the only way to overcome racism in the long run.
Washington contributed secretly and substantially to legal challenges against segregation and disfranchisement of blacks.  In his public role, he believed he could achieve more by skillful accommodation to the social realities of the age of segregation.
Washington's work on education problems helped him enlist both the moral and substantial financial support of many major white philanthropists. He became friends with such self-made men as Standard Oil magnate Henry Huttleston Rogers; Sears, Roebuck and Company President Julius Rosenwald; and George Eastman, inventor and founder of Kodak. These individuals and many other wealthy men and women funded his causes, including Hampton and Tuskegee institutes.

Sculpture of Booker T. Washington at the National Portrait Gallery in Washington, D.C.
The schools Washington supported were founded primarily to produce teachers. However, graduates had often returned to their largely impoverished rural southern communities to find few schools and educational resources, as the state legislatures consistently underfunded black schools in their segregated system. To address those needs, Washington enlisted his philanthropic network to create matching funds programs to stimulate construction of numerous rural public schools for black children in the South. Working especially with Julius Rosenwald from Chicago, Washington had Tuskegee architects develop model school designs. The Rosenwald Fund helped support the construction and operation of more than 5,000 schools and supporting resources for the betterment of blacks throughout the South in the late-19th and early-20th centuries. The local schools were a source of communal pride and were priceless to African-American families when poverty and segregation limited severely the life chances of the pupils. A major part of Washington's legacy, the model rural schools continued to be constructed, with matching funds from the Rosenwald Fund, into the 1930s. Washington also helped with the Progressive Era by forming the National Negro Business League.
His autobiography, Up From Slavery, first published in 1901, is still widely read today.

BLACK     SOCIAL     HISTORY


Booker T. Washington's house at Tuskegee University
The organizers of the new all-black state school called Tuskegee Normal and Industrial Institute in Alabama found the energetic leader they sought in 25-year-old Washington. He believed that with self-help, people could go from poverty to success. The new school opened on July 4, 1881, initially using space in a local church. The next year, Washington purchased a former plantation, which became the permanent site of the campus. Under his direction, his students literally built their own school: making bricks, constructing classrooms, barns and outbuildings; and growing their own crops and raising livestock; both for learning and to provide for most of the basic necessities. Both men and women had to learn trades as well as academics. Washington helped raise funds to establish and operate hundreds of small community schools and institutions of higher educations for blacks. The Tuskegee faculty used all the activities to teach the students basic skills to take back to their mostly rural black communities throughout the South. The main goal was not to produce farmers and tradesmen, but teachers of farming and trades who taught in the new schools and colleges for blacks across the South. The school expanded over the decades, adding programs and departments, to become the present-day Tuskegee University.
Washington expressed his aspirations for his race in his direction of the school. He believed that by providing needed skills to society, African Americans would play their part, leading to acceptance by white Americans. He believed that blacks would eventually gain full participation in society by acting as responsible, reliable American citizens. Shortly after the Spanish-American War, President William McKinley and most of his cabinet visited Washington. He led the school until his death in 1915. By then Tuskegee's endowment had grown to over $1.5 million, compared to its initial $2,000 annual appropriation.

BLACK     SOCIAL     HISTORY


Booker T. Washington with his third wife Margaret and two sons.
Washington was married three times. In his autobiography Up From Slavery, he gave all three of his wives credit for their contributions at Tuskegee. His first wife Fannie N. Smith was from Malden, West Virginia, the same Kanawha River Valley town where Washington had lived from age nine to sixteen. He maintained ties there all his life. Washington and Smith were married in the summer of 1882. They had one child, Portia M. Washington. Fannie died in May 1884.
Washington next wed Olivia A. Davidson in 1885. Born in Virginia, she had studied at Hampton Institute and the Massachusetts State Normal School at Framingham. She taught in Mississippi and Tennessee before going to Tuskegee to work. Washington met Davidson as a teacher at Tuskegee, where she was promoted to assistant principal there. They had two sons, Booker T. Washington Jr. and Ernest Davidson Washington, before she died in 1889.
In 1893 Washington married Margaret James Murray. She was from Mississippi and had graduated from Fisk University, a historically black college. They had no children together, but she helped rear Washington's children. Murray outlived Washington and died in 1925.


Washington's 1895 Atlanta Exposition address was viewed as a "revolutionary moment" by both African-Americans and whites across the country. Then W. E. B. Du Bois supported him, but they grew apart as Du Bois sought more action to remedy disenfranchisement and lower education. After their falling out, Du Bois and his supporters referred to Washington's speech as the "Atlanta Compromise" to express their criticism that Washington was too accommodating to white interests.
Washington advocated a "go slow" approach to avoid a harsh white backlash. The effect was that many youths in the South had to accept sacrifices of potential political power, civil rights and higher education. His belief was that African-Americans should "concentrate all their energies on industrial education, and accumulation of wealth, and the conciliation of the South."  Washington valued the "industrial" education, as it provided critical skills for the jobs then available to the majority of African-Americans at the time, as most lived in the South, which was overwhelmingly rural and agricultural. He thought these skills that would lay the foundation for the creation of stability that the African-American community required in order to move forward. He believed that in the long term "blacks would eventually gain full participation in society by showing themselves to be responsible, reliable American citizens." His approach advocated for an initial step toward equal rights, rather than full equality under the law. It would be this step that would provide the economic power to back up their demands for equality in the future.  This action, over time, would provide the proof to a deeply prejudiced white America that they were not in fact "'naturally' stupid and incompetent."
This stance was contrary to what well-educated blacks in the North wanted. Du Bois wanted blacks to have the same "classical" liberal arts education as upscale whites did, along with voting rights and civic equality. He believed that an elite he called the Talented Tenth would advance to lead the race to a wider variety of occupations. The source of division between Du Bois and Washington was generated by the differences in how African Americans were treated in the North versus the South. Many in the North felt that they were being 'led', and authoritatively spoken for, by a Southern accommodationist imposed on them primarily by Southern whites." Furthermore, historian Clarence E. Walker said, "Free black people were 'matter out of place'. Their emancipation was an affront to southern white freedom. Booker T. Washington did not understand that his program was perceived as subversive of a natural order in which black people were to remain forever subordinate or unfree." Both men sought to define the best means to improve the conditions of the post-Civil War African-American community through education.
Blacks were solidly Republican in this period. Southern states disfranchised most blacks and many poor whites from 1890–1908 through constitutional amendments and statutes that created barriers to voter registration, and voting such as poll taxes and literacy tests. Southern white Democrats regained power in the state legislatures of the former Confederacy and passed laws establishing racial segregation and other Jim Crow laws. More blacks continued to vote in border and Northern states.
Washington worked and socialized with many white politicians and industry leaders. Much of his expertise was his ability to persuade wealthy whites to donate money to black causes. He argued that the surest way for blacks to gain equal social rights was to demonstrate "industry, thrift, intelligence and property." This was the key to improved conditions for African Americans in the United States. Because they had only recently been emancipated, he believed they could not expect too much at once. Washington said, "I have learned that success is to be measured not so much by the position that one has reached in life as by the obstacles which he has had to overcome while trying to succeed.

Along with Du Bois, he partly organized the "Negro exhibition" at the 1900 Exposition Universelle in Paris, where photos, taken by his friend Frances Benjamin Johnston, of Hampton Institute's black students were displayed. The exhibition expressed African Americans' positive contributions to American society.
Washington privately contributed substantial funds for legal challenges to segregation and disfranchisement, such as the case of Giles v. Harris, which went before the United States Supreme Court in 1903.

BLACK  SOCIAL  HISTORY


Washington's wealthy friends included Andrew Carnegie and Robert C. Ogden, seen here in 1906 while visiting Tuskegee Institute.
Washington associated with the richest and most powerful businessmen and politicians of the era. He was seen as a spokesperson for African Americans and became a conduit for funding educational programs. His contacts included such diverse and well-known personages as Andrew Carnegie, William Howard Taft, John D. Rockefeller, Henry Huttleston Rogers, George Eastman, Julius Rosenwald, Robert Ogden, Collis Potter Huntington and William Henry Baldwin Jr., who donated large sums of money to agencies such as the Jeanes and Slater Funds. As a result, countless small schools were established through his efforts, in programs that continued many years after his death. Along with rich people, black communities also helped their communities by donating time, money and labor to schools. Churches such as the Baptist and Methodist also supported black elementary and secondary schools.

A representative case of an exceptional relationship was Washington's friendship with millionaire industrialist and financier Henry H. Rogers (1840–1909). Henry Rogers was a self-made man, who had risen from a modest working-class family to become a principal of Standard Oil, and had become one of the richest men in the United States. Around 1894 Rogers heard Washington speak at Madison Square Garden. The next day he contacted Washington and requested a meeting, during which Washington later recounted that he was told that Rogers "was surprised that no one had 'passed the hat' after the speech." The meeting began a close relationship that was to extend over a period of 15 years. Although he and the very-private Rogers openly became visible to the public as friends, and Washington was a frequent guest at Rogers' New York office, his Fairhaven, Massachusetts summer home, and aboard his steam yacht Kanawha, the true depth and scope of their relationship was not publicly revealed until after Rogers' sudden death of an stroke in May 1909.
Handbill from 1909 tour of southern Virginia and West Virginia.
A few weeks later Washington went on a previously planned speaking tour along the newly completed Virginian Railway, a $40-million enterprise which had been built almost entirely from Rogers' personal fortune. As Washington rode in the late financier's private railroad car, "Dixie", he stopped and made speeches at many locations, where his companions later recounted that he had been warmly welcomed by both black and white citizens at each stop.
Washington revealed that Rogers had been quietly funding operations of 65 small country schools for African Americans, and had given substantial sums of money to support Tuskegee and Hampton institutes. He also disclosed that Rogers had encouraged programs with matching funds requirements so the recipients had a stake in the outcome.

In 1907 Philadelphia Quaker Anna T. Jeanes (1822–1907) donated one million dollars to Washington for elementary schools for black children in the South. Her contributions and those of Henry Rogers and others funded schools in many poor communities.
Julius Rosenwald (1862–1932) was another self-made wealthy man with whom Washington found common ground. By 1908 Rosenwald, son of an immigrant clothier, had become part-owner and president of Sears, Roebuck and Company in Chicago. Rosenwald was a philanthropist who was deeply concerned about the poor state of African-American education, especially in the Southern states, where their schools were underfunded.
In 1912 Rosenwald was asked to serve on the Board of Directors of Tuskegee Institute, a position he held for the remainder of his life. Rosenwald endowed Tuskegee so that Washington could spend less time fundraising and more managing the school. Later in 1912 Rosenwald provided funds for a pilot program to build six new small schools in rural Alabama. They were designed, constructed and opened in 1913 and 1914 and overseen by Tuskegee; the model proved successful. Rosenwald established the Rosenwald Fund. The school building program was one of its largest programs. Using architectural model plans developed by professors at Tuskegee Institute, the Rosenwald Fund spent over $4 million to help build 4,977 schools, 217 teachers' homes, and 163 shop buildings in 883 counties in 15 states, from Maryland to Texas.[28] The Rosenwald Fund made matching grants, requiring community support and fundraising. Black communities raised more than $4.7 million to aid the construction. These schools became informally known as Rosenwald Schools. By 1932, the facilities could accommodate one third of all African-American children in Southern U.S. schools.

BLACK  SOCIAL  HISTORY


Booker Washington and Theodore Roosevelt at Tuskegee Institute, 1905
Washington published five books during his lifetime with the aid of ghost-writers Max Bennett Thrasher and Robert E. Park.  They were compilations of speeches and essays:
  • The Story of My Life and Work (1900)
  • Up From Slavery (1901)
  • The Story of the Negro: The Rise of the Race from Slavery (2 vol 1909)
  • My Larger Education (1911)
  • The Man Farthest Down (1912)
In an effort to inspire the "commercial, agricultural, educational, and industrial advancement" of African Americans, Washington founded the National Negro Business League (NNBL) in 1900.
When Washington's autobiography, Up From Slavery, was published in 1901, it became a bestseller and had a major impact on the African American community, its friends and allies. One of the results was a dinner invitation to the White House in 1901 by President Theodore Roosevelt.
Eventual Governor of Mississippi James K. Vardaman and Senator Benjamin Tillman of South Carolina indulged in racist personal attacks in response to the invitation. Vardaman described the White House as "so saturated with the odor of the nigger that the rats have taken refuge in the stable", and declared "I am just as much opposed to Booker T. Washington as a voter as I am to the cocoanut-headed, chocolate-colored typical little coon who blacks my shoes every morning. Neither is fit to perform the supreme function of citizenship." Tillman opined that "The action of President Roosevelt in entertaining that nigger will necessitate our killing a thousand niggers in the South before they will learn their place again."
Austro-Hungarian ambassador to the United States Ladislaus Hengelmüller von Hengervár, who was visiting the White House on the same day, claimed to have found a rabbit's foot in Washington's coat pocket when he mistakenly put on the coat; The Washington Post elaborately described it as "the left hind foot of a graveyard rabbit, killed in the dark of the moon". The Detroit Journal quipped the next day, "The Austrian ambassador may have made off with Booker T. Washington's coat at the White House, but he'd have a bad time trying to fill his shoes."

Death


Booker T. Washington's coffin being carried to grave site.
Despite his travels and widespread work, Washington remained as principal of Tuskegee. Washington's health was deteriorating rapidly; he collapsed in New York City and was brought home to Tuskegee, where he died on November 14, 1915, at the age of 59. He was buried on the campus of Tuskegee University near the University Chapel.
His death was believed at the time to have been a result of congestive heart failure, aggravated by overwork. In March 2006, with the permission of his descendants, examination of medical records indicated that he died of hypertension, with a blood pressure more than twice normal, confirming what had long been suspected.
At his death Tuskegee's endowment exceeded $1.5 million. Washington's greatest life's work, the education of blacks in the South, was well underway and expanding.