Comparing Visions for Black Americans' Rights: A Historical Analysis

This essay explores the struggles of Black Americans from the 1890s to the mid-20th century, focusing on the civil rights movement and the pursuit of equality. It examines the differing visions of Booker T. Washington, W. E. B. Du Bois, and the Niagara Movement. Washington's approach emphasized industrial education and economic self-reliance, while Du Bois advocated for a 'Talented Tenth' of educated elites to lead the movement. The Niagara Movement offered a more inclusive approach, emphasizing collective action and the dissemination of knowledge about civil liberties and economic opportunities. The essay compares and contrasts these approaches, highlighting their strengths and weaknesses in addressing racial discrimination and achieving equal rights for Black Americans. The essay uses the Atlanta Exposition Speech, The Talented Tenth, and the Niagara's Declaration of Principles as key references to support the arguments. The essay concludes by providing a balanced perspective on the historical context, the strategies employed, and the impact of these movements.

Running Head: STRUGGLES OF BLACK AMERICANS
STRUGGLES OF BLACK AMERICANS
Name of the Student
Name of the University
Author Note

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The greatest issue for the black Americans was to establish their rights similar to that of
the whites. In their way to eliminate inequality and racism and establish equal rights for black
Americans had encountered with an ocean of struggle during 1890s to the middle of 20th century.
Racial discrimination against the African Americans fueled civil rights movement during the said
period. The thesis for this essay encompasses a compare and contrast between the several visions
elaborated in various programs concerned for the establishment of equal rights for black
Americans.
In the ‘Atlanta Exposition Speech of 1895’, Booker T. Washington provided African
Americans a new vision regarding the civil rights movement. Emergence of Booker T.
Washington during the period of the hardship and struggle of black Americans was a significant
incident. Booker T (Washington, 1895). Washington was born in an African American family, in
Virginia. He realized Education is the most powerful instrument for Black Americans to fight for
their rights. This evoked a crave for learning inside (Washington, 1895). In this speech he
insisted that, African Americans needs to accept the fact that racial discrimination cannot be
considered as an impediment, in the path of their education (Washington, 1895). He
demonstrated with the help of real life examples, how black Americans contributed substantially
to the economic development of the country. Through his speech Washington elaborated
propagated his beliefs that the introduction of industrial education will serve the concerns of the
Afro-Americans properly (Washington, 1895). He generated inspiration by his words and
indicated to the fact that, it would be better for the black Americans to begin their lives by
acquiring top positions instead of remaining at the bottom of the social structure. Further he
specified that Black Americans should unleash them beyond the boundaries of industrial skills,
labors by setting an aim of acquiring seats in the congress, or in State legislatures (Washington,

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1895). One of the advantage of this program is that, this program enlightened Afro-Americans
about the importance of education. Washington, with the help of his speech demonstrated how
afro-American laborers may be provided education and how education can be used by them as a
powerful instrument to establish their equal rights. This program boosted confidence of the Afro-
Americans which in turn opened their eyes to new thoughts and ideas. Afro-Americans are
inspired to think ‘big’. Washington himself became the first black member of senate and made
black Americans realize the fact that, instead of underestimating their potentialities and
remaining at the bottom strata of the social structure; Afro-Americans should unleash them,
nourish their potentialities and aim to acquire top positions like seats in the congress, or in State
legislatures. Thus this program empowered the civil rights movement by black Americans.
On the other hand, another contradictory vision of the Black Americans movement was
provided by W. E. B. Du Bois in his ‘The Talented Tenth’ (Du Bois, 1903). Under this W. E. B.
Du Bois suggested that there should be a group of educated elite black Americans who will
pioneer as well as accelerate the movements of black Americans (Du Bois, 1903). The group of
educated and established elites will be able to lead the Afro-American people in the movements
for equal rights in American society as well as having better economic standards (Du Bois,
1903). These equal rights would be right to education, right to participate in the politics and the
rights to avail better career opportunities. According to W.E.B (Du Bois, 1903). Du Bois
Washington's acceptance regarding racial segregation was incapable of elevating the position as
well as standards of Afro-Americans. Rather, the approach followed by Washington would fuel
whites’ perception that the African Americans’ right to should be denied (Du Bois, 1903).
According to W.E.B. Du Bois the racial segregation approach adopted by Washington would

3STRUGGLES OF BLACK AMERICANS
prove undermining for the progress of the African Americans and their pride as well (Du Bois,
1903).
On the contrary, another vision is presented in Niagara's Declaration of Principles which
can be attributed substantially to the Niagara Movement. This vision fosters the assimilation of
both the education, racial segregation and the leadership approach in ‘The Talented Tenth’
(Movement, 1909). Niagara movement is a new organization dedicated to acquire civil, legal, as
well as social rights, equality, for the African-Americans. Niagara's Declaration of Principles
focused on the collective black movement and emphasized the fact that, the collective black
movement would be empowered more if and only if black people from various economic as well
as social strata were made aware of the concepts of civil liberty, available economic
opportunities that would free them from slavery (Movement, 1909). According to these
principles, the education regarding civil liberty, available economic opportunities would be
disseminated to the black Americans by those successful one who had paved their way to get rid
of slavery themselves and established themselves as significant black leaders (Movement, 1909).
The initiation of effective planning through Niagara's Declaration of Principles is praised by the
contemporary activists of the black movements. According to them these principles have
suggested a balanced solution to the issues of equality and racism. This can be considered as one
of the greatest advantages of Niagara's Declaration of Principles over the racial segregation and
educational approach adopted by Washington and also the ‘The Talented Tenth’ suggested by W.
E. B. Du Bois.

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References
Washington, B. T. (1895). Atlanta exposition speech. Up from slavery, 218-225.
Movement, N. (1909). Declaration of Principles. The Horizon.
Du Bois, W. E. B. (1903). The talented tenth (pp. 102-104). New York, NY: James Pott
and Company.

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