Before and after emancipation, the Negro, in self-defense, was propelled toward the white employer. The endowments of wealthy white men have developed great institutions of learning for the Negro, but the freedom of action on the part of these same universities has been curtailed in proportion as they are indebted to white philanthropies.
Interpretation
The quote discusses the paradox of African Americans seeking advancement through institutions funded by wealthy white benefactors, while facing limitations on their freedom due to this dependence.
W. E. B. Du Bois highlights the complex relationship between African Americans and educational institutions funded by wealthy white individuals. He points out that while these institutions have provided opportunities for the Black community, their dependence on white philanthropy has resulted in restrictions on their autonomy. This contradiction raises questions about true emancipation and freedom, suggesting that financial aid from wealthy benefactors comes with strings attached, ultimately compromising the independence and self-determination of the Negro.
In practice
In a lecture about historical figures in education, one might quote Du Bois to illustrate the challenges faced by African Americans.
Before the Civil War, the Negro was certainly as efficient a workman as the raw immigrant from Ireland or Germany. But, whereas the Irishmen found economic opportunity wide and daily growing wider, the Negro found public opinion determined to 'keep him in his place.'
Men we shall have only as we make manhood the object of the work of the schools - intelligence, broad sympathy, knowledge of the world that was and is, and of the relation of men to it - this is the curriculum of that Higher Education which must underlie true life.
School houses do not teach themselves - piles of brick and mortar and machinery do not send out men. It is the trained, living human soul, cultivated and strengthened by long study and thought, that breathes the real breath of life into boys and girls and makes them human, whether they be black or white, Greek, Russian or American.
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.
For most people, it is enough for the world to know that they aspire. The world does not ask what their aspirations are, trusting that those aspirations are for the best and greatest things. But with regard to the Negroes in America, there is a feeling that their aspirations in some way are not consistent with the great ideals.
For fifteen years, I was a teacher of youth. They were years out of the fullness and bloom of my younger manhood. They were years mingled of half breathless work, of anxious self-questionings, of planning and replanning, of disillusion, or mounting wonder.
Travel is rich with learning opportunities, and the ultimate sourvenir is a broader perspective.
It's an universal law-- intolerance is the first sign of an inadequate education. An ill-educated person behaves with arrogant impatience, whereas truly profound education breeds humility.
Those of us who are blamed when old for reading childish books were blamed when children for reading books too old for us.
The quality of our reading is not only an index of the quality of our thought; it is our best-known route to developing whole new pathways in the cerebral evolution of our species.
I grew up to be indifferent to the distinction between literature and science, which in my teens were simply two languages for experience that I learned together.
The giving of love is an education in itself.
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