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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). 

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Choose one character you think is vital to the novel.  Why is this character’s presence crucial to plot development?

 

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Discuss the various symbols Fitzgerald uses in the novel.  How does he use symbolism to emphasize the theme?

 

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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:

  1. 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.
  2. Identify the character.
  3. Choose a quote that you think best represents the character and explain its significance.  (Be sure to cite the page number!)
  4. Describe his/her best and worst qualities.
  5. In a paragraph describe the character’s role in the novel.
  6. 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:

bulletA 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).
bulletAn 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”.
bulletA photo or graphic image that is relevant to the story you are writing.  
bulletThe 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.


Chapter IV.
Of the Meaning of Progress

 

 

        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.

  

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.

   1

  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.

   2

  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.

   3

  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.

   4

  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.

   5

  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.

   6

  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.

   7

  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.

   8

  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.

   9

  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.

  10

  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.

  11

  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.

  12

  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.

  13

  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.

  14

  

 

  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.

  15

  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.

  16

  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.

  17

  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.

  18

  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—

  19

  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.

  20

  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.

  21

  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.”

  22

  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.

  23

  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?

  24

  Thus sadly musing, I rode to Nashville in the Jim Crow car.

  25

 

 

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