AUTOBIOGRAPHY AS A PAMPHLET

BOOKER T. WASHINGTON’S UP FROM SLAVERY, AN

AUTOBIOGRAPHY

Dr Jacques COULARDEAUSYNOPSIS-PAIE, NICE & CEGID

BOULOGNE-BILLANCOURT

The educational project is triple:

1. provide the students with a full grammar and high school education;

2. provide the students with one trade that can be useful in the countryside within an agricultural economy;

3. provide the students with the opportunity to earn a salary during their education years in order to cover their boarding expenses at the school.

“Of my ancestry I know almost nothing.”

“I have heard reports to the effect that he was a white man who lived on one of the near-by plantations.”

“I have no idea, as I have stated elsewhere, who my grandmother was.”

He reduces the family to his mother, and he specifies that he had an older brother John and a sister Amanda.

Retrospective Memorial Projection

“One of my earliest recollections is that of my mother cooking a chicken late at night, and awakening her children for the purpose of feeding them. How or where she got it I do not know. I presume, however, it was procured from our owner's farm. Some people may call this theft. If such a thing were to happen now, I should condemn it as theft myself. But taking place at the time it did, and for the reason that it did, no one could ever make me believe that my mother as guilty of thieving. She was simply a victim of the system of slavery.”

1- RETROSPECTIVE: to look at the past from the present2- MEMORIAL: to choose what has to be remembered in the present3- PROJECTION: to project present considerations and interests into the past

Negating the trauma

“There are few instances, either in slavery or freedom, in which a member of my race has been known to betray a specific trust.”“I have long since ceased to cherish any spirit of bitterness against the Southern white people on account of the enslavement of my race.”“When we rid ourselves of prejudice, or racial feeling, and look facts in the face, we must acknowledge that, notwithstanding the cruelty and moral wrong of slavery, the ten million Negroes inhabiting this country, who themselves or whose ancestors went through the school of American slavery, are in a stronger and more hopeful condition, materially, intellectually, morally, and religiously, than is true of an equal number of black people in any other portion of the globe.”“They had sung those same verses before, but they had been careful to explain that the "freedom" in these songs referred to the next world, and had no connection with life in this world. Now they gradually threw off the mask, and were not afraid to let it be known that the "freedom" in their songs meant freedom of the body in this world.”

The Manifesto Behind the Autobiography: Education

“. . . those who are happiest are those who do the most for others . . . the happiest individuals are those who do the most to make others useful and happy . . . the happiest people are those who do the most for others; the most miserable are those who do the least.”

“The things that they disliked most, I think, were to have their long hair cut, to give up wearing their blankets, and to cease smoking; but no white American ever thinks that any other race is wholly civilized until he wears the white man's clothes, eats the white man's food, speaks the white man's language, and professes the white man's religion. . . Whenever they were asked to do so, the Negro students gladly took the Indians as room-mates, in order that they might teach them to speak English and to acquire civilized habits.”

…/…

Deculturation / Acculturation

“The students had come from homes where they had had no opportunities for lessons which would teach them how to care for their bodies. With few exceptions, the homes in Tuskegee in which the students boarded were but little improvement upon those from which they had come. We wanted to teach the students how to bathe; how to care for their teeth and clothing. We wanted to teach them what to eat, and how to eat it properly, and how to care for their rooms. Aside from this, we wanted to give them such a practical knowledge of some one industry, together with the spirit of industry, thrift, and economy, that they would be sure of knowing how to make a living after they had left us. We wanted to teach them to study actual things instead of mere books alone.”

Industrial Education “. . . the most of our students came from the country districts, where agriculture . . . was the main dependence of the people. . . Eighty-five per cent of the colored people in the Gulf states depended upon agriculture for their living. Since this was true, we wanted to be careful not to educate our students out of sympathy with agricultural life, so that they would be attracted from the country to the cities, and yield to the temptation of trying to live by their wits. We wanted to give them such an education as would fit a large proportion of them to be teachers, and at the same time cause them to return to the plantation districts and show the people there how to put new energy and new ideas into farming, as well as into the intellectual and moral and religious life of the people.” “. . . my theory of education for the Negro would not, for example, confine him for all time to farm life—to the production of the best and the most sweet potatoes—but that, if he succeeded in this line of industry, he could lay the foundations upon which his children and grand-children could grow to higher and more important things in life.”

FORthe school, the students at school, the educated in society, the educated person’s family, the community, the race, the American society

SUSTAINABILITY

Booker T. Washington’s Social Vision UTOPIA “. . . any man, regardless of color, will be recognized and rewarded just in proportion as he learns to do something well—learns to do it better than some one else—however humble the thing may be. As I have said, I believe that my race will succeed in proportion as it learns to do a common thing in an uncommon manner; learns to do a thing so thoroughly that no one can improve upon what it has done; learns to make its services of indispensable value.”

DYSTOPIA “The "Ku Klux" period was, I think, the darkest part of the Reconstruction days. I have referred to this unpleasant part of the history of the South simply for the purpose of calling attention to the great change that has taken place since the days of the "Ku Klux." To-day there are no such organizations in the South, and the fact that such ever existed is almost forgotten by both races. There are few places in the South now where public sentiment would permit such organizations to exist.”

The Ballot

“It will become apparent that the white man who begins by cheating a Negro out of his ballot soon learns to cheat a white man out of his, and that the man who does this ends his career of dishonesty by the theft of property or by some equally serious crime.”

“As a rule, I believe in universal, free suffrage, but I believe that in the South we are confronted with peculiar conditions that justify the protection of the ballot in many of the states, for a while at least, either by an education test, a property test, or by both combined; but whatever tests are required, they should be made to apply with equal and exact justice to both races.”

“There was never a time when I felt more hopeful for the race than I do at the present. The great human law that in the end recognizes and rewards merit is everlasting and universal.

The severe American crucible

“During the next half-century and more, my race must continue passing through the severe the severe American crucibleAmerican crucible. We are to be tested in our patience, our forbearance, our perseverance, our power to endure wrong, to withstand temptations, to economize, to acquire and use skill; in our ability to compete, to succeed in commerce, to disregard the superficial for the real, the appearance for the substance, to be great and yet small, learned and yet simple, high and yet the servant of all.”

We are to be tested A- in

a- our patience, b- our forbearance, c- our perseverance, d- our power

i- to endure wrong, ii- to withstand temptations, iii- to economize, iv- to acquire and use skill;

B- in e- our ability

v- to compete, vi- to succeed in commerce, vii- to disregard

1- the superficial for the real, 2- the appearance for the substance,

viii- to be � �great and yet small, � ‚learned and yet simple, � ƒhigh and yet the servant of all.

A B 1 + 1 = 2

a b c d e 4 + 1 = 5

i ii iii iv v vi vii viii 4 + 4 = 8

2 + 3 = 5 1 2 ‚ƒ

Occidental DissentPro-White, Pro-South, Pro-Independence

http://www.occidentaldissent.com/2011/06/27/ruins-of-tuskegee-macon-county-booker-t-washington/

Ruins of Tuskegee Posted on June 27, 2011 by Hunter WallaceOD tours the ruins of Tuskegee Alabama

Listen up, black people.We are about to air some of your dirtiest laundry. It is the story of what happened to Macon County, Alabama– the home of Tuskegee University, still the third blackest county in America – after you seized power there in the 1960s.Every February, White children in American public schools are forced to learn about the glorious accomplishments of Booker T. Washington and George Washington Carver at Tuskegee University, the greatest black scientist of all time, as part of mandatory lessons in Black History Month. […]

This entry was posted in Alabama, BRA Economics, BRA History, BRA Race Relations, Crime, Diversity, Negroes,Progressives, Whiteness and tagged African-Americans, Booker T. Washington, education, George Washington Carver, HBCUs, Negroes, Politics, Race Relations, Racism, Tuskegee University, Whiteness. Bookmark thepermalink.

Fare Thee Well and Thank You