DuBois and Washington Competing Analysis SAQ

No race can prosper till it learns that there is as much dignity in tilling a field as in writing a poem. It is at the bottom of life we must begin, and not at the top. Nor should we permit our grievances to overshadow our opportunities.... The wisest among my race understand that the agitation of questions of social equality is the extremist folly, and that progress... [will come only as a] result of severe and constant struggle.... No race that has anything to contribute to the markets of the world is long... ostracized [excluded]. It is important and right that all privileges of the law be ours, but it is vastly more important that we be prepared for the exercises of these privileges. The opportunity to earn a dollar in a factory just now is worth infinitely more than the opportunity to spend a dollar in an opera-house. - Booker T. Washington (excerpt from the book "Up From Slavery" 1901)

[Negroes] do not expect that the free right to vote, to enjoy civic rights, and to be educated, will come in a moment; they do not expect to see the bias and prejudices of years disappear at the blast of a trumpet; but they are absolutely certain that the way for a people to gain their reasonable rights is not by voluntarily throwing them away.... Negroes must insist continually, in season and out of season, that voting is necessary to proper manhood, that color discrimination is barbarism, and that black boys need education as well as white boys.... So far as Mr. Washington preaches Thrift, Patience, and Industrial Training for the masses, we must hold up his hands and strive with him... But so far as Mr. Washington apologizes for injustice... and opposes the higher training and ambition of our brighter minds... we must unceasingly and firmly oppose them. - W.E.B. DuBois (excerpt from the book "The Souls of Black Folks" 1903)

Briefly explain ONE major difference between Washington’s and DuBois’s philosophies and strategies pertaining to attaining civil rights for black Americans

Briefly explain how ONE person, event, or development from the period 1865–1965 that is not explicitly mentioned in the excerpts could be used to support Washington's interpretation.

Briefly explain how ONE person, event, or development from the period 1865–1965 that is not explicitly mentioned in the excerpts could be used to support DuBois's interpretation.