Question

w.e.b. dubois, talented tenth (excerpt), 1903
the negro race, like all races, is going to be saved by its exceptional men. the problem of education, then, among negroes must first of all deal with the talented tenth, it is the problem of developing the best of this race that they may guide the mass away from the contamination and death of the worst, in their own and other races. now the training of men is a difficult and intricate task... 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, knowledge 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 underlie true life. on this foundation we may build bread winning, skill of hand and quickness of brain, with never a fear lest the child and man mistake the means of living for the object of life....
...i am an earnest advocate of manual training and trade teaching for black boys, and for white boys, too. i believe that next to the founding of negro colleges the most valuable addition to negro education since the war, has been industrial training for black boys. nevertheless, i insist that the object of all true education is not to make men carpenters, it is to make carpenters men; there are two means of making the carpenter a man, each equally important: the first is to give the group and community in which he works, liberally trained teachers and leaders to teach him and his family what life means; the second is to give him sufficient intelligence and technical skill to make him an efficient workman; the first object demands the negro college and college-bred men—not a quantity of such colleges, but a few of excellent quality; not too many college-bred men, but enough to leaven the lump, to inspire the masses, to raise the talented tenth to leadership; the second object demands a good system of common schools, well-taught, conventionally located and properly equipped...

1. what does dubois mean that the

egro race...is going to be saved by its exceptional men?\ how does this contradict washington’s accommodationist approach?

1. what does dubois see as the aim of true education?
2. what would be the role of the talented tenth in dubois’ philosophy?

Explanation:

Question 1

DuBois means that the most capable (exceptional) 10% of the Negro race (the "Talented Tenth") will lead the race to progress. Washington's accommodationist approach emphasized vocational/industrial training and gradual acceptance of segregation, focusing on economic self - help over immediate civil rights. DuBois' idea of relying on exceptional men for leadership (pushing for higher education, civil rights, and leadership from the best - educated) contradicted Washington's more conciliatory, economically - focused, and segregation - tolerant approach. The "exceptional men" would fight for rights and guide the masses, while Washington's approach was more about fitting into the existing (segregated) system through economic advancement.

From the text, DuBois says the object of true education is not to make men into a certain occupation (e.g., carpenters) but to “make carpenters men”. True education aims to develop manhood: intelligence, broad sympathy, knowledge of the world and human relations. It also includes developing technical skills and economic ability, but the core is developing the whole person (character, intellect, empathy) so that people don't mistake means of living (like making money or having a skill) for the object of life.

In DuBois’ philosophy, the Talented Tenth (the best - educated, most capable 10% of Negroes) has a leadership role. They are to be developed through higher education (from excellent Negro colleges) to “leaven the lump, to inspire the masses, to raise the Talented Tenth to leadership”. They will guide the Negro race: teaching the masses about life’s meaning (via their liberal education) and helping the masses (and themselves) develop technical skills. They are the intellectual and moral leaders who will lead the race away from “contamination and death” and towards progress, using their education to uplift the entire race.

Answer:

DuBois believes the Negro race will be saved by its “exceptional men” (the “Talented Tenth”)—the most capable, educated 10% who will lead the race. Washington’s accommodationist approach emphasized vocational training, gradualism, and accepting segregation to gain economic self - sufficiency. DuBois’ focus on the Talented Tenth leading (via higher education, civil rights advocacy) contradicted Washington’s conciliatory, economically - centered, segregation - tolerant approach.

Question 2