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American Literature and Composition
Quick Overview and Calendar
Wednesday, May 21 Read Chapter 7
Thursday, May 22 Read Chapter 8
Friday, May 23
Read Chapter 9
Monday, May 24 Memorial
Day--No School
Tuesday, May 25 GG Final
Paper Due and Final Test
Wednesday, May 26 Death Of A Salesman (DOAS) Begins!
Thursday, May 27 Continue DOAS
Friday, May 28
Continue DOAS
Great Gatsby Final Paper
Choose one of the following topics and write an essay
addressing it. Be sure to use specific examples from the novel to support your
ideas. Also, be sure to cite the page number of the examples you use
(parenthetical documentation).
 |
Choose one character you think is
vital to the novel. Why is this character’s presence crucial to plot
development? |
 |
Discuss the various symbols
Fitzgerald uses in the novel. How does he use symbolism to emphasize the
theme? |
 |
How do the minor conflicts in the
novel contribute to the greater conflict? In addition, what does it reveal
about the characters? |
The Great Gatsby Journal
While
reading this novel, you will keep a journal, and you will have to create an
original title for each chapter.
The
journal will have one entry for each of the nine chapters.
The
journal for each chapter is due the day after it is assigned and read
The
format for each entry is as follows:
- For
each chapter, select a character focus. This must be a different
character for each entry and there may be no character repeats. It
should be a character who has a prominent role in the chapter or else
the rest of the entry’s requirements will be difficult to do.
-
Identify the
character.
-
Choose a quote that you think best represents the character and
explain its significance. (Be sure to cite the page number!)
-
Describe his/her best and worst qualities.
- In
a paragraph describe the character’s role in the novel.
-
Write a five sentence chapter summary from the perspective of the character
you’ve chosen for each chapter. Feel free to use the format
sheet below.
Chapter_________ Journal
Original Title For
Chapter__________________________________________________
Character________________________________________________________________
Page #_______
Quote:_____________________________________________________
________________________________________________________________________
________________________________________________________________________
Explanation of
Quote___________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Best
Qualities:____________________________________________________________
_______________________________________________________________________
Worst Qualities:__________________________________________________________
________________________________________________________________________
Character's role in
novel:__________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Five Sentence Summary from chosen character’s view
point:____________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
TP-CASTT
Another method of analyzing
poetry is the TP-CASTT method of analysis (a close cousin of the method we have
been using.) The following is a breakdown of this method:
Title:
Ponder the title before reading the poem
Paraphrase:
Translate the poem into your own words
Connotation:
Contemplate the poem for meaning beyond the literal level
Attitude:
Observe both the speaker’s and the poet’s
attitude (tone).
Shifts:
Note shifts in speakers and attitudes
Title:
Examine the title again, this time on an interpretive level
Theme:
Determine what the poet is saying
1.
Look at the title and attempt to predict
what the poem will be about.
2.
Paraphrase the literal meaning or “plot”
of the poem. A true understanding of the poem must evolve from comprehension of
“what’s going on in the poem.”
3.
For poetry, connotation indicates that
students should examine any and all poetic devices, focusing on how such
devices contribute to the meaning, the effect, or both of a poem. Students
may consider imagery (especially simile, metaphor, personification), symbolism,
diction, point of view, and sound devices (alliteration, onomatopoeia, rhythm,
and rhyme).
4.
Having examined the poem’s devices and
clues closely, you are ready to explore the multiple attitudes that may be
present in the poem.
5.
Rarely does a poet begin and end the
poetic experience in the same place. Discovery of a poet’s understanding of an
experience is critical to the understanding of a poem. Trace the feelings of
the speaker from the beginning to the end, paying particular attention to the
conclusion.
Look for the following
to find shifts:
|
1. Key words (but, yet,
however, although) |
|
2. Punctuation (dashes,
periods, colons, ellipsis) |
|
3. Stanza division
|
|
4. Changes in line or
stanza length or both |
|
5. Irony (sometimes
irony hides shifts) |
|
6. Effect of structure
on meaning |
|
7. Changes in sound
(rhyme) may indicate changes in meaning |
|
8. Changes in diction
(slang to formal language) |
6.
Examine the title again, this time on an
interpretive level.
7.
Identify the theme by recognizing the
human experience, motivation, or condition suggested by the poem.
First summarize the plot
(in writing or orally); next, list the subject or subjects of the poem (moving
from literal subjects to abstract concepts such as war, death, discovery); then,
to determine what the poet is saying about each subject and write a complete
sentence.
Example:
Plot: In “Janet Walking” Janet awakens one morning and runs to greet
her pet chicken only to discover that a bee had stung and killed the bird. The
discovery desolates Janet to such a degree that her father cannot comfort her.
Subjects: 1. A child’s first experience of death
2. loss of a pet
3. innocence
Themes: 1. Children become aware of the inevitability of death and are
transformed by the knowledge.
2.
The death of innocence is inevitable
In Class Coming of Age in Mississippi Poem Assignment
You must assume the identity of one of the people in Anne Moody's story "Coming
of Age in Mississippi. You need to write a poem using one of the assigned
rhyme schemes and include the literary elements listed: metaphor, simile,
imagery, hyperbole, onomatopoeia.
Rhyme Schemes Choices:
#1
#2
#3
#4
#5
a
a
a
a
a
b
a
b
a
b
a
b
a
a
c
b
b
b
a
d
c
c
c
b
e
d
c
d
b
f
c
d
c
b
g
d
d
d
b
h
e
e
a
c
i
f
e
b
c
j
e
f
c
c
k
f
f
d
c
l
American Literature – Final Projects
(each student was assigned a specific project--they do not choose their
own)
Due date: April 18, 2008
The Adventures of
Huckleberry Finn License Plate
Task:
You are to create a “personalized” license plate from the
novel The Adventures of Huckleberry Finn. It must be accompanied by a
one page double spaced paper explaining your selection and its relevance to the
novel.
You may use:
A character to be the focus of your license plate.
For example, you could use “RVRRBL” – River Rebel – to describe Huck.
A theme that we talked about in class (education,
religion, society, slavery/racism, parenting, trust). If you choose a theme, it
must be relevant to the novel. For example, you could use “MRLCMPAS” to
describe the idea of moral education as opposed to intellectual intelligence.
Your license plate must have:
A license plate message ( I have given examples above).
A design. Your license plate should be decorated to
fit your message. You may leave room to design a license plate frame or
registration sticker. The license plate must be colored.
The layout of your license plate must look like an
actual license plate. You may want to go to the website listed below for
assistance creating the license plate, however, you may create your own by hand
as well.
http://www.acme.com/licensemaker/licensemaker.cgi?state=
You may not use any of the ideas that I have presented
above.
* Your writing must be typed.
You will be graded on:
Neatness/Layout – 5 points
Relevance / Creativity of Message – 7.5 points
Explanation (one page double spaced typed) – 12.5
points
The
Adventures of Huckleberry Finn Newspaper Front Page
Task:
Develop
the front page of a newspaper using the novel The Adventures of Huckleberry
Finn.
Your newspaper must have:
 | A name (you must “name” the newspaper). The title
of the newspaper must be relevant to the novel. You may use a town name from
the novel itself (ex. Jackson Island Issue). |
 | An article that involves one of the themes we have
talked about in class (education, religion, society, slavery/racism,
parenting, trust). For example, you could use the “slavery” theme to
write “Local Black Man Travels with Dead Boy to Escape Slavery”. |
 | A photo or graphic image that is relevant to the
story you are writing. |
 | The layout and writing style of your newspaper must
resemble that of an actual newspaper. |
* Your writing must be typed.
You will be graded on:
Content – 10 points
Conventions (including spelling /grammar/style) – 5
points
Layout – 5 points
Neatness / Layout – 2.5 points
Photo/Graphic – 2.5 points
The
Adventures of Huckleberry Finn Letter
Task:
You are going to write a letter assuming the persona of one
of the characters from the novel. You will be writing to another character in
the story. The purpose of the letter should be clear. This is not meant to be
a “hi, how are you? Chat with you later,” kind of letter. Be sure you maintain
the characters form of dialect and character traits.
For example, you could choose to write a letter from Huck
to Widow Douglas explaining why he faked his death.
In your letter:
You must make it clear who is writing the letter and to
whom it is written.
You must follow the formal format of an actual letter
(including salutation, paragraphs, closing).
You must have a clear focus or explanation as to why
your character is writing the letter.
You must include details from the novel.
The letter must be typed and double spaced.
You will be graded on:
Content
15 points
Mechanics/Conventions (including spelling/grammar) – 5
points
Layout of the Letter – 2.5 points
Neatness / Creativity – 2.5 points
Chapter I.
Of Our Spiritual Strivings |
| |
O water, voice of my heart, crying in the sand,
All night long crying with a mournful cry,
As I lie and listen, and cannot understand
The voice of my heart in my side or the voice of the sea,
O water, crying for rest, is it I, is it I?
All night long the water is crying to me.
Unresting water, there shall never be rest
Till the last moon droop and the last tide fail,
And the fire of the end begin to burn in the west;
And the heart shall be weary and wonder and cry like the sea,
All life long crying without avail,
As the water all night long is crying to me.
ARTHUR SYMONS. |
| |
| BETWEEN me and the other world there is ever an
unasked question: unasked by some through feelings of delicacy; by others
through the difficulty of rightly framing it. All, nevertheless, flutter
round it. They approach me in a half-hesitant sort of way, eye me curiously
or compassionately, and then, instead of saying directly, How does it feel
to be a problem? they say, I know an excellent colored man in my town; or, I
fought at Mechanicsville; or, Do not these Southern outrages make your blood
boil? At these I smile, or am interested, or reduce the boiling to a simmer,
as the occasion may require. To the real question, How does it feel to be a
problem? I answer seldom a word. |
1 |
| And yet, being a problem is a strange experience,—peculiar even for
one who has never been anything else, save perhaps in babyhood and in
Europe. It is in the early days of rollicking boyhood that the revelation
first bursts upon one, all in a day, as it were. I remember well when the
shadow swept across me. I was a little thing, away up in the hills of New
England, where the dark Housatonic winds between Hoosac and Taghkanic to the
sea. In a wee wooden schoolhouse, something put it into the boys’ and girls’
heads to buy gorgeous visiting-cards—ten cents a package—and exchange. The
exchange was merry, till one girl, a tall newcomer, refused my card,—refused
it peremptorily, with a glance. Then it dawned upon me with a certain
suddenness that I was different from the others; or like, mayhap, in heart
and life and longing, but shut out from their world by a vast veil. I had
thereafter no desire to tear down that veil, to creep through; I held all
beyond it in common contempt, and lived above it in a region of blue sky and
great wandering shadows. That sky was bluest when I could beat my mates at
examination-time, or beat them at a foot-race, or even beat their stringy
heads. Alas, with the years all this fine contempt began to fade; for the
worlds I longed for, and all their dazzling opportunities, were theirs, not
mine. But they should not keep these prizes, I said; some, all, I would
wrest from them. Just how I would do it I could never decide: by reading
law, by healing the sick, by telling the wonderful tales that swam in my
head,—some way. With other black boys the strife was not so fiercely sunny:
their youth shrunk into tasteless sycophancy, or into silent hatred of the
pale world about them and mocking distrust of everything white; or wasted
itself in a bitter cry, Why did God make me an outcast and a stranger in
mine own house? The shades of the prison-house closed round about us all:
walls strait and stubborn to the whitest, but relentlessly narrow, tall, and
unscalable to sons of night who must plod darkly on in resignation, or beat
unavailing palms against the stone, or steadily, half hopelessly, watch the
streak of blue above. |
2 |
| After the Egyptian and Indian, the Greek and Roman, the Teuton and
Mongolian, the Negro is a sort of seventh son, born with a veil, and gifted
with second-sight in this American world,—a world which yields him no true
self-consciousness, but only lets him see himself through the revelation of
the other world. It is a peculiar sensation, this double-consciousness, this
sense of always looking at one’s self through the eyes of others, of
measuring one’s soul by the tape of a world that looks on in amused contempt
and pity. One ever feels his two-ness,—an American, a Negro; two souls, two
thoughts, two unreconciled strivings; two warring ideals in one dark body,
whose dogged strength alone keeps it from being torn asunder. |
3 |
| The history of the American Negro is the history of this strife,—this
longing to attain self-conscious manhood, to merge his double self into a
better and truer self. In this merging he wishes neither of the older selves
to be lost. He would not Africanize America, for America has too much to
teach the world and Africa. He would not bleach his Negro soul in a flood of
white Americanism, for he knows that Negro blood has a message for the
world. He simply wishes to make it possible for a man to be both a Negro and
an American, without being cursed and spit upon by his fellows, without
having the doors of Opportunity closed roughly in his face. |
4 |
| This, then, is the end of his striving: to be a co-worker in the
kingdom of culture, to escape both death and isolation, to husband and use
his best powers and his latent genius. These powers of body and mind have in
the past been strangely wasted, dispersed, or forgotten. The shadow of a
mighty Negro past flits through the tale of Ethiopia the Shadowy and of
Egypt the Sphinx. Throughout history, the powers of single black men flash
here and there like falling stars, and die sometimes before the world has
rightly gauged their brightness. Here in America, in the few days since
Emancipation, the black man’s turning hither and thither in hesitant and
doubtful striving has often made his very strength to lose effectiveness, to
seem like absence of power, like weakness. And yet it is not weakness,—it is
the contradiction of double aims. The double-aimed struggle of the black
artisan—on the one hand to escape white contempt for a nation of mere hewers
of wood and drawers of water, and on the other hand to plough and nail and
dig for a poverty-stricken horde—could only result in making him a poor
craftsman, for he had but half a heart in either cause. By the poverty and
ignorance of his people, the Negro minister or doctor was tempted toward
quackery and demagogy; and by the criticism of the other world, toward
ideals that made him ashamed of his lowly tasks. The would-be black
savant was confronted by the paradox that the knowledge his people
needed was a twice-told tale to his white neighbors, while the knowledge
which would teach the white world was Greek to his own flesh and blood. The
innate love of harmony and beauty that set the ruder souls of his people
a-dancing and a-singing raised but confusion and doubt in the soul of the
black artist; for the beauty revealed to him was the soul-beauty of a race
which his larger audience despised, and he could not articulate the message
of another people. This waste of double aims, this seeking to satisfy two
unreconciled ideals, has wrought sad havoc with the courage and faith and
deeds of ten thousand thousand people,—has sent them often wooing false gods
and invoking false means of salvation, and at times has even seemed about to
make them ashamed of themselves. |
5 |
Away back in the days of bondage they thought to see in one divine
event the end of all doubt and disappointment; few men ever worshipped
Freedom with half such unquestioning faith as did the American Negro for two
centuries. To him, so far as he thought and dreamed, slavery was indeed the
sum of all villainies, the cause of all sorrow, the root of all prejudice;
Emancipation was the key to a promised land of sweeter beauty than ever
stretched before the eyes of wearied Israelites. In song and exhortation
swelled one refrain—Liberty; in his tears and curses the God he implored had
Freedom in his right hand. At last it came,—suddenly, fearfully, like a
dream. With one wild carnival of blood and passion came the message in his
own plaintive cadences:—
“Shout, O children!
Shout, you’re free!
For God has bought your liberty!” |
6 |
Years have passed away since then,—ten, twenty, forty; forty years of
national life, forty years of renewal and development, and yet the swarthy
spectre sits in its accustomed seat at the Nation’s feast. In vain do we cry
to this our vastest social problem:—
“Take any shape but that, and my firm nerves
Shall never tremble!” |
7 |
| The Nation has not yet found peace from its sins; the freedman has not
yet found in freedom his promised land. Whatever of good may have come in
these years of change, the shadow of a deep disappointment rests upon the
Negro people,—a disappointment all the more bitter because the unattained
ideal was unbounded save by the simple ignorance of a lowly people. |
8 |
| The first decade was merely a prolongation of the vain search for
freedom, the boon that seemed ever barely to elude their grasp,—like a
tantalizing will-o’-the-wisp, maddening and misleading the headless host.
The holocaust of war, the terrors of the Ku-Klux Klan, the lies of
carpet-baggers, the disorganization of industry, and the contradictory
advice of friends and foes, left the bewildered serf with no new watchword
beyond the old cry for freedom. As the time flew, however, he began to grasp
a new idea. The ideal of liberty demanded for its attainment powerful means,
and these the Fifteenth Amendment gave him. The ballot, which before he had
looked upon as a visible sign of freedom, he now regarded as the chief means
of gaining and perfecting the liberty with which war had partially endowed
him. And why not? Had not votes made war and emancipated millions? Had not
votes enfranchised the freedmen? Was anything impossible to a power that had
done all this? A million black men started with renewed zeal to vote
themselves into the kingdom. So the decade flew away, the revolution of 1876
came, and left the half-free serf weary, wondering, but still inspired.
Slowly but steadily, in the following years, a new vision began gradually to
replace the dream of political power,—a powerful movement, the rise of
another ideal to guide the unguided, another pillar of fire by night after a
clouded day. It was the ideal of “book-learning”; the curiosity, born of
compulsory ignorance, to know and test the power of the cabalistic letters
of the white man, the longing to know. Here at last seemed to have been
discovered the mountain path to Canaan; longer than the highway of
Emancipation and law, steep and rugged, but straight, leading to heights
high enough to overlook life. |
9 |
| Up the new path the advance guard toiled, slowly, heavily, doggedly;
only those who have watched and guided the faltering feet, the misty minds,
the dull understandings, of the dark pupils of these schools know how
faithfully, how piteously, this people strove to learn. It was weary work.
The cold statistician wrote down the inches of progress here and there,
noted also where here and there a foot had slipped or some one had fallen.
To the tired climbers, the horizon was ever dark, the mists were often cold,
the Canaan was always dim and far away. If, however, the vistas disclosed as
yet no goal, no resting-place, little but flattery and criticism, the
journey at least gave leisure for reflection and self-examination; it
changed the child of Emancipation to the youth with dawning
self-consciousness, self-realization, self-respect. In those sombre forests
of his striving his own soul rose before him, and he saw himself,—darkly as
through a veil; and yet he saw in himself some faint revelation of his
power, of his mission. He began to have a dim feeling that, to attain his
place in the world, he must be himself, and not another. For the first time
he sought to analyze the burden he bore upon his back, that dead-weight of
social degradation partially masked behind a half-named Negro problem. He
felt his poverty; without a cent, without a home, without land, tools, or
savings, he had entered into competition with rich, landed, skilled
neighbors. To be a poor man is hard, but to be a poor race in a land of
dollars is the very bottom of hardships. He felt the weight of his
ignorance,—not simply of letters, but of life, of business, of the
humanities; the accumulated sloth and shirking and awkwardness of decades
and centuries shackled his hands and feet. Nor was his burden all poverty
and ignorance. The red stain of bastardy, which two centuries of systematic
legal defilement of Negro women had stamped upon his race, meant not only
the loss of ancient African chastity, but also the hereditary weight of a
mass of corruption from white adulterers, threatening almost the
obliteration of the Negro home. |
10 |
| A people thus handicapped ought not to be asked to race with the
world, but rather allowed to give all its time and thought to its own social
problems. But alas! while sociologists gleefully count his bastards and his
prostitutes, the very soul of the toiling, sweating black man is darkened by
the shadow of a vast despair. Men call the shadow prejudice, and learnedly
explain it as the natural defence of culture against barbarism, learning
against ignorance, purity against crime, the “higher” against the “lower”
races. To which the Negro cries Amen! and swears that to so much of this
strange prejudice as is founded on just homage to civilization, culture,
righteousness, and progress, he humbly bows and meekly does obeisance. But
before that nameless prejudice that leaps beyond all this he stands
helpless, dismayed, and well-nigh speechless; before that personal
disrespect and mockery, the ridicule and systematic humiliation, the
distortion of fact and wanton license of fancy, the cynical ignoring of the
better and the boisterous welcoming of the worse, the all-pervading desire
to inculcate disdain for everything black, from Toussaint to the
devil,—before this there rises a sickening despair that would disarm and
discourage any nation save that black host to whom “discouragement” is an
unwritten word. |
11 |
| But the facing of so vast a prejudice could not but bring the
inevitable self-questioning, self-disparagement, and lowering of ideals
which ever accompany repression and breed in an atmosphere of contempt and
hate. Whisperings and portents came borne upon the four winds: Lo! we are
diseased and dying, cried the dark hosts; we cannot write, our voting is
vain; what need of education, since we must always cook and serve? And the
Nation echoed and enforced this self-criticism, saying: Be content to be
servants, and nothing more; what need of higher culture for half-men? Away
with the black man’s ballot, by force or fraud,—and behold the suicide of a
race! Nevertheless, out of the evil came something of good,—the more careful
adjustment of education to real life, the clearer perception of the Negroes’
social responsibilities, and the sobering realization of the meaning of
progress. |
12 |
| So dawned the time of Sturm und Drang: storm and stress to-day
rocks our little boat on the mad waters of the world-sea; there is within
and without the sound of conflict, the burning of body and rending of soul;
inspiration strives with doubt, and faith with vain questionings. The bright
ideals of the past,—physical freedom, political power, the training of
brains and the training of hands,—all these in turn have waxed and waned,
until even the last grows dim and overcast. Are they all wrong,—all false?
No, not that, but each alone was over-simple and incomplete,—the dreams of a
credulous race-childhood, or the fond imaginings of the other world which
does not know and does not want to know our power. To be really true, all
these ideals must be melted and welded into one. The training of the schools
we need to-day more than ever,—the training of deft hands, quick eyes and
ears, and above all the broader, deeper, higher culture of gifted minds and
pure hearts. The power of the ballot we need in sheer self-defence,—else
what shall save us from a second slavery? Freedom, too, the long-sought, we
still seek,—the freedom of life and limb, the freedom to work and think, the
freedom to love and aspire. Work, culture, liberty,—all these we need, not
singly but together, not successively but together, each growing and aiding
each, and all striving toward that vaster ideal that swims before the Negro
people, the ideal of human brotherhood, gained through the unifying ideal of
Race; the ideal of fostering and developing the traits and talents of the
Negro, not in opposition to or contempt for other races, but rather in large
conformity to the greater ideals of the American Republic, in order that
some day on American soil two world-races may give each to each those
characteristics both so sadly lack. We the darker ones come even now not
altogether empty-handed: there are to-day no truer exponents of the pure
human spirit of the Declaration of Independence than the American Negroes;
there is no true American music but the wild sweet melodies of the Negro
slave; the American fairy tales and folk-lore are Indian and African; and,
all in all, we black men seem the sole oasis of simple faith and reverence
in a dusty desert of dollars and smartness. Will America be poorer if she
replace her brutal dyspeptic blundering with light-hearted but determined
Negro humility? or her coarse and cruel wit with loving jovial good-humor?
or her vulgar music with the soul of the Sorrow Songs? |
13 |
Merely a concrete test of the underlying principles of the great
republic is the Negro Problem, and the spiritual striving of the freedmen’s
sons is the travail of souls whose burden is almost beyond the measure of
their strength, but who bear it in the name of an historic race, in the name
of this the land of their fathers’ fathers, and in the name of human
opportunity.
* * *
|
14 |
| And now what I have briefly sketched in large outline let me on coming
pages tell again in many ways, with loving emphasis and deeper detail, that
men may listen to the striving in the souls of black folk. |
Biography Number 1
W. E. B. Du Bois
Du Bois, Prof. W. E. B. J. E. Purdy (dates unknown). Photograph, 1904.
LC-USZ62-28485.
William Edward Burghardt Du Bois was born in Massachusetts in 1868, the year
Congress guaranteed male black suffrage. Du Bois was graduated from Fisk
University and Harvard University and studied two years at the University of
Berlin. He was the first black American to receive the degree of doctor of
philosophy from Harvard.
Du Bois founded the Niagara Movement -- a group of African-American leaders
committed to an active struggle for racial equality. Du Bois was a founder of
the National Association for the Advancement of Colored People and edited its
journal, Crisis, for many years.
A brilliant writer and speaker, Du Bois was the outstanding African-American
intellectual of his time. His The Philadelphia Negro (1899) was the first
sociological study of African-Americans. In The Souls of Black Folk (1903), Du
Bois took a forceful stand against Booker T. Washington's policy of
accommodation, calling instead for "ceaseless agitation and insistent demand for
equality," and the "use of force of every sort: moral suasion, propaganda, and
where possible even physical resistance."
Biography Number 2
By Jennifer Wager, 1994
Born on February 23, 1868 to Mary Silvina and Alfred Du Bois, William Edward
Burghardt Du Bois was raised in a small but long established Black community in
Great Barrington, Massachusetts. An avid student, Du Bois was published in the
community's newspaper by the age of fourteen. He graduated from high school
early and enrolled at Fisk University. Upon receiving his bacccalaureate degree,
Du Bois accepted a scholarship at the University of Berlin, where he studied for
two years. Following this, he went to Harvard, where he received his doctoral
degree, being the first African American to do so. His dissertation, approved in
1895, was published as The Suppression of the African Slave Trade to the United
States of America, 1638-1870. Regarded as a masterpiece of historiography, this
work remains an outstanding example of Du Bois' scholarship.
By the turn of the century, Dr. Du Bois was on his way to becoming a career
academician. From 1894 to 1896, Du Bois served as professor of Greek and Latin
at Wilberforce University in Ohio. After his term was completed, he accepted a
position at the University of Pennsylvania, as an assistant instructor teaching
sociology. It is of course during this time that he conducted the research for
his landmark work, Philadelphia Negro (1899). It was characteristic of the times
that Du Bois was not allowed to stay on the segregated campus. In 1896, Du Bois
married Nina Gomer, who would later bear him two children, Burghardt (who died
at the age of three) and Yolande. From 1897 to 1910, he served as professor of
economics and history at Atlanta University. He served as chairman of the
sociology department there from 1934 to 1944.
Du Bois did not invest all of his energy in the rigors of academia. He began to
carve out a role for himself as a scholar activist. In 1900, he attended and
helped organize the First Annual Pan-African Congress; he was involved in
subsequent sessions as well, in 1919, 1921, 1923 and 1945. in 1911 he attended
and helped organize the First Universal Races Congress, held in London, England.
In 1905, Du Bois and a group of pioneering African American scholars and leaders
met to discuss the issue of civil rights. This group, known as the Niagara
Movement, eventually led to the formation of the National Association for the
Advancement of Colored People (NAACP) in 1910. As a founding father of the
NAACP, Du Bois also edited the organization's journal, The Crisis, from its
inception in 1910 to his initial resignation from the organization in 1934.
During that time, he also served as Director of Publicity and Research for the
NAACP.
Following his departure, Du Bois remained a vital intellectual force,
continually committed to solving "the twentieth century's problem of the color
line." Increasingly, he became involved with progressive socialist thinkers and
activists who related the problems of African in terms of capitalist oppression.
In his work, Black Folk, Then and Now, Du Bois proposed that the masses of the
world proletariat were African and their uprising would elevate the peoples of
the world.
Du Bois returned to the NAACP in 1944 as Director of Special Research, but
controversy was not far off. Disagreements with the organization's leaders and
their political manipulations were followed by antagonistic measures perpetrated
by the American government. In 1951, Du Bois was indicted under the McCarran
Act, one in a long series of legislation instituted as a means to curtail
personal and intellectual freedoms, in retaliation for calling upon the United
Nations to hear the crimes of the U.S. government against its own people. With
the help of his dedicated followers and various human rights organizations, Du
Bois was cleared of the charges levied against him.
Du Bois continued to believe that the crimes of racism and exploitation
necessitated the unity of Africans throughout the world. In 1961, he joined the
Communist Party USA. That same year, he left the United States with his wife,
Shirley Graham Du Bois, herself a noted writer, and emigrated to Ghana, where he
became a full citizen. In 1963, he died peacefully, after ninety-five years of
faithfully serving humanity. He was accorded a funeral befitting a head of state
by his close friend, the great Ghanian president, Kwame Nkrumah. Dignitaries the
world over attended the ceremonies, but in typical fashion, the U.S. government
sent no one to pay tribute.
W.E.B. Du Bois remains one of the great thinkers of the twentieth century. He
produced over 4,000 works and his life and legacy continue to inspire a new
generation of men and women to assume the task he so mightily undertook. In his
own words: "Peace will be my applause."
Biography Number 3
By Gerald C. Hynes
Introduction
William Edward Burghardt DuBois, to his admirers, was by spirited devotion and
scholarly dedication, an attacker of injustice and a defender of freedom.
A harbinger of Black nationalism and Pan-Africanism, he died in self-imposed
exile in his home away from home with his ancestors of a glorious past—Africa.
Labeled as a "radical," he was ignored by those who hoped that his massive
contributions would be buried along side of him. But, as Dr. Martin Luther King,
Jr. wrote, "history cannot ignore W.E.B. DuBois because history has to reflect
truth and Dr. DuBois was a tireless explorer and a gifted discoverer of social
truths. His singular greatness lay in his quest for truth about his own people.
There were very few scholars who concerned themselves with honest study of the
black man and he sought to fill this immense void. The degree to which he
succeeded disclosed the great dimensions of the man."
His Formative Years
W.E.B. DuBois was born on February 23, 1868 in Great Barrington, Massachusetts.
At that time Great Barrington had perhaps 25, but not more than 50, Black people
out of a population of about 5,000. Consequently, there were little signs of
overt racism there. Nevertheless, its venom was distributed through a constant
barrage of suggestive innuendoes and vindictive attitudes of its residents. This
mutated the personality of young William from good natured and outgoing to
sullen and withdrawn. This was later reinforced and strengthened by inner
withdrawals in the face of real discriminations. His demeanor of introspection
haunted him throughout his life.
While in high school DuBois showed a keen concern for the development of his
race. At age fifteen he became the local correspondent for the New York Globe.
And in this position he conceived it his duty to push his race forward by
lectures and editorials reflecting upon the need of Black people to politicized
themselves.
DuBois was naturally gifted intellectually and took pleasurable pride in
surpassing his fellow students in academic and other pursuits. Upon graduation
from high school, he, like many other New England students of his caliber,
desired to attend Harvard. However, he lacked the financial resources to go to
that institution. But with the aid of friends and family, and a scholarship he
received to Fisk College (now University), he eagerly headed to Nashville,
Tennessee to further his education.
This was DuBois' first trip south. And in those three years at Fisk (1885–1888)
his knowledge of the race problem became more definite. He saw discrimination in
ways he never dreamed of, and developed a determination to expedite the
emancipation of his people. Consequently, he became a writer, editor, and an
impassioned orator. And in the process acquired a belligerent attitude toward
the color bar.
Also, while at Fisk, DuBois spent two summers teaching at a county school in
order to learn more about the South and his people. There he learned first hand
of poverty, poor land, ignorance, and prejudice. But most importantly, he
learned that his people had a deep desire for knowledge.
After graduation from Fisk, DuBois entered Harvard (via scholarships) classified
as a junior. As a student his education focused on philosophy, centered in
history. It then gradually began to turn toward economics and social problems.
As determined as he was to attend and graduate from Harvard, he never felt
himself a part of it. Later in life he remarked "I was in Harvard but not of
it." He received his bachelor's degree in 1890 and immediately began working
toward his master's and doctor's degree.
DuBois completed his master's degree in the spring of 1891. However, shortly
before that, ex-president Rutherford B. Hayes, the current head of a fund to
educate Negroes, was quoted in the Boston Herald as claiming that they could not
find one worthy to enough for advanced study abroad. DuBois' anger inspired him
to apply directly to Hayes. His credentials and references were impeccable. He
not only received a grant, but a letter from Hayes saying that he was misquoted.
DuBois chose to study at the University of Berlin in Germany. It was considered
to be one of the world's finest institutions of higher learning. And DuBois felt
that a doctor's degree from there would infer unquestionable preparation for
ones life's work.
During the two years DuBois spent in Berlin, he began to see the race problems
in the Americas, Africa, and Asia, and the political development of Europe as
one. This was the period of his life that united his studies of history,
economics, and politics into a scientific approach of social research.
DuBois had completed a draft of his dissertation and needed another semester or
so to finish his degree. But the men over his funding sources decided that the
education he was receiving there was unsuitable for the type of work needed to
help Negroes. They refused to extend him any more funds and encouraged him to
obtain his degree from Harvard. Which of course he was obliged to do. His
doctoral thesis, The Suppression of the African Slave Trade in America, remains
the authoritative work on that subject, and is the first volume in Harvard's
Historical Series.
|
W.E.B. Du
Bois (1868–1963). The Souls of
Black Folk. 1903. |
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Chapter IV.
Of the Meaning of Progress
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Willst Du Deine Macht verkünden,
Wähle sie die frei von Sünden,
Steh’n in Deinem ew’gen Haus!
Deine Geister sende aus!
Die Unsterblichen, die Reinen,
Die nicht fühlen, die nicht weinen!
Nicht die zarte Jungfrau wähle,
Nicht der Hirtin weiche Seele!
SCHILLER. |
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ONCE upon a
time I taught school in the hills of Tennessee, where the broad dark vale
of the Mississippi begins to roll and crumple to greet the Alleghanies. I
was a Fisk student then, and all Fisk men thought that Tennessee—beyond
the Veil—was theirs alone, and in vacation time they sallied forth in
lusty bands to meet the county school-commissioners. Young and happy, I
too went, and I shall not soon forget that summer, seventeen years ago. |
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First, there was a Teachers’ Institute at the
county-seat; and there distinguished guests of the superintendent taught
the teachers fractions and spelling and other mysteries,—white teachers in
the morning, Negroes at night. A picnic now and then, and a supper, and
the rough world was softened by laughter and song. I remember how— But I
wander. |
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There came a day when all the teachers left the
Institute and began the hunt for schools. I learn from hearsay (for my
mother was mortally afraid of fire-arms) that the hunting of ducks and
bears and men is wonderfully interesting, but I am sure that the man who
has never hunted a country school has something to learn of the pleasures
of the chase. I see now the white, hot roads lazily rise and fall and wind
before me under the burning July sun; I feel the deep weariness of heart
and limb as ten, eight, six miles stretch relentlessly ahead; I feel my
heart sink heavily as I hear again and again, “Got a teacher? Yes.” So I
walked on and on—horses were too expensive—until I had wandered beyond
railways, beyond stage lines, to a land of “varmints” and rattlesnakes,
where the coming of a stranger was an event, and men lived and died in the
shadow of one blue hill. |
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Sprinkled over hill and dale lay cabins and
farmhouses, shut out from the world by the forests and the rolling hills
toward the east. There I found at last a little school. Josie told me of
it; she was a thin, homely girl of twenty, with a dark-brown face and
thick, hard hair. I had crossed the stream at Watertown, and rested under
the great willows; then I had gone to the little cabin in the lot where
Josie was resting on her way to town. The gaunt farmer made me welcome,
and Josie, hearing my errand, told me anxiously that they wanted a school
over the hill; that but once since the war had a teacher been there; that
she herself longed to learn,—and thus she ran on, talking fast and loud,
with much earnestness and energy. |
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Next morning I crossed the tall round hill,
lingered to look at the blue and yellow mountains stretching toward the
Carolinas, then plunged into the wood, and came out at Josie’s home. It
was a dull frame cottage with four rooms, perched just below the brow of
the hill, amid peach-trees. The father was a quiet, simple soul, calmly
ignorant, with no touch of vulgarity. The mother was different,—strong,
bustling, and energetic, with a quick, restless tongue, and an ambition to
live “like folks.” There was a crowd of children. Two boys had gone away.
There remained two growing girls; a shy midget of eight; John, tall,
awkward, and eighteen; Jim, younger, quicker, and better looking; and two
babies of indefinite age. Then there was Josie herself. She seemed to be
the centre of the family: always busy at service, or at home, or
berry-picking; a little nervous and inclined to scold, like her mother,
yet faithful, too, like her father. She had about her a certain fineness,
the shadow of an unconscious moral heroism that would willingly give all
of life to make life broader, deeper, and fuller for her and hers. I saw
much of this family afterwards, and grew to love them for their honest
efforts to be decent and comfortable, and for their knowledge of their own
ignorance. There was with them no affectation. The mother would scold the
father for being so “easy”; Josie would roundly berate the boys for
carelessness; and all knew that it was a hard thing to dig a living out of
a rocky side-hill. |
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I secured the school. I remember the day I rode
horseback out to the commissioner’s house with a pleasant young white
fellow who wanted the white school. The road ran down the bed of a stream;
the sun laughed and the water jingled, and we rode on. “Come in,” said the
commissioner,—“come in. Have a seat. Yes, that certificate will do. Stay
to dinner. What do you want a month?” “Oh,” thought I, “this is lucky”;
but even then fell the awful shadow of the Veil, for they ate first, then
I—alone. |
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The schoolhouse was a log hut, where Colonel
Wheeler used to shelter his corn. It sat in a lot behind a rail fence and
thorn bushes, near the sweetest of springs. There was an entrance where a
door once was, and within, a massive rickety fireplace; great chinks
between the logs served as windows. Furniture was scarce. A pale
blackboard crouched in the corner. My desk was made of three boards,
reinforced at critical points, and my chair, borrowed from the landlady,
had to be returned every night. Seats for the children—these puzzled me
much. I was haunted by a New England vision of neat little desks and
chairs, but, alas! the reality was rough plank benches without backs, and
at times without legs. They had the one virtue of making naps
dangerous,—possibly fatal, for the floor was not to be trusted. |
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It was a hot morning late in July when the school
opened. I trembled when I heard the patter of little feet down the dusty
road, and saw the growing row of dark solemn faces and bright eager eyes
facing me. First came Josie and her brothers and sisters. The longing to
know, to be a student in the great school at Nashville, hovered like a
star above this child-woman amid her work and worry, and she studied
doggedly. There were the Dowells from their farm over toward
Alexandria,—Fanny, with her smooth black face and wondering eyes; Martha,
brown and dull; the pretty girl-wife of a brother, and the younger brood. |
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There were the Burkes,—two brown and yellow lads,
and a tiny haughty-eyed girl. Fat Reuben’s little chubby girl came, with
golden face and old-gold hair, faithful and solemn. ’Thenie was on hand
early,—a jolly, ugly, good-hearted girl, who slyly dipped snuff and looked
after her little bow-legged brother. When her mother could spare her,
’Tildy came,—a midnight beauty, with starry eyes and tapering limbs; and
her brother, correspondingly homely. And then the big boys,—the hulking
Lawrences; the lazy Neills, unfathered sons of mother and daughter;
Hickman, with a stoop in his shoulders; and the rest. |
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There they sat, nearly thirty of them, on the rough
benches, their faces shading from a pale cream to a deep brown, the little
feet bare and swinging, the eyes full of expectation, with here and there
a twinkle of mischief, and the hands grasping Webster’s blue-back
spelling-book. I loved my school, and the fine faith the children had in
the wisdom of their teacher was truly marvellous. We read and spelled
together, wrote a little, picked flowers, sang, and listened to stories of
the world beyond the hill. At times the school would dwindle away, and I
would start out. I would visit Mun Eddings, who lived in two very dirty
rooms, and ask why little Lugene, whose flaming face seemed ever ablaze
with the dark-red hair uncombed, was absent all last week, or why I missed
so often the inimitable rags of Mack and Ed. Then the father, who worked
Colonel Wheeler’s farm on shares, would tell me how the crops needed the
boys; and the thin, slovenly mother, whose face was pretty when washed,
assured me that Lugene must mind the baby. “But we ’ll start them again
next week.” When the Lawrences stopped, I knew that the doubts of the old
folks about book-learning had conquered again, and so, toiling up the
hill, and getting as far into the cabin as possible, I put Cicero “pro
Archia Poeta” into the simplest English with local applications, and
usually convinced them—for a week or so. |
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On Friday nights I often went home with some of the
children,—sometimes to Doc Burke’s farm. He was a great, loud, thin Black,
ever working, and trying to buy the seventy-five acres of hill and dale
where he lived; but people said that he would surely fail, and the “white
folks would get it all.” His wife was a magnificent Amazon, with saffron
face and shining hair, uncorseted and barefooted, and the children were
strong and beautiful. They lived in a one-and-a-half-room cabin in the
hollow of the farm, near the spring. The front room was full of great fat
white beds, scrupulously neat; and there were bad chromos on the walls,
and a tired centre-table. In the tiny back kitchen I was often invited to
“take out and help” myself to fried chicken and wheat biscuit, “meat” and
corn pone, string-beans and berries. At first I used to be a little
alarmed at the approach of bedtime in the one lone bedroom, but
embarrassment was very deftly avoided. First, all the children nodded and
slept, and were stowed away in one great pile of goose feathers; next, the
mother and the father discreetly slipped away to the kitchen while I went
to bed; then, blowing out the dim light, they retired in the dark. In the
morning all were up and away before I thought of awaking. Across the road,
where fat Reuben lived, they all went outdoors while the teacher retired,
because they did not boast the luxury of a kitchen. |
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I liked to stay with the Dowells, for they had four
rooms and plenty of good country fare. Uncle Bird had a small, rough farm,
all woods and hills, miles from the big road; but he was full of tales,—he
preached now and then,—and with his children, berries, horses, and wheat
he was happy and prosperous. Often, to keep the peace, I must go where
life was less lovely; for instance, ’Tildy’s mother was incorrigibly
dirty, Reuben’s larder was limited seriously, and herds of untamed insects
wandered over the Eddingses’ beds. Best of all I loved to go to Josie’s,
and sit on the porch, eating peaches, while the mother bustled and talked:
how Josie had bought the sewing-machine; how Josie worked at service in
winter, but that four dollars a month was “mighty little” wages; how Josie
longed to go away to school, but that it “looked like” they never could
get far enough ahead to let her; how the crops failed and the well was yet
unfinished; and, finally, how “mean” some of the white folks were. |
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For two summers I lived in this little world; it
was dull and humdrum. The girls looked at the hill in wistful longing, and
the boys fretted and haunted Alexandria. Alexandria was “town,”—a
straggling, lazy village of houses, churches, and shops, and an
aristocracy of Toms, Dicks, and Captains. Cuddled on the hill to the north
was the village of the colored folks, who lived in three- or four-room
unpainted cottages, some neat and homelike, and some dirty. The dwellings
were scattered rather aimlessly, but they centred about the twin temples
of the hamlet, the Methodist, and the Hard-Shell Baptist churches. These,
in turn, leaned gingerly on a sad-colored schoolhouse. Hither my little
world wended its crooked way on Sunday to meet other worlds, and gossip,
and wonder, and make the weekly sacrifice with frenzied priest at the
altar of the “old-time religion.” Then the soft melody and mighty cadences
of Negro song fluttered and thundered. |
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I have called my tiny community a world, and so its
isolation made it; and yet there was among us but a half-awakened common
consciousness, sprung from common joy and grief, at burial, birth, or
wedding; from a common hardship in poverty, poor land, and low wages; and,
above all, from the sight of the Veil that hung between us and
Opportunity. All this caused us to think some thoughts together; but
these, when ripe for speech, were spoken in various languages. Those whose
eyes twenty-five and more years before had seen “the glory of the coming
of the Lord,” saw in every present hindrance or help a dark fatalism bound
to bring all things right in His own good time. The mass of those to whom
slavery was a dim recollection of childhood found the world a puzzling
thing: it asked little of them, and they answered with little, and yet it
ridiculed their offering. Such a paradox they could not understand, and
therefore sank into listless indifference, or shiftlessness, or reckless
bravado. There were, however, some—such as Josie, Jim, and Ben—to whom
War, Hell, and Slavery were but childhood tales, whose young appetites had
been whetted to an edge by school and story and half-awakened thought. Ill
could they be content, born without and beyond the World. And their weak
wings beat against their barriers,—barriers of caste, of youth, of life;
at last, in dangerous moments, against everything that opposed even a
whim. |
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The ten years that follow youth, the years when
first the realization comes that life is leading somewhere,—these were the
years that passed after I left my little school. When they were past, I
came by chance once more to the walls of Fisk University, to the halls of
the chapel of melody. As I lingered there in the joy and pain of meeting
old school-friends, there swept over me a sudden longing to pass again
beyond the blue hill, and to see the homes and the school of other days,
and to learn how life had gone with my school-children; and I went. |
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Josie was dead, and the gray-haired mother said
simply, “We ’ve had a heap of trouble since you ’ve been away.” I had
feared for Jim. With a cultured parentage and a social caste to uphold
him, he might have made a venturesome merchant or a West Point cadet. But
here he was, angry with life and reckless; and when Farmer Durham charged
him with stealing wheat, the old man had to ride fast to escape the stones
which the furious fool hurled after him. They told Jim to run away; but he
would not run, and the constable came that afternoon. It grieved Josie,
and great awkward John walked nine miles every day to see his little
brother through the bars of Lebanon jail. At last the two came back
together in the dark night. The mother cooked supper, and Josie emptied
her purse, and the boys stole away. Josie grew thin and silent, yet worked
the more. The hill became steep for the quiet old father, and with the
boys away there was little to do in the valley. Josie helped them to sell
the old farm, and they moved nearer town. Brother Dennis, the carpenter,
built a new house with six rooms; Josie toiled a year in Nashville, and
brought back ninety dollars to furnish the house and change it to a home. |
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When the spring came, and the birds twittered, and
the stream ran proud and full, little sister Lizzie, bold and thoughtless,
flushed with the passion of youth, bestowed herself on the tempter, and
brought home a nameless child. Josie shivered and worked on, with the
vision of schooldays all fled, with a face wan and tired,—worked until, on
a summer’s day, some one married another; then Josie crept to her mother
like a hurt child, and slept—and sleeps. |
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I paused to scent the breeze as I entered the
valley. The Lawrences have gone,—father and son forever,—and the other son
lazily digs in the earth to live. A new young widow rents out their cabin
to fat Reuben. Reuben is a Baptist preacher now, but I fear as lazy as
ever, though his cabin has three rooms; and little Ella has grown into a
bouncing woman, and is ploughing corn on the hot hillside. There are
babies a-plenty, and one half-witted girl. Across the valley is a house I
did not know before, and there I found, rocking one baby and expecting
another, one of my schoolgirls, a daughter of Uncle Bird Dowell. She
looked somewhat worried with her new duties, but soon bristled into pride
over her neat cabin and the tale of her thrifty husband, the horse and
cow, and the farm they were planning to buy. |
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My log schoolhouse was gone. In its place stood
Progress; and Progress, I understand, is necessarily ugly. The crazy
foundation stones still marked the former site of my poor little cabin,
and not far away, on six weary boulders, perched a jaunty board house,
perhaps twenty by thirty feet, with three windows and a door that locked.
Some of the window-glass was broken, and part of an old iron stove lay
mournfully under the house. I peeped through the window half reverently,
and found things that were more familiar. The blackboard had grown by
about two feet, and the seats were still without backs. The county owns
the lot now, I hear, and every year there is a session of school. As I sat
by the spring and looked on the Old and the New I felt glad, very glad,
and yet— |
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After two long drinks I started on. There was the
great double log-house on the corner. I remembered the broken, blighted
family that used to live there. The strong, hard face of the mother, with
its wilderness of hair, rose before me. She had driven her husband away,
and while I taught school a strange man lived there, big and jovial, and
people talked. I felt sure that Ben and ’Tildy would come to naught from
such a home. But this is an odd world; for Ben is a busy farmer in Smith
County, “doing well, too,” they say, and he had cared for little ’Tildy
until last spring, when a lover married her. A hard life the lad had led,
toiling for meat, and laughed at because he was homely and crooked. There
was Sam Carlon, an impudent old skinflint, who had definite notions about
“niggers,” and hired Ben a summer and would not pay him. Then the hungry
boy gathered his sacks together, and in broad daylight went into Carlon’s
corn; and when the hard-fisted farmer set upon him, the angry boy flew at
him like a beast. Doc Burke saved a murder and a lynching that day. |
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The story reminded me again of the Burkes, and an
impatience seized me to know who won in the battle, Doc or the
seventy-five acres. For it is a hard thing to make a farm out of nothing,
even in fifteen years. So I hurried on, thinking of the Burkes. They used
to have a certain magnificent barbarism about them that I liked. They were
never vulgar, never immoral, but rather rough and primitive, with an
unconventionality that spent itself in loud guffaws, slaps on the back,
and naps in the corner. I hurried by the cottage of the misborn Neill
boys. It was empty, and they were grown into fat, lazy farm-hands. I saw
the home of the Hickmans, but Albert, with his stooping shoulders, had
passed from the world. Then I came to the Burkes’ gate and peered through;
the inclosure looked rough and untrimmed, and yet there were the same
fences around the old farm save to the left, where lay twenty-five other
acres. And lo! the cabin in the hollow had climbed the hill and swollen to
a half-finished six-room cottage. |
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The Burkes held a hundred acres, but they were
still in debt. Indeed, the gaunt father who toiled night and day would
scarcely be happy out of debt, being so used to it. Some day he must stop,
for his massive frame is showing decline. The mother wore shoes, but the
lion-like physique of other days was broken. The children had grown up.
Rob, the image of his father, was loud and rough with laughter. Birdie, my
school baby of six, had grown to a picture of maiden beauty, tall and
tawny. “Edgar is gone,” said the mother, with head half bowed,—“gone to
work in Nashville; he and his father couldn’t agree.” |
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Little Doc, the boy born since the time of my
school, took me horseback down the creek next morning toward Farmer
Dowell’s. The road and the stream were battling for mastery, and the
stream had the better of it. We splashed and waded, and the merry boy,
perched behind me, chattered and laughed. He showed me where Simon
Thompson had bought a bit of ground and a home; but his daughter Lana, a
plump, brown, slow girl, was not there. She had married a man and a farm
twenty miles away. We wound on down the stream till we came to a gate that
I did not recognize, but the boy insisted that it was “Uncle Bird’s.” The
farm was fat with the growing crop. In that little valley was a strange
stillness as I rode up; for death and marriage had stolen youth and left
age and childhood there. We sat and talked that night after the chores
were done. Uncle Bird was grayer, and his eyes did not see so well, but he
was still jovial. We talked of the acres bought,—one hundred and
twenty-five,—of the new guest-chamber added, of Martha’s marrying. Then we
talked of death: Fanny and Fred were gone; a shadow hung over the other
daughter, and when it lifted she was to go to Nashville to school. At last
we spoke of the neighbors, and as night fell, Uncle Bird told me how, on a
night like that, ’Thenie came wandering back to her home over yonder, to
escape the blows of her husband. And next morning she died in the home
that her little bow-legged brother, working and saving, had bought for
their widowed mother. |
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My journey was done, and behind me lay hill and
dale, and Life and Death. How shall man measure Progress there where the
dark-faced Josie lies? How many heartfuls of sorrow shall balance a bushel
of wheat? How hard a thing is life to the lowly, and yet how human and
real! And all this life and love and strife and failure,—is it the
twilight of nightfall or the flush of some faint-dawning day? |
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Thus sadly musing, I rode to Nashville in the Jim
Crow car. |
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VATE LESSON PLAN
“Of the Meaning
of Progress” by W.E.B. Du Bois from The Souls of Black Folk
http://www.bartleby.com/114/4.html
Before you read “Of the Meaning of Progress” which Du Bois
wrote in 1904, consider and paraphrase what Chief Justice Earl Warren wrote in
the Supreme Court ‘s opinion in Brown v. Board of Education, 347 U. S.
483 (1954) (USSC+)
http://www.nationalcenter.org/brown.html
“An addition reason for the inconcl |