Souls of the Black Folk

˜`ˆÛˆ`Õ>Êi>À˜ˆ˜}Ê*>VŽiÌ
/i>V…ˆ˜}Ê1˜ˆÌ
-œÕÃʜvÊ̅iʏ>VŽÊœŽ
Ê ÊÊ
Ê
Ê
Ê
Ê
Ê
Ê
LÞÊ7°Ê°Ê°ÊÕʜˆÃ
œ«ÞÀˆ}…ÌÊ^ÊÓää{ÊLÞÊ*ÀiÃÌ܈VŽÊœÕÃiʘV°]Ê*°"°ÊœÝÊÈxn]Ê
>Þ̜˜]ÊÊÊ£™™În°Ê£‡nä䇙ÎӇ{x™Î°Ê
ÜÜÜ°«ÀiÃÌ܈VŽ…œÕÃi°Vœ“ÊÊ*iÀ“ˆÃȜ˜Ê̜ÊVœ«ÞÊ̅ˆÃÊ՘ˆÌÊvœÀÊV>ÃÃÀœœ“ÊÕÃiʈÃÊiÝÌi˜`i`Ê̜ʫÕÀV…>ÃiÀÊvœÀʅˆÃʜÀʅiÀÊ
«iÀܘ>ÊÕÃi°Ê/…ˆÃʓ>ÌiÀˆ>]ʈ˜Ê܅œiʜÀÊ«>ÀÌ]ʓ>ÞʘœÌÊLiÊVœ«ˆi`ÊvœÀÊÀiÃ>i°
Ê
Ê
- Ê£ä\Ê£‡xnä{™‡{£Ç‡8
- Ê£Î\ʙÇn‡£‡xnä{™‡{£Ç‡x
,iœÀ`iÀÊ œ°ÊÎä£äÎn
The Souls of Black Folk
Objectives
By the end of this Unit, the student will be able to:
1.
explain and discuss Du Bois’ purpose for writing the text.
2.
understand Booker T. Washington’s “Atlanta Compromise.”
3.
discuss the meaning and purpose of the Sorrow Songs and Du Bois’ use of the Sorrow
Songs in his text.
4.
discuss the importance of education, religion, and music in the lives of African-Americans.
5.
discuss the implications of the color-line in the 21st century.
6.
explain the Freedmen’s Bureau, its development, and its purpose in the South.
7.
compare and contrast Du Bois’ policy ideas with Washington’s policy ideas.
8.
explain the success and failures of Washington’s policy according to Du Bois
9.
discuss the three schools of thought about African-Americans that have evolved since the
beginning of slavery.
10.
discuss the economical situation, including the reasons for their living conditions and the
economic classes, of the African-Americans in the South during the time Du Bois is writing
this text.
11.
list the ways in which African-Americans and whites have contact in the South and what
the effects of that contact are.
12.
explain the importance of Alexander Crummell in the life of Du Bois.
13.
discuss how education is a pervasive theme throughout the text and cite examples from the
text that support this theme.
14.
define and cite examples of:
• personification
• irony
• symbolism
• allusion
The Souls of Black Folk
Notes
The Souls of Black Folk is a complicated text that combines a critique of historical events with a
proposal for how to shape America. The text is a compilation of fourteen separate essays that
range from autobiographies to sermons. While the teacher may find it helpful to study each
chapter separately in order to interpret the complexities of Du Bois’ argument, the essays are
meant to build upon one another, creating, for the reader, a portrait of what it means to be
African-American at the beginning of the twentieth century.
Because of its reliance on historical knowledge, the teacher may find it beneficial to have
students research W. E. B. Du Bois, Reconstruction, the Atlanta Compromise, and Booker T.
Washington.
The teacher may also find it helpful to prepare students for the language used in The Souls of
Black Folk. The novel contains historically accurate language that is offensive and derogatory
nowadays, including references to African-Americans as “niggers” and “Negroes.” In addition,
the dialect may seem stereotyped, but the teacher may wish to make students aware of its
historical accuracy. Much of Du Bois’ writing is complex, with long, convoluted sentence
structure. Students are encouraged to work through these complexities to understand Du Bois’
philosophical, social, historical and racially motivated theories.
Note: All page references come from the Dover Thrift edition of The Souls of Black Folk,
copyright 1994.
The Souls of Black Folk
Questions for Essay and Discussion
1.
Explain what Du Bois means by the term “color-line” and cite examples of how it functions
in the lives of African-Americans in 1903.
2.
Discuss the situations in which the color-line might still function in today’s society.
3.
Explain the “Veil” that Du Bois mentions throughout his text.
4.
Discuss whether Du Bois is a product of life within the Veil or outside of it.
5.
Discuss the ideological controversy between Booker T. Washington and W. E. B. Du Bois.
6.
Discuss Du Bois’ feelings toward Alexander Crummell.
7.
Explain the Sorrow Songs and discuss Du Bois’ use of them in the text.
8.
How does Du Bois’ education shape his philosophy of education and the advancement of
the African-American people?
9.
Discuss Du Bois as an elitist. Is he capable of commenting accurately on the AfricanAmerican situation in the South? Why or why not?
10. Discuss Booker T. Washington’s policy for the African-American population.
11. Discuss the function and purpose of the Freedmen’s Bureau.
12. Explain the development of formal education in the South.
13. Discuss the “Atlanta Compromise.”
14. Discuss how Du Bois characterizes the African-American population in the South.
15. Explain how Du Bois organizes his text. Does that organization work to expand Du Bois’
arguments?
16. How does Du Bois’ natural prejudice affect his philosophy?
The Souls of Black Folk
Terms and Definitions
Allusion - a reference to a person, place, poem, book, event, etc., which is not part of the story,
that the author expects the reader will recognize. Example: In The Glass Menagerie,
Tom speaks of “Chamberlain’s umbrella,” a reference to British Prime Minister Neville
Chamberlain.
Dialect - a particular kind of speech used by members of one specific group because of its
geographical location or class. Example: Jim, in Huckleberry Finn says, “Shet de do.’’
[“Shut the door”.]
Idealism - behavior or thought based on a vision of things as they ought to be, rather than as they
really are.
Imagery - the use of words to evoke impressions and meanings that are more than just the basic,
accepted definitions of the words themselves. Example: The quotation, “Get thee to a
nunnery,” from Hamlet implies that Ophelia must regain her purity and chastity and does
not simply mean that she needs to go to a convent.
Metaphor - a comparison of two things that are basically dissimilar in which one is described in
terms of the other. Example: The moon, a haunting lantern, shone through the clouds.
Paradox - a statement that is self-contradictory on its surface, yet makes a point through the
juxtaposition of the ideas and words within the paradox. Examples: “Noon finally
dawned for the remaining, weary soldiers”; “He that hath no money; come ye, buy and
eat…”–Isaiah 55:1
Personification - a figure of speech in which an object, abstract idea, or animal is given human
characteristics. Examples: The wall did its best to keep out the invaders.
“Because I could not stop for Death,
He kindly stopped for me.”
–Emily Dickinson
Realism - a literary movement that has at its core the depiction of life as it really is, with no
attempt to hide or gloss over the problems, hardships, or ugliness of life. Example: The
Adventures of Huckleberry Finn.
Romanticism - an 18th and 19th century literary movement that is frequently characterized by the
following:
• a depiction of emotion and imagination
• a depiction of the beauties of nature
• settings that are in exotic or remote locations. Old castles or mansions frequently play
an important role.
• a hero or heroine who rebels against the social norms of his or her society.
• an intense interest in nature, its beauty, and/or its fierceness.
• an interest in the irrational realms of dreams, folk superstitions, legends, and ghosts.
• language and characters marked by emotional intensity
Examples: Frankenstein, Wuthering Heights.
Symbol - an object, person, or place that has a meaning in itself and that also stands for
something larger than itself, usually an idea or concept; some concrete thing which
represents an abstraction. Example: The sea could be symbolic for “the unknown.” Since
the sea is something that is physical and can be seen by the reader, and also has elements
that cannot be understood, it can be used symbolically to stand for the abstraction of
“mystery,” “obscurity,” or “the unknown.”
The Souls of Black Folk
Test
Multiple Choice
1.
What is the color-line?
A. The color-line is a physical line drawn in Southern towns in order to keep AfricanAmericans in one section and whites in another.
B. The color-line is terminology created by Booker T. Washington to describe the
economic situation in the South in the period immediately following Reconstruction.
C. The color-line is terminology created by Du Bois to explain the inequality of living in
America as an African-American.
D. The color-line is an African-American birthing tradition where the family adorns the
African-American child with a white line to symbolically illustrate where that child is
forbidden to go.
2.
What does Du Bois use to preface each of his chapters?
A. Du Bois uses quotations from Booker T. Washington’s political speeches.
B. Du Bois uses selections from the Sorrow Songs.
C. Du Bois uses selections from the great blues musicians of the early 20th century.
D. Du Bois uses quotations from Martin Luther King’s sermons.
3.
What does Du Bois intend to address through his text?
A. the problem of economical inequality of the African-American community
B. the educational disadvantages of the African-American people
C. how African-Americans feel because they are considered a problem in the South
D. All of the above.
4.
In the first chapter, what metaphor does Du Bois create to explain the Veil?
A. The metaphor is of a prison-house.
B. The metaphor is of a plantation house during the time of slavery in the South.
C. The metaphor is of a school house in a Southern community.
D. The metaphor is of hell.
5.
For African-Americans, what replaces the desire for the right to vote?
A. the desire for economic security
B. the desire for desegregation
C. industrial schools
D. a longing to know
6.
What is the purpose of the Freedmen’s Bureau?
A. The purpose of the Freedmen’s Bureau is to desegregate the South after the Civil
War.
B. The purpose of the Freedmen’s Bureau is to deal with the problems of race and social
condition in America.
C. The purpose of the Freedmen’s Bureau is to hide fugitive slaves after the Civil War.
D. The purpose of the Freedmen’s Bureau is to provide a political platform for AfricanAmericans.
7.
Which of the following is a criticism cited by the opposition to the Freedmen Bureau?
A. The bureau will eventually put freedmen in poverty.
B. The bureau will close white schools in the South.
C. The bureau will hide fugitive slaves.
D. Both A and B
8.
According to the author, which of the following is not an attitude that a group of defeated
African-Americans might take?
A. The group might adopt an attitude of revolt and revenge.
B. The group might adopt an attitude of adjustment of thought and action to the will of
the greater group.
C. The group might adopt an attitude of apathy to the will of the greater group.
D. The group might adopt an attitude of greater self-awareness and self-development.
9.
Which of the following does Booker T. Washington ask the African-American population
to give up?
A. He asks them to give up their political power.
B. He asks them to give up their insistence on human rights.
C. He asks them to give up their higher education of their youth.
D. All of the above
10.
Which of the following does Booker T. Washington’s policy accomplish?
A. The policy accomplishes the disfranchisement of the African-American population.
B. The policy accomplishes desegregation in the South.
C. The policy accomplishes economic stability for the African-American population.
D. The policy accomplishes greater educational opportunities for the African-American
population.
11.
Du Bois’ belief that education is more than simply feeing the body is a condemnation of
what?
A. the industrial school
B. teacher colleges
C. farming
D. feudalism
12.
Which of the following adjectives best characterizes the attitude of the whites toward
African-American education?
A. cynical
B. apathetic
C. encouraging
D. cooperative
13.
Which of the following is not a function of the African-American college?
A. to maintain the standards of popular education
B. to develop men
C. to help solve the problems of race contact and cooperation
D. none of the above
14.
Which of the following is not a reason for the poor living conditions of the AfricanAmerican families in the “Black Belt”?
A. The African-American families were not working hard enough to earn the money to
earn better living conditions.
B. The accommodations for the African-American families were made according to
social status.
C. The African-American families take what they are given and are content with it
because they have no reason to try and better themselves.
D. The African-American population is used to poor housing so they do not demand that
better housing be made available.
15.
What is the currency of the “Black Belt”?
A. slaves
B. cotton
C. oil
D. alcohol
16.
Of the following, which are the main types of contact that white and African-American
men have with one another?
I.
II.
III.
IV.
physical proximity
political relations
intellectual contact
religious enterprise
A.
B.
C.
D.
I only
Both I and IV
I, II, and III, but not IV
I, II, III, and IV
17.
How do the feelings associated with the color-line change after Emancipation?
A. The color-line is more blurred, and people are not as aware that it exists in society.
B. The color-line disappears and whites and African-Americans live in harmony.
C. The color-line is more pronounced, and people are unable to have any social
interaction between the races.
D. The color-line remains the same, and Southern society continues to view AfricanAmericans as inferior to whites.
18.
Which of the following roles does the African-American preacher hold?
A. politician
B. orator
C. idealist
D. all of the above
19.
Of the following temptations that Du Bois describes in the chapter concerning Alexander
Crummell, which does the author feel is the worst?
A. hate
B. despair
C. doubt
D. love
20.
What does Crummell believe is the greatest weakness of the African-American
community?
A. Crummell believes that the greatest weakness is their lack of education.
B. Crummell believes that the greatest weakness is their lack of economical status.
C. Crummell believes that the greatest weakness is their lack of moral backbone.
D. Crummell believes that the greatest weakness is their contentment to live behind the
color-line.
Essay Questions: Answer two of the following questions.
1. Using evidence from the text, explain Du Bois’ philosophy on education. How does he
support his belief that there should be education of the upper half of the AfricanAmerican populations, who then can return to the community to guide the AfricanAmerican population into higher civilization?
2. Compare and contrast W. E. B. Du Bois’ policy of advancement of the AfricanAmericans with Booker T. Washington’s policy of advancement.
3. Discuss the strengths and weaknesses of W. E. B. Du Bois’ policy of advancement of the
African-Americans with Booker T. Washington’s policy of advancement.
4. Explain the development of the formal education system in the South.
5. Discuss the success of The Souls of Black Folk as a text that accurately illustrates the
relationships between African Americans and whites in the period following the Civil
War. How does the text apply in the 21st century?
The Souls of Black Folk
Test Answer Key
1.
C
2.
B
3.
C
4.
A
5.
D
6.
B
7.
A
8.
C
9.
D
10. A
11. A
12. A
13. D
14. A
15. B
16. D
17. C
18. D
19. C
20. C
The Souls of Black Folk
Study Guide
Teacher’s Copy
Introduction–The Forethought
Vocabulary
foible–a minor character flaw or defect
1. In the introduction, how does Du Bois situate his writing.
Du Bois begins his argument by explaining that it will deal with African-American life in the
20th century.
2. To whom does Du Bois address his writing? Why does he use this term for his reader?
He addresses his writing to everyone, but he refers to his audience as “Gentle Reader.” (Pg.
v) By using the term gentle he indicates that he wishes for his audience to be understanding
and sympathetic to what he is saying.
3. Explain what Du Bois believes is the problem with the 20th century. What does he mean by
“the color-line”? (Pg. v)
Du Bois writes, “…the problem of the Twentieth Century is the problem of the color-line.”
(Pg. v) The color-line could be a reference to the inequality of living in America as an
African-American rather than a Caucasian.
4. Explain how Du Bois structures his book.
Du Bois outlines his book as follows:
two chapters–the effect of Emancipation
•
one chapter–the slow rise of personal leadership and a criticism of the leader “who
bears the chief burden of race today.” (Pg. V)
•
two chapters–the outline of the two worlds of the Veil: within and without, and the
problem of training men for life
•
two chapters–the study of struggles of the massed millions of black pleasantry
•
one chapter–the clarification of present relations of the sons of the masters and their
slaves
Then, he moves on to the world of the African-American , discussing the following:
•
the meaning of religion
•
the passion of human sorrow
•
the struggle of greater souls
•
T-1
5. What is written at the beginning of each chapter?
A bar of the Sorrow Songs is printed at the beginning of each chapter.
6. Why does Du Bois list the publications for which he has written?
Du Bois might list the publications to create credibility with his reader. Given the mindset of
that segregated and prejudiced society, white readers may have been skeptical of Du Bois’
intelligence and ability, so it helps Du Bois’ credibility to have been published in journals
that both whites and blacks would have read.
7. Explain the line, “And, finally, need I add that I who speak here am bone of the bone and
flesh of the flesh of them that live within the Veil?” (Pg. vi) What literary term is employed?
Du Bois is trying to establish himself as a person who has a relationship with the subject
rather than a person who has no experience dealing with prejudice. The literary term is an
allusion to the Bible; when Eve is created, Adam uses nearly the exact same phrase.
(Genesis 2:23)
T-2
Chapter I – Of Our Spiritual Strivings
Vocabulary
peremptorily–indisputably
sycophancy–extreme flattery
quackery–deception
demagogy–an emotionally charged appeal made by a political leader
swarthy–dark in color or complexion
spectre–spirit or ghost
plaintive–sad; sorrowful
homage–praise
obeisance–respectful gesture
emancipated–liberated or released
enfranchised–freed from slavery
wanton–unchaste, lewd
inculcate–to teach by repetition
credulous–inclined to believe, especially on slight evidence
exponents–advocates or champions
travail–to labor hard
dyspeptic–characterized by uneasiness and upset
1.
How does Du Bois initially set up the contrast between whites and blacks in America?
Du Bois advances the contrast by using the phrase “between me and the other world.”
(Pg. 1) By establishing the two different sides, the distinction is already in place for the
discussion in the rest of the text.
2.
What is the unasked question that Du Bois intends to address in his writing?
Du Bois intends to address the question about what it feels like to be considered a
problem. This is a question that people do not ask because it is surrounded by delicate
feelings and because many people experience “…the difficulty of rightly framing [the
question].” (Pg. 1)
3.
What does it mean to “be a problem”? (Pg.1)
Being a “problem” according to Du Bois is simply a matter of being African-American.
4.
How does Du Bois recognize that he is different?
Du Bois recognizes that he is different when a little girl refuses to accept the greeting
card that he is trying to give her.
T-3
5.
Explain the concept of the Veil. When does Du Bois introduce this idea?
The Veil is a color-line, best expressed in the following metaphor:
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.(Pg. 2)
The image is first introduced in the introduction to the writings.
6.
Describe the image of “two-ness.” (Pg. 2)
The image of two-ness is belonging to both cultures: “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.” (Pg. 2)
7.
How does Du Bois believe the African-American community will earn liberty?
Du Bois believes that African-Americans will earn liberty through the Fifteenth
Amendment and the right to vote.
8.
Why is the power to vote so important to African-Americans?
They see voting as a means to the war that will end slavery, so they feel that when they
are allowed to vote, they will also be able to make a significant impact.
9.
What vision replaces the push for the right to vote?
Tiring of a push for political power, African-Americans begin a “longing to know.” (Pg.
5) They feel that if they learn the ways of the white man, they will be able to make
changes and be part of a society from which they are currently marginalized.
10.
How does Du Bois describe the progress of African-American learning?
Du Bois writes, “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.” (Pg. 5) Basically, African-Americans are
determined to learn, but the process is long and full of trials.
11.
When Du Bois alludes to Canaan on page five, what does Canaan represent?
Du Bois compares white America with Canaan, which is a Biblical allusion to the
promised land. This promised land seems unattainable, but the struggle to reach it would
yield power.
T-4
12.
How does education change African-Americans according to Du Bois?
Before education, Du Bois calls an African-American “the child of Emancipation.” Du
Bois believes that education changes a child to “the youth with dawning of selfconsciousness, self-realization, self-respect.” (Pg. 5)
13.
What do African-Americans learn about their history through their education?
The author claims that they learn that to be poor is hard, but when they are poor and
have to compete with people who are rich and educated, being poor is even more
difficult. Black people learn that their lack of education keeps them enslaved, and that
poverty and ignorance are not the only things that keep them “a lower race.” Because
African-American women suffer “defilement”, the American race is diluted, which could
lead to an eventual “obliteration of the Negro home.” (Pg. 5)
14.
What should African-Americans do in order to eliminate the problems their culture faces?
African-Americans should not be in competition with the rest of society, but should
concentrate on their own social problems.
15.
Why does Du Bois view prejudice as such a huge problem?
Prejudice is defined by the oppressors as the “defense of culture against barbarism,
learning against ignorance, purity against crime, and the ‘higher’ against the ‘lower’
races.” The belief in this definition leads to the “all-pervading desire to inculcate disdain
for every thing black…” (Pg. 6)
16.
What does Du Bois believe comes with repression, contempt, and hate?
Du Bois believes that repression, contempt, and hate breed self-questioning, selfdisparagement, and the lowering of ideals.
17.
How does Du Bois think that African-Americans have killed themselves?
Du Bois believes that African-Americans buy in to their self-criticism. White America
serves to reinforce these self-criticisms by telling African-Americans that they should be
content as servants, so they do not need education, nor do they need to vote.
18.
What happens to the African-American race as a result of its “suicide”? (Pg. 6)
African-Americans have a clearer vision of their social responsibilities, and they
understand more fully the meaning of progress.
T-5
19.
What are the “ideals of the past”?
They are “physical freedom, political power, the training of brains and the training of
hands.” (Pg. 6)
20.
What is the problem with the past ideals?
The past ideals are too simple and incomplete. The ideals need to become one. “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…” (Pg. 7)
21.
What does Du Bois believe African-Americans can offer the rest of the people in the
American Republic?
Du Bois believes that African-Americans can offer the following:
•
a truer exponent of the human spirit
•
the wild sweet melodies of the Negro slave as a pure form of American music
•
fairy tales and folk-lore
•
simple faith and reverence of money
•
light-hearted but determined Negro humility
•
loving jovial good-humor
•
the soul of the Sorrow Songs
22.
What does Du Bois tell the reader that the rest of his book will discuss?
Du Bois will describe the strivings of the souls of black folk.
T-6
Chapter II–Of the Dawn of Freedom
Vocabulary
autonomy–the right or power of self-government
shibboleth–a language that is used for distinguishing members of a group
query–a question
stalwart–brave; valiant
devolved–transferred
quixotic–foolishly impractical
rapine–pillage and plunder
incongruous–out of place
recalcitrant–stubbornly resisting authority
blighted–devastated
quailed–lost heart
marauders–plunderers
peonage–servitude
defalcation–embezzlement
exigencies–requirements
1.
What does Du Bois believe is the cause of the Civil War?
Du Bois believes that the cause of the Civil War is the problem of the color-line, or the
inequality between darker and lighter races of man. Therefore, the question of slavery is
the real cause.
2.
What does the Emancipation Proclamation do to the Negro problems?
The Emancipation Proclamation broadens the Negro problem, and the War Amendments
create new problems.
3.
What is the Freedmen’s Bureau’s purpose?
The Freedmen’s Bureau is the government’s attempt to deal with the problems of race
and social conditions in America
4.
How does the Civil War involve salves, even though Congress tries to say that it does
not?
When the armies go into certain areas in America, soon fugitive slaves follow and join
army lines. Army officers are presented with the dilemma of either helping or deserting
these men, women, and children.
5.
How does Virginia deal with the fugitive slaves?
Ben Butler puts the slaves to work, and he declares that “slave property [is] contraband
of war.” (Pg. 10)
T-7
6.
How does Missouri deal with the fugitive slaves?
Fremont declares that the slaves are free, but his decision to do so is not approved.
7.
What happens to the Missouri slaves?
The Missouri slaves are to be returned to their owners when, and if, they are summoned
for.
8.
How do the slaves crossing into Missouri make it difficult for Missouri to deal with the
slaves?
The slaves who cross into Missouri assert that either they are freemen or that they are
deserted by their masters. Other slaves are captured when plantations are seized.
9.
How are slaves useful for the Confederacy?
The slaves are used as laborers or producers, making the owners rich.
10.
How is the Freedmen’s Bureau established?
The Freedmen’s Bureau is established by someone named Pierce, who recognizes the
problem the government creates when Congress allows fugitive slaves to enlist. This
results in an influx of slaves who bring with them women and children, who cannot enlist.
No one is prepared to deal with caring for the women and children, so Pierce is given the
job of studying the conditions.
11.
How does Pierce work with the fugitive slaves?
First, Pierce cares for the refugees at Fort Monroe, and then he travels to Port Royal to
work with the slaves to make them working free men. However, while Pierce attempts to
help the large numbers of freed men, the number increases even more, and the only
resolution is to allow the army officials to find ways to work with the refugees. The men
are enlisted or given work.
12.
List the Freedmen’s Aid organizations that are created to aid the freed men.
The organizations are as follows:
•
American Missionary Association
•
various church organizations
•
the National Freedmen’s Relief Association
•
the American Freedmen’s Union
•
the Western Freedmen’s Aid Commission
T-8
13.
How did the growing number of refugees become a national problem?
The growing number of refugees becomes a national problem because it cannot be
temporarily solved. A large number of African-Americans are without work or are not
guaranteed payment if they do work. Of those who do receive pay, many are so
unaccustomed to it that they squander the money.
14.
How did the American government subsequently succeed in controlling the African–
American population?
The government is responsible for deciding which land to give to the Negro population
for cultivation, and at the same time, establishes “little governments” that take care of
the large number of African-Americans who are placed on property in order to work.
(Pg. 12) These “little governments” are responsible for delegating land, resolving
conflicts among the people, and establishing educational systems for the women and
children. Thus, the American government creates mini-governments that are in charge of
the African-American population.
15.
What do the people try to create in order to deal with the large number of refugees?
The people suggest that President Lincoln create a “comprehensive and unified plan of
dealing with the freedmen, under a bureau which should be ‘charged with the study of
plans and execution of measures for easily guiding, and in every way judiciously and
humanely aid in the passage of our emancipated and yet to be emancipated blacks from
the old condition of forced labor to their new state of voluntary industry.” (Pg. 12-13)
16.
What does Charles Sumner argue to Congress about the freedmen and abandoned lands
of the Civil War?
Charles Sumner argues that the freedmen and the abandoned land need to be considered
and dealt with by the same department.
17.
What is the result of the proposal by Charles Sumner?
Sumner’s proposal eventually leads to a bill that gives the newly created department
“general superintendence of all freedmen.” (Pg. 13)
18.
What is the purpose of the new department?
The purpose is to establish laws for the freedmen, protect them, lease land to the
freedmen and subsequently adjust wages, and to regulate a judicial system for the
freedmen.
T-9
19.
What does Congress do with the proposed bill?
The proposed bill is defeated, and a new bill, the act of 1865, is passed at the last minute;
it creates a Bureau of Refugees, Freedmen, and Abandoned Lands within in the War
Department.
20.
What is the end result of all of the legislation concerning the freedmen and the abandoned
land?
The end result is an American government that “definitely assume[s] charge of the
emancipated Negro as the ward of the nation.” (Pg. 14)
21.
What is the purpose of Du Bois’ new “government of millions of men,” as described in
its constitution?
The new government is to do the following:
•
continually cooperate with benevolent agencies
•
introduce practical systems of labor wages
•
establish schools
•
close relief establishments in the field
•
make people self-supporting
•
function as courts of law
•
establish the institution of marriage and keep records
•
give freedmen the ability to choose their own employers
•
promote general welfare
22.
What two problems arise that hinder the work of the new bureau?
The first problem is the abandoned lands in the South. The new bureau originally plans
to give the lands to emancipated slaves, but government has allocated no money to this
issue; therefore, no one is capable of deciding land appropriations.
The second problem stems from the bureaucracy of a new organization and how it will
function in the large arena for which it is established, especially when many of the
officials who will be suitable to run the organization are already in the war.
23.
What are the strengths of the Bureau?
Proponents of the bill argue that the Bureau is a military necessity and that it is needed
to maintain the Thirteenth Amendment as “a work of sheer justice to the ex-slave.” (Pg.
16)
T-10
24.
According to opponents of the Bureau, what are the Bureau’s faults?
Opponents believe that the Bureau is unconstitutional in a time of peace, that it will
eventually put freedmen in poverty (worse than they already experience), and that it will
anger the South. They also believe that the Bureau will cost the government hundreds of
millions of dollars.
25.
Describe the final form of the Bureau. When is the final form established?
The final form of the Bureau is established in 1866 and extends it for two more years. The
act authorizes the addition of assistant commissioners, authorizes the sale of forfeited
lands to freedmen, establishes public schools by the sale of Confederate public property,
and allows for a judicial branch wider in interpretation and scope.
26.
Who controls the government in the South prior to reconstruction, and what does the
government do in maintaining the South?
The government in the South is controlled mainly by the Freedmen’s Bureau. The Bureau
makes, executes, and interprets laws, assesses and collects taxes, defines and punishes
crime, maintains and uses military force, and uses whatever means necessary to
accomplish these ends.
27.
Why does Du Bois believe the work of the Bureau is doomed to failure?
Du Bois believes that the “social uplifting of four million slaves to an assured and selfsustaining place in the body politic and economic” will fail because the environment is
not primed for such a task to succeed. He writes:
Lee had surrendered, Lincoln was dead, and Johnson and Congress were at loggerheads; the
Thirteenth Amendment was adopted, the Fourteenth pending, and the Fifteenth declared in force
in 1870. Guerrilla raiding, the ever-present flickering after-flame of war, was spending its force
against the Negroes, and all the Southern land was awakening as from some wild dream to
poverty and social revolution. …when to inherent difficulties of so delicate and nice a social
operation were added the spite and gate of conflict, the hell of war; when suspicion and cruelty
were rife, and gaunt Hunger wept beside Bereavement…the work of any instrument of social
regeneration was a large part foredoomed to failure. (Pg. 17)
28.
What is one of the greatest problems of perpetuating the freedmen in the South?
The South throughout the Civil War has tried to class “the black man and the ox
together.” (Pg. 18) While African-Americans may realize their freedom, they are doing
so in a society that has tried for decades to keep the African-American in a slavery
stronghold. Not only does the Bureau face physical oppositions in trying to establish a
society of freedman, but they also face mental oppositions as well.
T-11
29.
How does Du Bois describe the two opposing groups of people at conflict in the South?
On one side of the conflict is the older, white generation, who fought in the Civil War in
order to protect slavery. On the other side of the conflict are the African-Americans,
former slaves, who spend their days fighting those who are trying to persecute them for
being free.
30.
Is the labor force successful?
The labor force is successful beyond what people anticipate. Former slaves are willing to
work, and as many as fifty thousand labor contracts are written in single states.
31.
What are the two obstacles to the labor organization?
The two obstacles are the tyrant and the idler. The tyrants are the former slave owners
who attempt to continue slavery, even though it is no longer referred to by that name. The
idlers are those freedmen who believe that freedom means rest, and never having to work
again because they had spent their lives being forced to work.
32.
What does Du Bois believe is the greatest success of the Freedmen’s Bureau?
Du Bois believes the greatest success lies in the establishment of free schools for AfricanAmericans.
33.
How does the South feel about educating African-Americans?
The South is opposed to establishing schools for African-Americans; Southern society
believes that educated African-Americans are dangerous.
34.
What is the difference in philosophy between the Bureau courts and the civil courts of the
South, and how does the Bureau’s philosophy develop?
The civil courts in the South have functioned to keep slavery intact, but the Bureau courts
now function to punish whites. The courts do not attempt to establish themselves this way,
but Du Bois states that, eventually, because those who associate with the Bureau favor
African-Americans, the judicial system does not practice fairness to both parties.
35.
What are the Freedmen Bureau’s failures?
The Freedmen’s Bureau fails to furnish freedmen with their land and fails to establish
good will between freedmen and their former masters.
T-12
Chapter III–Of Mr. Booker T. Washington and Others
Vocabulary
conciliation–the act of creating a trusting relationship
indissolubly–permanently
manifestly–easily understood or recognized
palpable–capable of being touched or felt
retrogression–a return to a lesser level of organization
disfranchisement–the deprivation of the right to vote
paradox–a seeming impossibility between contrasting elements
suffrage–the right of voting
deprecate–to disapprove of
unequivocally–clearly
inveigh–to protest or complain passionately
amalgamation–the process of uniting
assimilation–the process of absorbing into a culture
cowed–to have intimidated; frightened
1.
Who does Booker T. Washington attempt to lead?
Booker T. Washington is a leader in the time of the freedmen’s sons.
2.
What seems to be preoccupying the country at this point?
The country is preoccupied and obsessed with money.
3.
What is the basis of Washington’s program?
Washington’s program is concerned with “industrial education, conciliation of the South,
and submission and silence as to civil and political rights.” (Pg. 25)
4.
Why is the nation “startled” by Washington’s program? (Pg. 26)
The nation is startled because society is accustomed to African-Americans who want a
better way of life. The program appeals to both the North and the South, and even keeps
the former slaves from complaining about life, although it does not convert them to
believe in Booker T. Washington’s program.
5.
Where does Booker T. Washington encounter his greatest opposition?
African-Americans are the source of Washington’s opposition.
T-13
6.
Why is the “hushing of the criticism of honest opponents” a dangerous thing? (Pg. 27)
“The hushing of the criticism of honest opponents” is dangerous because it leads some of
the best critics to stop their work. Other people might begin speaking “so passionately”
that they lose listeners. (Pg. 27)
7.
What are the three attitudes that an imprisoned group might take?
They have feelings of revolt and revenge, an adjustment of thought and action to the will
of the greater group, and a greater desire for self-awareness and self-development.
8.
Prior to 1750, what attitude characterizes African-American Leadership?
Leadership initially takes the form of revolt and revenge.
9.
At what point is the shift of leadership toward adjustment and assimilation, and how is it
typified?
The shift toward “adjustment and assimilation” begins in the latter half of the eighteenth
century. This shift is typified through the “earnest songs of Phyllis, in the martyrdom of
Attucks, the fighting of Salen and Poor, the intellectual accomplishments of Banneker and
Derham, and the political demands of the Cuffes.” (Pg. 28)
10.
What are the two movements that African-Americans in the South make?
The first movement is represented by three attempts at insurrection. The second
movement is the “withdrawal of Negro communicants from white churches and the
formation of a peculiar socio-religious institution among the Negroes known as the
African Church…” (Pg. 29)
11.
What three attempts do the slaves in the South make in their attempt at insurrection?
The three insurrections include: one in 1800 under Gabriel in Virginia, one in 1822
under Vesey in Carolina, and one in 1831 in Virginia under Nat Turner.
12.
How is Booker T. Washington a different leader than leaders of the past?
Leaders of the past have been representative of their own group. Washington is different
because he represents the North, the South, and the African-Americans.
13.
What does Washington ask the African–American population to give up?
Mr. Washington asks African-Americans to give up political power, their insistence on
civil rights, and their desire for higher education for their youth.
T-14
14.
By giving up these three things, on what does Washington want the African-American
population to focus?
Booker T. Washington wants the African-American population to focus on industrial
education, accumulating wealth, and reparation of the South.
15.
What does Washington’s policy accomplish?
This policy accomplishes the following three things:
1. The disfranchisement of Blacks.
2. The legal creation of a distinct status of civil inferiority.
3. The steady withdrawal of aid from institutions for the higher training of the race. (Pg.
31)
16.
What does Du Bois believe is the “triple paradox” in Washington’s career, and why does
it exist? (Pg. 31)
Du Bois believes that a triple paradox is created because Washington is trying to create
a group of people who can survive economically without allowing them political rights
and education.
17.
•
The first contradiction is that men and women cannot be effective business people if
they do not have the right to vote, yet Washington would like them to try to exist in
competition.
•
The second contradiction is that Washington asks African-Americans to gain selfrespect, yet at the same time they are to maintain “civic inferiority.” (Pg. 31)
•
The third contradiction is that Washington wants African-Americans to be educated
for “real-life” situations, especially in industry, but that African-Americans must be
taught by someone. The people who are to teach the aging African-Americans must
be educated in a college or university, but Washington does not advocate higher
education for African-Americans.
What two classes of people object to Washington’s position?
The first group objecting to Washington’s position mistrusts the white race in general
and advocates that African-Americans move to other areas outside the United States. The
second group of people does not say much aloud, but believes that African-Americans
deserve the right to vote, the right to civil rights, and the right to higher education.
18.
What prejudices does Grimkes’ group impose on the African-American people?
Grimkes’ group believes that voting rights should have some restrictions and that the low
social class of African-Americans is in some respects a cause of their own discrimination.
T-15
19.
Summarize Grimkes’ group’s argument?
Grimkes’ group believes that nondiscrimination will eventually exist, but it will not
happen if African-Americans give up their rights and contend that they do not want those
rights.
20.
Explain what Du Bois believes the “thinking classes” have given up in terms of their
responsibilities? (Pg. 33)
Du Bois believes that the thinking classes have given up their responsibilities to
themselves, to the struggling masses, and to the nation because they have remained
silent.
21.
Do you think that Du Bois sides with Booker T. Washington or the thinking classes?
Explain your reasons.
Answers will vary. Example: Du Bois sides with the thinking classes. In the introduction
to the text, Du Bois states that “in the third chapter I have pointed out the slow rise of
personal leadership, and criticised candidly the leader who bears the chief burden of his
race to-day.” (Pg. v) In this chapter, Du Bois aligns himself with the thinking class by
using the pronoun “we,” as is indicated when he writes, “We have no right to sit silently
by while the inevitable seeds are sown for a harvest of disaster to our children, black and
white.” (Pg. 33)
22.
What does Du Bois believe the South needs to protect future generations?
Du Bois believes that the South needs criticism in order to protect its future generations.
23.
Du Bois originally published his writing in 1903. In the text he states:
To-day even the attitude of the Southern whites toward the blacks is not, as so many assume, in all
case the same; the ignorant Southerner hates the Negro, the workingmen fear his competition, the
moneymakers wish to use him as a laborer, some of the educated see a menace in his upward
development, while others—usually the sons of masters—wish to help him to rise. (Pg. 33-34)
Explain how applicable this statement is today and why you feel that way.
Answers will vary. Example: This statement is still applicable to a certain degree. As
much as people do not want to admit it, racism is present today. It is visible through
unofficially segregated neighborhood; it is demonstrated through racial slurs and
vandalism. The Ku Klux Klan, Neo-Nazis, and fascist groups continue to harass and
suppress minorities. Many educated people still fear that life and privileges will change
drastically as a result of racial equality. Workers continue to fear competition,
particularly due to the more balanced distribution of jobs resulting from Affirmative
Action. The ignorant still hate for no justifiable reason, and those who have witnessed
the cruelty of racial prejudice continue to work toward equality. Clearly, racial
prejudice has dramatically reduced, but it continues to exist.
T-16
24.
Today, are African-Americans “reduced to semi-slavery”? (Pg. 34) Are there any other
ethnic or engendered groups who may also fit in this category of “semi-slavery”?
Answers will vary.
25.
How does Du Bois feel that Washington has succeeded?
Du Bois believes that Washington should be commended for his opposition of certain
movements in the South, memorializing constitutional conventions, and speaking against
lynching.
26.
Condense Du Bois’ major criticisms of Washington’s doctrine.
Washington’s doctrine should be criticized because it shifts the burden of responsibility
from society to the African-American people. Instead of recognizing that the race
problems, or the color-line, are a national problem, Washington has legitimized the
problem as solely African-American.
27.
How is Du Bois successful in concluding this chapter?
Answers may vary. Example: Du Bois’ success is his recitation of the Declaration of
Independence concerning the equality of all men. He is successful because he not only
supports Washington’s emphasis on patience, but Du Bois also offers a way to improve
upon Washington’s doctrine by suggesting that African-Americans oppose injustice.
T-17
Chapter IV–Of the Meaning of Progress
Vocabulary
sallied–ventured forth
affectation–a showy, artificial behavior
inimitable–not capable of being imitated
saffron–deep orange pungent spice
incorrigibly–unable to be reformed
fatalism–a belief that events are predetermined and unchangeable
shiftlessness–lazy indifference
bravado–blustering, swaggering conduct
blighted–discouraged and defeated
1.
Explain both the statement and the context of the following quotation: “…but even then
fell the awful shadow of the Veil, for they ate first, then I –alone.” (Pg. 39)
Contextually, Du Bois has just spent time searching for a school where he will teach. He
describes this search with great detail and affection. However, when he goes with the
teacher of the white school to meet the superintendent of the school where he is to teach,
he discovers that even though he will be a professional and is asked how much money he
would like to earn, he still is treated as a lesser human being than the white teacher. Du
Bois is forced to eat after the whites have eaten. He refers to this discrimination as the
Veil that falls between the whites and the blacks. The Veil represents the color-line.
2.
Explain why Du Bois is important in the lives of his students.
Du Bois is important to his students because he offers them a glimpse of what life is like
beyond their farms and dirt roads. Du Bois is their encouragement and their hero,
functioning as one reason to pursue their education.
3.
Describe what Du Bois believes creates the community among African-Americans.
Du Bois believes that the community is created through its isolation from the land of
opportunity.
T-18
4.
Summarize the demise of Josie and her family. How does Du Bois romanticize the story
instead of creating a more realistic portrayal?
Answers will vary. Josie’s family declines through a series of saddening events. first, Jim
is imprisoned for stealing wheat. After John helps him escape, the two disappear, and
Josie literally withers, although she continues to work in order to provide for the family.
Unable to make it work, the family sells the farm, and Josie leaves for one year to earn
money for furniture. When Josie’s sister bears a fatherless child, Josie plunges deeper
into work and despair. Finally, when Josie’s love marries another woman, Josie
succumbs to her pain and dies.
The answer concerning the romantic portrayal of Josie’s demise should focus on the
language Du Bois uses to describe Josie’s death. Josie sleeps after her heart is broken.
Du Bois also portrays Josie as a hero and martyr. She continues to work after her family
loses its farm. She continues to work as members are added to the family, and by
working, she gives up her dream of her education.
5.
How is this chapter a journey for Du Bois? How is it a contrast to the previous chapter?
This chapter is a journey through Du Bois’ past. He remembers what happens to these
people who were with him when he first began his teaching career. This chapter presents
a contrast to the previous one because the previous chapter is a critique of a certain
person and an explanation rationales and doctrines. This chapter is more reminiscent
and focuses on people and softens their situation. This chapter is placed where it is to
illustrate the effect of Washington’s doctrines on real people.
6.
Explain what the Jim Crow car is.
The Jim Crow car is where African-Americans must ride when traveling by train so they
are not in the presence of whites.
T-19
Chapter V–Of the Wings of Atalanta
Vocabulary
sordid–dirty; filthy
unscrupulous–unprincipled
ostentation–showiness
panacea–a remedy for all ills or difficulties
1.
Who originally embodies the ideals of African-Americans? What does Du Bois fear will
happen to those ideals?
Du Bois asserts that initially the ideals of African-Americans are contained in teachers
and preachers; however, he fears that money and greed will soon take over.
2.
What is the function of the university?
The function of the university is not only to produce teachers or to teach people how to
make money but also to prepare people to understand real life and the knowledge life
brings.
3.
What is the mythological allusion that Du Bois uses when referring to Atalanta in this
chapter?
Du Bois alludes to Atalanta, in Greek mythology; she was a hunter who raced against
men. Du Bois makes the connection between the woman and Atlanta, Georgia, because
she became distracted by three golden apples. The city seems to the author to be
concerned only with riches.
T-20
Chapter VI–Of the Training of Black Men
Vocabulary
guerdon–a reward
cloys–calls; persuades
dominion–a supreme authority
stalwart–strong, muscular
debauch–to lead away from virtue into ruin
decadence–the quality or state of being decayed or ruined
lethargy–laziness
bulwark–a solid structure for defense
proletariat–the lowest social or economic class of a community
demagogues–leaders championing the cause of the common people in ancient times
anomalies–inconsistencies
concubinage–living together; cohabiting
vagabonds–people who move from place to place without a fixed home
ineffaceable–very long lasting; not able to be removed
raiment–clothing
precludes–makes impossible
contingent–likely to happen
pedants–school-teachers
1.
List the three schools of thought Du Bois mentions regarding the social position of
African-Americans that have evolved since the beginning of slavery.
The first school of thought is that the world needs to cooperate in granting the wishes of
man. The second reflects the thinking of the older South; African-Americans are
considered people somewhere above animals but less than white men. This limiting
position occupied by African-Americans keeps them from walking within the Veil. The
third school of thought comes from African-Americans themselves and philosophically
questions their desires. This way of thinking asks, “…suppose, after all, the world is
right and [African-Americans] are less than men?” (Pg. 56)
2.
How does Du Bois feel people should deal with the color-prejudice of the South?
Du Bois feels that people need to recognize the color-prejudice as a fact, as ugly as it
may be. People cannot ignore its existence because that would be allowing it to persist.
3.
What does color-prejudice inhibit?
Color-prejudice stands in the way of civilization, religion, and common decency.
T-21
4.
Why is education so important in light of the color-line?
Education is important because it encourages and trains humans to use labor without
slavery. Education encourages us to listen to the voices of those who are enslaved.
5.
Explain the four decades of Southern education since the Civil War.
Immediately after the war, until approximately 1876, education in the South lacks
uniformity. The schools consist of army schools, mission schools, and Freedmen’s
Bureau schools. Over the next ten years, the South tries to unify the schools to create a
comprehensive system. Freedmen are able to attend colleges that are newly founded.
Teachers train at these colleges and are then sent to the public schools to educate the
younger generation of African-Americans. With the Industrial Revolution in the South,
from the years 1885 to 1895, African-American schools find that they are not equipped to
deal with the surge of African-Americans needing to work. Industrial schools are
established during this decade, but the major impact of the industrial schools is felt in the
fourth phase of the educational system in the South. After 1895, the industrial schools
train the majority of the African-Americans because the South needs to create a
compromise between education and economic stability.
6.
How does Du Bois take issue with the industrial school?
Du Bois contends that while the industrial school is important in the African-American
community for its sustenance, education is more than simply feeding the body; it is also
feeding the mind. Human beings are not just material resources.
7.
What is the aim of higher training schools?
The aim of higher training schools is to “furnish the black world with adequate
standards of human culture and lofty ideals of life. …[T]they must also, so far as
possible, be broad-minded, cultured men and women, to scatter civilization among a
people whose ignorance was not simply of letters, but of life itself.” (Pg. 60)
8.
How does the work of education in the South begin?
The work in the South begins with higher institutions that train African-Americans to
teach future generations of African-Americans.
T-22
9.
How does the South respond to the African-American education?
Du Bois cites this editorial in a Southern journal:
The experiment that has been made to give the colored students classical training has not been
satisfactory. Even though many were able to pursue the course, most of them did so in a parrotlike way, learning what was taught, but not seeming to appropriate the truth and import of their
instruction, and graduating without sensible aim or valuable occupation for their future. The
whole scheme has proved a waste of time, efforts, and the money of the state. (Pg. 61)
The reader can assume that the Southern whites are not in favor of further education
because they feel that it has no true effect on the African-Americans.
10.
What do the New England teachers offer the African-Americans through education?
The New England teachers offer African-Americans a way to move out of slavery.
11.
How does the reader know that the education the African-Americans receive in New
England trains them to be successes rather than economic resources?
In order to demonstrate that African-Americans benefit from this New England
education, Du Bois cites a study conducted by the Conference at Atlanta University in
1900. The study finds that the graduates found work as teachers, clergymen, and doctors.
The graduates have a spirit of helpfulness and devotion.
12.
“Comparing them as a class with my fellow students in New England and in Europe, I
cannot hesitate in saying that nowhere have I met men and women…and that no people a
generation removed from slavery can escape a certain unpleasant rawness and gaucherie,
despite the best of training” (Pg. 63) Does the preceding quotation separate Du Bois as an
elitist? Why or why not? Use evidence from the text to support your answer.
Answers will vary. This quotation portrays Du Bois as a realist. He highlights the
reality that slavery debases the soul and lends harshness that cannot be easily removed
or corrected. Du Bois discusses the fact that there is a certain degree of racial harmony
that exists while slavery is in place, but his purpose is to expose the reality of AfricanAmerican life post-emancipation. The Freedmen’s Bureau is purported to make life
suitable for former slaves and the next generation, but it fails. He makes the statement in
the quotation above in order to present the fact that political jargon does nothing to
improve education, employment, living conditions, or life in general. He exposes the fact
that the government has failed, and an entire population suffers as a result.
13.
How do you know that Du Bois believes that the South is uncivilized?
The reader knows that Du Bois believes that the South is uncivilized because he writes
about the South needing to “catch up with civilization.” (Pg. 65)
T-23
14.
Consider the paragraph beginning on page sixty-five, “No. The dangerously clear logic of
the Negro’s position…” How would you characterize Du Bois’ writing style? What form
does the writing take?
The paragraph seems to be a sermon about what happens when the hypocrisy behind the
harsh treatment of African-Americans is realized. Du Bois uses strong verbs and
adjectives in order to condemn the South and uplift African-Americans.
15.
What does Du Bois believe is going to be the greatest struggle of the future?
Du Bois believes that the greatest challenge of the future is for African-Americans to
prevent “brooding over the wrongs of the past and the difficulties of the present.” (Pg.
65)
16.
How is Du Bois ahead of his time when he writes, “Internal problems of social advance
must inevitable come,–problems of work and wages, of families and homes, of morals
and the true valuing of the things of life…”? (Pg. 66)
He is discussing social issues that continue to exist currently in the twenty-first century.
All Americans, and humankind, experience problems with work and wages, the idea of
family, and basic human values. These are issues that we all encounter, and the issues
are not just relegated to the African-American population. Du Bois seems to be
discussing issues that are pertinent even today.
17.
Why is education the solution to the social issues mentioned in the previous question?
Education is essential because it is better to have educated people than uneducated
people. Uneducated people possess dangerous ideals and shallow thinking.
18.
What is the function of the African-American college?
The function of the African-American college is to do the following:
•
maintain the standards of popular education
•
seek the social regeneration of the African-American
•
help to solve problems of race contact and cooperation
•
develop men
19.
Why does Du Bois mention Shakespeare, Balzac, and Dumas as people with whom he
can walk without being affected by the color-line?
The men Du Bois mentions are literary masters and considered great thinkers of their
time. In the chapter where he is criticizing Booker T. Washington, he writes about the
great thinkers remaining silent, and he aligns himself with them. If Du Bois is a great
thinker because of his opposition to Washington and his ability to see what AfricanAmericans need for self-actualization, then he is comfortable with the likes of other great
thinkers. Therefore, Du Bois has created a common ground with these men, and because
he has done so, no color-line exists among them.
T-24
Chapter VII–Of the Black Belt
Vocabulary
cavalcade–a procession of riders or carriages
disgorges–discharges violently
facetiously–humorously
barony–controlled by an individual or a special group
vicissitudes–the changeable qualities of life
whilom–former
penury–stinginess
improvident–careless about the future
prodigal–wasteful; abundantly used
quadroon–a person of one-quarter black ancestry
1.
According to Du Bois, the majority of the African-American population lives in the very
place where most African-American struggles originated. Where does this population
live?
Du Bois believes that the majority of the population of African-Americans is found in
Georgia. Because of their actions during the slave trade in encouraging migration to
Georgia, the state boasts over one million African-Americans.
2.
When Du Bois travels down the country roads of Georgia, what is he doing?
In effect he is conjuring memories of the past; he mentions old plantations and masters of
those plantations who killed many African-Americans. He describes the people who still
work the land and describes how impoverished they are by discussing their alcoholism
and living conditions.
3.
What is the connection between the African-American population and the impoverished
land that Du Bois describes?
The connection between the two is that “[o]nly black tenants can stand such a system,”
and the system is that of a land that is poor, where no white man will work, but where
African-Americans continue to pay rent to toil over the land. (Pg. 73)
T-25
4.
What mood does Du Bois create in his description of the land? Find at least three images
in this section that illustrate this mood.
Du Bois creates a very depressing mood through his use of images. Individual images
will vary, but examples include:
•
“…the scattered box-like cabins of the brick-yard hands, and the long tenementrow…” (Pg. 72)
•
“…a tall brown man, a hard worker and a hard drinker, illiterate…” (Pg. 72)
•
“…he has just moved out of the yonder moss-grown cabin with its one square
room…” (Pg. 72)
•
“…the half-desolate spirit of neglect born of the very soil…” (Pg. 72)
•
“…stretches out of the gray distance to collect the rack-rent remorselessly…” (Pg.
73)
•
“…the sweating ploughman, tilling his eighty acres with two lean mules…” (Pg. 73)
5.
Discuss three landmarks that Du Bois describes in this chapter. Why do you think that he
chooses these particular ones as important to mention?
Answers may vary. Example: Three of the landmarks that stand out as Du Bois tours the
country side are the churches, the schools, and the old plantations. These landmarks are
important because they form the foundation of the African-American past. Through the
plantations, African-Americans learned servitude and slavery. Through the churches,
African-Americans learned and practiced faith. Through the schools, African-Americans
dreamed of a better future.
6.
How does Du Bois’ perception of the village change and then parallel Du Bois’ beliefs
about the African-American community?
Upon first glance, the village seems to offer a pleasant picture of the African-American
community, in much the same way that the masses of African-Americans might present
the picture of unity in opposing their treatment by the whites. However, as Du Bois
examines the scene closer, he realizes that the buildings are really decrepit and empty.
The only life near the village exists quietly and unobtrusively in the cabins in the
outskirts. If one examines the true nature of the masses of African-Americans, they are
also silent in their dreams of self-actualization. Du Bois might say that the spell under
which the African-American population finds itself is created by the doctrine that Booker
T. Washington suggests that African-Americans follow.
T-26
Chapter VIII – Of the Quest of the Golden Fleece
1.
Why does Du Bois feel that it is important to study field hands in the cotton fields?
Du Bois believes that the field hands are important to study because they helped to build
the backbone of the American production of cotton.
2.
What is the purpose of this chapter?
The purpose of this chapter is to understand the condition of the black farm-laborer in
one county in the Black Belt of Georgia.
3.
Why is the Black Belt of Georgia faced with a large amount of debt?
Production had been based on slave labor. When slaves are emancipated, Georgia loses
much of its ability to produce, because slave labor could no longer be used. Without the
profits, this portion of Georgia plunges into debt.
4.
Describe the living arrangements of the African-American family Du Bois writes about.
The African-American family lives in a one-room home that is overshadowed by the big
house. The home, which faces the dusty road, is not insulated, and there is only one
window and door, neither paned or shuttered. There is no ornamentation on the home,
there is little furniture within the home, and the homes are overcrowded.
5.
List the chief reasons for the poor living conditions.
The four main reasons are as follows:
•
Because the state is accustomed to slavery, the accommodations are made to suit that
social status. The better homes are given to the white individuals with educations.
Additionally, the better work is given to the whites over African-Americans.
•
The African-American population that is accustomed to poor housing does not
demand that better housing be made available. A large portion of this population
does not know what better housing means.
•
The plantation owner does not realize that he could get better labor out of the
African-Americans if he gave them a better place to stay.
•
Many African-American farm laborers lack any incentives or means to be better
farmers; therefore, they take what they are given without protest.
6.
What happens to the traditional family structure as a result of poverty in the African
American community?
When a man is unable to make enough money to support a wife and future children,
oftentimes men and women will have relationships without the legality of marriage. As
relationships go, this type of family can fall apart after children are born and homes
established. The family as a unit is easily dissolved.
T-27
7.
How does Du Bois characterize the African-American population?
Du Bois characterizes a majority of the African-American prosperous as ignorant and
poor.
8.
Who is the most prosperous man in the Black Belt and why?
The merchant is the most popular man in the Black Belt simply because he is able to
provide all services to African-Americans and to whites. The merchant functions as the
banker, the tenant, the grocer, etc.
9.
What is the currency of the Black Belt?
Cotton.
10.
How are African-Americans supposed to improve their economic situation in the Black
Belt?
They have two choices: move to the city or buy land.
T-28
Chapter IX-Of the Sons of Masters and Men
Vocabulary
efface–to eradicate
venality–bribery
perquisite–a privilege
mawkish–overly sentimental
proscription–restraint or restriction
1.
According to Du Bois, what are the unpleasantries resulting from the “contact of diverse
races”
It is not pleasant to look at contact between races in the past because “War, murder,
slavery, extermination and debauchery—this has again and again been the result…” (Pg.
99)
2.
According to Du Bois why do we study race contact?
We study race contact to clarify the concept of the survival of the fittest. The survivors
should be good, beautiful, and true, not cruel, cunning, and greedy.
3.
What are the main actions and communications through which civilized people have
contact with one another?
Du Bois claims that civilized people interact through the following situations:
•
physical proximity of homes, neighborhoods and closeness of neighborhoods
•
economic relations, including methods for earning a living, mutual satisfaction of
wants, and production of wealth
•
political relations, including taxation
•
intellectual contact
•
contact through everyday events, such as travel, gatherings, and marriages
•
religion, moral teachings, and benevolent deeds
4.
What kind of contact do African-Americans have with whites through their physical
dwellings?
Because of the color-line separating the whites and the blacks, African-Americans build
in their own areas, and whites build in their own areas. However, what happens is that
the very best white community will be next to the very worst of the African-American
community. As a result, the everyday life of physical dwelling encompasses the very worst
of both races: the poorest and least educated of the African-Americans and the most elite
and prejudicial of the whites.
T-29
5.
How do African-Americans mingle with the whites in terms of economic relations?
Simply, white America views African-Americans as workingmen. The problem that lies
between the relationship of whites and blacks in terms of economics is that AfricanAmericans have never been given the training to be self-reliant workers. They have
always been taught to be slaves.
6.
What will hinder the economic development of the South?
The economic development of the South suffers because African-Americans have not
received the same training as their white equivalent, “the modern self-reliant democratic
laborer.” (Pg. 102)
7.
From where does Du Bois believe the education of the African-American should come,
since it cannot come from the whites?
Du Bois believes that the education should come from fellow African-Americans.
He writes:
…here is the imperative demand for trained Negro leaders of character and intelligence,--men of
skill, men of light and leading, college-bred men, black captains of industry, and missionaries of
culture; men who thoroughly comprehend and know modern civilization, and can take hold of
Negro communities and raise and train them by force of precept and example, deep sympathy, and
the inspiration of common blood and ideals. (Pg. 104)
8.
What is the greatest weapon that African-Americans can use to gain power and respect in
order to teach their fellow people?
The greatest weapon is the power of the ballot.
9.
What is the outcome of African-Americans’ lack of education concerning politics,
and what is the result?
The result is that African-Americans believe that “politics was a method of private gain
through disreputable means.” (Pg. 105) This concept endures because those in power
attempt to bribe African-Americans and control their votes.
10.
What is Du Bois’ fundamental concern when connecting the right to vote and the
economic condition?
The major concern is that America, we cannot expect African-Americans to work and live
under a system in which they have no right to create the laws that dictate their working
conditions.
11.
How does Du Bois explain the increase in “Negro crime”? (Pg. 107)
Du Bois explains this by explaining first that Emancipation creates an increase in crime
and criminals.
T-30
12.
How does the South use the judicial system to control the African-American population?
The South uses the judicial system to re-enslave the blacks.
13.
How do the African-Americans view the judicial system in the South?
They feel it is as unjust and oppressive.
14.
How do the feelings associated with the color-line change after Emancipation?
They change because, before Emancipation, the parties on both side of the color-line live
in such close proximity to one another that they were still able to develop relationships;
they still had social contact. After Emancipation, the color-line was much more
pronounced. There was no social interaction between the races, so the attitudes toward
one another no longer have a tone of acceptance or appreciation, but rather one of
superiority.
15.
What two agendas must be accomplished if the future of the South is to be successful?
The future of the South will only be successful if the African-American community
realizes that African-Americans need uplifting. Likewise, the white community must
realize that racial prejudice is disastrous to the African-American community. The
problems are a “reciprocal cause and effect.” (Pg. 113) Both attitudes must change for
there to be any success.
T-31
Chapter X–Of the Faith of the Fathers
Vocabulary
consummate–perfect
preeminence–superiority
paucity–smallness of number
1.
What three things characterize the religion of the slave according to the author?
The Preacher, the Music, and the Frenzy.
2.
Describe the Preacher of the African-American revival.
The Preacher is an animated and the center of the attention at the revival. He is the
orator, and he must act as a politician, a leader, and an idealist. He must inspire hope
among the people.
3.
Describe the “Music of Negro religion.” (Pg. 116)
The music is a “rhythmic melody” with “minor cadences” that expresses the sorrow,
despair, and hope particular to the African-American population. (Pg. 116)
4.
Describe the Frenzy of the revival.
The Frenzy, or shouting, is the Spirit of the Lord as it inhabits the human body. The
Frenzy is the expression of that experience; it varies from a quiet “murmur” to
“shrieking,” “weeping,” “laughing,” and rushing about “wild[ly] waving” one’s
arms.(Pg. 116)
5.
How does the African-American church function in society at the time Du Bois wrote
this text? Has much changed today?
The church is the center and the foundation of the African-American community. It
represents what the African-Americans have lost through the color-line. The church is
economically sound and has a functioning government. Answers may vary.
6.
To where was the Negro church first confined?
The Negro church began and continued on the plantations.
7.
How does the church idealistically reinforce the suppression that the African-American
community experiences in the South?
Christianity embodies passivity and moral strength. When no one is encouraging change
within the white ideals of the South, Christianity is a way for the African-Americans to
find the faith that there will some day be vengeance for their current treatment. The white
population in the South encourages this religion because, in turn, encourages passive
submission.
T-32
Chapter XI–Of the Passing of the First-Born
Vocabulary
wan–suggestive of poor health; pale
ludicrous–ridiculous; absurd
tremulous–shaking; timid
coign–an advantageous position
alembic–like a filter
1.
How does Du Bois see the shadow of the color-line when his child is born?
His child’s hair is tinted gold indicating the presence of whites in his ancestry.
2.
Does Du Bois anticipate that his child will live under any different circumstances than he
lives?
Du Bois believes that because his son is born African-American, he will live within the
Veil, just as Du Bois lives.
3.
What eventually happens to the little baby?
The child becomes ill and ultimately dies.
4.
How does Du Bois describe the death of his child?
Du Bois describes the death in a very romantic and poetic way. He personifies death by
addressing Death as if it were a physical being that enters the home. Du Bois is angry
with Death.
5.
Why does Du Bois praise the death of his child?
Du Bois praises the death of his child because the child has escaped the Veil. He writes,
“Not dead, not dead, but escaped; not bond, but free.” (Pg. 130)
6.
What is Du Bois’ hope for the future?
Du Bois’ hopes that African-Americans will not die in bondage but will be free. He hopes
that the first question that is asked will not be about the color of a person’s skin but about
the person’s ability.
7.
What will his own death offer Du Bois?
Du Bois believes he will achieve an existence above the Veil.
T-33
Chapter XII–Of Alexander Crummell
Vocabulary
seer–a person who can see or predict the future
stealthily–slowly and deliberately
descry–to discover
injudicious–indiscreet
chancel–the part of the church containing the altar
corpulent–fat
1.
Explain the three temptations that Du Bois mentions at the beginning of the chapter.
What is the symbolism that explains how a person is affected by these temptations?
The temptations of Hate, Despair, and Doubt. Du Bois makes reference to these
temptations by aligning them to times of the day. Hate he aligns with “red dawn,”
seemingly the beginning of something. He aligns Despair with the “darkened noonday,”
seemingly the middle of something, and he aligns Doubt with “twilight,” or the end. (Pg.
133)
2.
As Alexander Crummell is growing up, how does he feel about the world in which he
lives? Who is responsible for the way he feels? What temptation do his feelings
illustrate?
Crummell grows up hating the world and the way it operates. He feels this way because
of his bitter father. Crummell’s feelings about the world illustrate the temptation of Hate.
3.
Who is responsible for changing the way Crummell feels about the world, and how does
this person accomplish that?
Beriah Green changes the way Crummell feels about the world. Beriah Green is a school
teacher in New York, and he invites Crummell to attend school, which has long been a
dream of Crummell’s.
4.
What allusion used earlier in the text, does Du Bois use to describe New Hampshire?
Explain how the parallel works or does not work.
Answers will vary but should mention that Du Bois parallels New Hampshire and
Canaan. Example: In Crummell’s younger days, he resolves to attend school in New
Hampshire. To him, New Hampshire represents Canaan, the promised land. Like those
traveling to the promised land, a cold and hungry Crummell covers a great distance only
to discover that the school in New Hampshire is unattainable, just as the promised land
of Biblical history. Upon learning that an African-American student would be attending
the school, local farmers pull the building to the middle of a swamp, where it rests,
useless. Crummell returns home, never having realized his dream.
T-34
5.
How is the temptation of Despair illustrated?
When Crummell tries to attend the General Theological Seminary of the Episcopal
Church, he discovers that the seminary would not admit him. He tries repeatedly, but the
church says that the world is not ready for the change.
6.
What does Crummell believe is the African-Americans’ greatest weakness?
Crummell believes that the greatest weakness of the African-American is learned by the
years of servitude and slavery. He believes that they lack the moral fiber that is learned
in the church. He believes that people need a strong moral backbone.
7.
How does the temptation of Doubt begin?
The temptation of doubt begins when Crummell starts to become disappointed in the
status of his church. People fail to attend, and the church begins to grow. The response to
the failing church then becomes that a person should not expect too much from the
African-American community.
8.
Which of the three temptations does Du Bois say is the worst for Crummell and why?
Du Bois writes that the temptation that strikes the deepest is doubt. A person can outgrow
Hate, can work against Despair, but to have Doubt is to question everything about one’s
existence and one’s life’s work.
9.
What does Crummell intend to do since he believes he failed in his first church?
Crummell believes that if he moves to an area where there are more African-Americans,
he will be able to make a greater difference. He moves to Philadelphia.
10.
Where does Crummell eventually find himself working, and how does this move affect
him?
After much dissatisfaction with life in America, Crummell moves to Africa, where he
works for many years. When he leaves Africa to come back to America, Crummell is a
changed man. He is “humble and strong, gentle and determined.” (Pg. 139)
11.
Why is Du Bois saddened at Crummell’s physical death?
Du Bois is saddened because throughout his life, Crummell worked alone. He is not
recognized, but if he had worked in a different time, he would have been.
T-35
Chapter XIII–Of the Coming of John
Vocabulary
roguishly–mischievously
myriad–a great number
laconically–lazily
impudence–rudeness
1.
What do the people of Altamaha believe will happen when John returns from the East?
What do the white people believe will happen?
The people believe that there will be great parties, that there will be money for new
furniture and churches and schools, and that John will be the teacher. The white people
think that it is a mistake to take such a fine worker from his home, and they doubt all of
the dreams of the people of Altamaha.
2.
What is the difference between the white John and the African–American John?
The whites believe that the African-American John will be spoiled by being sent away to
college, but they believe that the white John will make a huge impact in the East.
3.
What happens to the John of the black people that changes his attitude and work ethic at
school?
John is almost dismissed permanently from the school, but he asks if he can come back
after a semester. When he comes back, he is a different student. He contemplates what he
is taught, and he grows in both body and soul.
4.
Based on Du Bois’ description of the interchange concerning John between the young
man and woman at the ticket counter, is the race relation situation in the North much
different than the one in the South?
Race relations do not seem to be much different. The comment that the young man makes
is threatening. To be angry about sitting near John on the train also demonstrates that
those of the North are no different in their ideas of segregation than those of the South.
5.
What is ironic about the young man and woman and John meeting at the train station?
The young man that the reader meets at the train station is the Judge’s son, John, from
Altamaha. John is actually the old playmate mentioned by the Judge’s son.
6.
When John returns to Altamaha, how does his community react?
John’s community does not embrace him. They believe that John has returned with
foolish notions, and they call him, “…stuck up.” (Pg. 147)
T-36
7.
What does John try to tell the community when he speaks to him at his return
celebration? What is the response?
John tries to talk to them about a unified church and an Industrial School. He talks about
education and charity. He talks about sharing the wealth and work. The community does
not understand John and what he says. John feels as if he has been scorned by their
response.
8.
Why does learning make people unhappy?
Learning makes people sad because they are enlightened to the ways of the world and
how the world is unjust. When people recognize the unfair and prejudice way in which
they are treated, they are unhappy.
9.
Ultimately, why does the Judge close the school?
The Judge closes the school because he does not believe that John is living up to his end
of the bargain. However, upon closer investigation, the real reason that the Judge closes
the school is more closely related to his fear that if the blacks are educated, he might lose
his control over them.
10.
What situation occurs between the two Johns and Jennie?
The white John sees Jennie as she is hurrying home. He attacks Jennie, and the AfricanAmerican John happens upon them. In his anger at his dismissal from the school, John
hits the Judge’s son with a stick and kills him.
11.
What is ironic in the statement that the African–American John makes when he says,
“Mammy, I’m going away,–I’m going to be free.” (Pg. 152) How does this statement
reflect Du Bois’ sense of what it takes to be free?
John’s statement is ironic because he has just committed an act that guarantees his
imprisonment. However, in the moment that he commits murder, he is free in his decision
to defend himself against the white man’s aggression and oppression. Du Bois believes
that the only way to be truly free from the Veil is to be dead. John, by being lynched, is
actually completing what Du Bois believes to be the necessary step in finding freedom.
Unfortunately, this freedom is not the one for which John is hoping.
T-37
Chapter XIV–The Sorrow Songs
1.
What does Du Bois attempt to explain at the beginning of this chapter?
This chapter explains why Du Bois chooses to begin each chapter with a part of a song.
2.
What is the importance and function of the songs that Du Bois chooses?
Du Bois chooses songs that “the souls of black slave[s] spoke” (Pg. 155) These are
songs that Du Bois knows from his youth.
3.
What do the slave songs mean?
Du Bois writes, “…I know that these songs are the articulate message of the slave to the
world. They tell us in these eager days that life was joyous to the black slave, careless
and happy…They are the music of an unhappy people, of the children of disappointment;
they tell of death and suffering and unvoiced longing toward a truer world…” (Pg. 157)
4.
What is the message of hope that we are to see in the Sorrow Songs?
All of the Sorrow Songs echo a feeling of hope that there will ultimately be justice for the
African-American people.
5.
What is Du Bois’ ultimate hope for this book?
Du Bois does not want his message to fall on deaf ears. He wants people to read, and
most importantly, to think about truth.
T-38
The Souls of Black Folk
Study Guide
Student Copy
Introduction–The Forethought
Vocabulary
foible–a minor character flaw or defect
1. In the introduction, how does Du Bois situate his writing.
2. To whom does Du Bois address his writing? Why does he use this term for his reader?
3. Explain what Du Bois believes is the problem with the 20th century. What does he mean by
“the color-line”? (Pg. v)
4. Explain how Du Bois structures his book.
5. What is written at the beginning of each chapter?
6. Why does Du Bois list the publications for which he has written?
7. Explain the line, “And, finally, need I add that I who speak here am bone of the bone and
flesh of the flesh of them that live within the Veil?” (Pg. vi) What literary term is employed?
S-1
Chapter I – Of Our Spiritual Strivings
Vocabulary
peremptorily–indisputably
sycophancy–extreme flattery
quackery–deception
demagogy–an emotionally charged appeal made by a political leader
swarthy–dark in color or complexion
spectre–spirit or ghost
plaintive–sad; sorrowful
homage–praise
obeisance–respectful gesture
emancipated–liberated or released
enfranchised–freed from slavery
wanton–unchaste, lewd
inculcate–to teach by repetition
credulous–inclined to believe, especially on slight evidence
exponents–advocates or champions
travail–to labor hard
dyspeptic–characterized by uneasiness and upset
1.
How does Du Bois initially set up the contrast between whites and blacks in America?
2.
What is the unasked question that Du Bois intends to address in his writing?
3.
What does it mean to “be a problem”? (Pg.1)
4.
How does Du Bois recognize that he is different?
5.
Explain the concept of the Veil. When does Du Bois introduce this idea?
S-2
6.
Describe the image of “two-ness.” (Pg. 2)
7.
How does Du Bois believe the African-American community will earn liberty?
8.
Why is the power to vote so important to African-Americans?
9.
What vision replaces the push for the right to vote?
10.
How does Du Bois describe the progress of African-American learning?
11.
When Du Bois alludes to Canaan on page five, what does Canaan represent?
12.
How does education change African-Americans according to Du Bois?
13.
What do African-Americans learn about their history through their education?
14.
What should African-Americans do in order to eliminate the problems their culture faces?
S-3
15.
Why does Du Bois view prejudice as such a huge problem?
16.
What does Du Bois believe comes with repression, contempt, and hate?
17.
How does Du Bois think that African-Americans have killed themselves?
18.
What happens to the African-American race as a result of its “suicide”? (Pg. 6)
19.
What are the “ideals of the past”?
20.
What is the problem with the past ideals?
21.
What does Du Bois believe African-Americans can offer the rest of the people in the
American Republic?
22.
What does Du Bois tell the reader that the rest of his book will discuss?
S-4
Chapter II–Of the Dawn of Freedom
Vocabulary
autonomy–the right or power of self-government
shibboleth–a language that is used for distinguishing members of a group
query–a question
stalwart–brave; valiant
devolved–transferred
quixotic–foolishly impractical
rapine–pillage and plunder
incongruous–out of place
recalcitrant–stubbornly resisting authority
blighted–devastated
quailed–lost heart
marauders–plunderers
peonage–servitude
defalcation–embezzlement
exigencies–requirements
1.
What does Du Bois believe is the cause of the Civil War?
2.
What does the Emancipation Proclamation do to the Negro problems?
3.
What is the Freedmen’s Bureau’s purpose?
4.
How does the Civil War involve salves, even though Congress tries to say that it does
not?
S-5
5.
How does Virginia deal with the fugitive slaves?
6.
How does Missouri deal with the fugitive slaves?
7.
What happens to the Missouri slaves?
8.
How do the slaves crossing into Missouri make it difficult for Missouri to deal with the
slaves?
9.
How are slaves useful for the Confederacy?
10.
How is the Freedmen’s Bureau established?
11.
How does Pierce work with the fugitive slaves?
12.
List the Freedmen’s Aid organizations that are created to aid the freed men.
S-6
13.
How did the growing number of refugees become a national problem?
14.
How did the American government subsequently succeed in controlling the African–
American population?
15.
What do the people try to create in order to deal with the large number of refugees?
16.
What does Charles Sumner argue to Congress about the freedmen and abandoned lands
of the Civil War?
17.
What is the result of the proposal by Charles Sumner?
18.
What is the purpose of the new department?
19.
What does Congress do with the proposed bill?
S-7
20.
What is the end result of all of the legislation concerning the freedmen and the abandoned
land?
21.
What is the purpose of Du Bois’ new “government of millions of men,” as described in
its constitution?
22.
What two problems arise that hinder the work of the new bureau?
23.
What are the strengths of the Bureau?
24.
According to opponents of the Bureau, what are the Bureau’s faults?
25.
Describe the final form of the Bureau. When is the final form established?
26.
Who controls the government in the South prior to reconstruction, and what does the
government do in maintaining the South?
S-8
27.
Why does Du Bois believe the work of the Bureau is doomed to failure?
28.
What is one of the greatest problems of perpetuating the freedmen in the South?
29.
How does Du Bois describe the two opposing groups of people at conflict in the South?
30.
Is the labor force successful?
31.
What are the two obstacles to the labor organization?
32.
What does Du Bois believe is the greatest success of the Freedmen’s Bureau?
33.
How does the South feel about educating African-Americans?
34.
What is the difference in philosophy between the Bureau courts and the civil courts of the
South, and how does the Bureau’s philosophy develop?
35.
What are the Freedmen Bureau’s failures?
S-9
Chapter III–Of Mr. Booker T. Washington and Others
Vocabulary
conciliation–the act of creating a trusting relationship
indissolubly–permanently
manifestly–easily understood or recognized
palpable–capable of being touched or felt
retrogression–a return to a lesser level of organization
disfranchisement–the deprivation of the right to vote
paradox–a seeming impossibility between contrasting elements
suffrage–the right of voting
deprecate–to disapprove of
unequivocally–clearly
inveigh–to protest or complain passionately
amalgamation–the process of uniting
assimilation–the process of absorbing into a culture
cowed–to have intimidated; frightened
1.
Who does Booker T. Washington attempt to lead?
2.
What seems to be preoccupying the country at this point?
3.
What is the basis of Washington’s program?
4.
Why is the nation “startled” by Washington’s program? (Pg. 26)
5.
Where does Booker T. Washington encounter his greatest opposition?
S-10
6.
Why is the “hushing of the criticism of honest opponents” a dangerous thing? (Pg. 27)
7.
What are the three attitudes that an imprisoned group might take?
8.
Prior to 1750, what attitude characterizes African-American Leadership?
9.
At what point is the shift of leadership toward adjustment and assimilation, and how is it
typified?
10.
What are the two movements that African-Americans in the South make?
11.
What three attempts do the slaves in the South make in their attempt at insurrection?
12.
How is Booker T. Washington a different leader than leaders of the past?
13.
What does Washington ask the African–American population to give up?
14.
By giving up these three things, on what does Washington want the African-American
population to focus?
S-11
15.
What does Washington’s policy accomplish?
16.
What does Du Bois believe is the “triple paradox” in Washington’s career, and why does
it exist? (Pg. 31)
17.
What two classes of people object to Washington’s position?
18.
What prejudices does Grimkes’ group impose on the African-American people?
19.
Summarize Grimkes’ group’s argument?
20.
Explain what Du Bois believes the “thinking classes” have given up in terms of their
responsibilities? (Pg. 33)
21.
Do you think that Du Bois sides with Booker T. Washington or the thinking classes?
Explain your reasons.
22.
What does Du Bois believe the South needs to protect future generations?
S-12
23.
Du Bois originally published his writing in 1903. In the text he states:
To-day even the attitude of the Southern whites toward the blacks is not, as so many assume, in all
case the same; the ignorant Southerner hates the Negro, the workingmen fear his competition, the
moneymakers wish to use him as a laborer, some of the educated see a menace in his upward
development, while others—usually the sons of masters—wish to help him to rise. (Pg. 33-34)
Explain how applicable this statement is today and why you feel that way.
24.
Today, are African-Americans “reduced to semi-slavery”? (Pg. 34) Are there any other
ethnic or engendered groups who may also fit in this category of “semi-slavery”?
25.
How does Du Bois feel that Washington has succeeded?
26.
Condense Du Bois’ major criticisms of Washington’s doctrine.
27.
How is Du Bois successful in concluding this chapter?
S-13
Chapter IV–Of the Meaning of Progress
Vocabulary
sallied–ventured forth
affectation–a showy, artificial behavior
inimitable–not capable of being imitated
saffron–deep orange pungent spice
incorrigibly–unable to be reformed
fatalism–a belief that events are predetermined and unchangeable
shiftlessness–lazy indifference
bravado–blustering, swaggering conduct
blighted–discouraged and defeated
1.
Explain both the statement and the context of the following quotation: “…but even then
fell the awful shadow of the Veil, for they ate first, then I –alone.” (Pg. 39)
2.
Explain why Du Bois is important in the lives of his students.
3.
Describe what Du Bois believes creates the community among African-Americans.
4.
Summarize the demise of Josie and her family. How does Du Bois romanticize the story
instead of creating a more realistic portrayal?
5.
How is this chapter a journey for Du Bois? How is it a contrast to the previous chapter?
6.
Explain what the Jim Crow car is.
S-14
Chapter V–Of the Wings of Atalanta
Vocabulary
sordid–dirty; filthy
unscrupulous–unprincipled
ostentation–showiness
panacea–a remedy for all ills or difficulties
1.
Who originally embodies the ideals of African-Americans? What does Du Bois fear will
happen to those ideals?
2.
What is the function of the university?
3.
What is the mythological allusion that Du Bois uses when referring to Atalanta in this
chapter?
S-15
Chapter VI–Of the Training of Black Men
Vocabulary
guerdon–a reward
cloys–calls; persuades
dominion–a supreme authority
stalwart–strong, muscular
debauch–to lead away from virtue into ruin
decadence–the quality or state of being decayed or ruined
lethargy–laziness
bulwark–a solid structure for defense
proletariat–the lowest social or economic class of a community
demagogues–leaders championing the cause of the common people in ancient times
anomalies–inconsistencies
concubinage–living together; cohabiting
vagabonds–people who move from place to place without a fixed home
ineffaceable–very long lasting; not able to be removed
raiment–clothing
precludes–makes impossible
contingent–likely to happen
pedants–school-teachers
1.
List the three schools of thought Du Bois mentions regarding the social position of
African-Americans that have evolved since the beginning of slavery.
2.
How does Du Bois feel people should deal with the color-prejudice of the South?
3.
What does color-prejudice inhibit?
4.
Why is education so important in light of the color-line?
S-16
5.
Explain the four decades of Southern education since the Civil War.
6.
How does Du Bois take issue with the industrial school?
7.
What is the aim of higher training schools?
8.
How does the work of education in the South begin?
9.
How does the South respond to the African-American education?
10.
What do the New England teachers offer the African-Americans through education?
11.
How does the reader know that the education the African-Americans receive in New
England trains them to be successes rather than economic resources?
12.
“Comparing them as a class with my fellow students in New England and in Europe, I
cannot hesitate in saying that nowhere have I met men and women…and that no people a
generation removed from slavery can escape a certain unpleasant rawness and gaucherie,
despite the best of training” (Pg. 63) Does the preceding quotation separate Du Bois as an
elitist? Why or why not? Use evidence from the text to support your answer.
S-17
13.
How do you know that Du Bois believes that the South is uncivilized?
14.
Consider the paragraph beginning on page sixty-five, “No. The dangerously clear logic of
the Negro’s position…” How would you characterize Du Bois’ writing style? What form
does the writing take?
15.
What does Du Bois believe is going to be the greatest struggle of the future?
16.
How is Du Bois ahead of his time when he writes, “Internal problems of social advance
must inevitable come,–problems of work and wages, of families and homes, of morals
and the true valuing of the things of life…”? (Pg. 66)
17.
Why is education the solution to the social issues mentioned in the previous question?
18.
What is the function of the African-American college?
19.
Why does Du Bois mention Shakespeare, Balzac, and Dumas as people with whom he
can walk without being affected by the color-line?
S-18
Chapter VII–Of the Black Belt
Vocabulary
cavalcade–a procession of riders or carriages
disgorges–discharges violently
facetiously–humorously
barony–controlled by an individual or a special group
vicissitudes–the changeable qualities of life
whilom–former
penury–stinginess
improvident–careless about the future
prodigal–wasteful; abundantly used
quadroon–a person of one-quarter black ancestry
1.
According to Du Bois, the majority of the African-American population lives in the very
place where most African-American struggles originated. Where does this population
live?
2.
When Du Bois travels down the country roads of Georgia, what is he doing?
3.
What is the connection between the African-American population and the impoverished
land that Du Bois describes?
4.
What mood does Du Bois create in his description of the land? Find at least three images
in this section that illustrate this mood.
5.
Discuss three landmarks that Du Bois describes in this chapter. Why do you think that he
chooses these particular ones as important to mention?
6.
How does Du Bois’ perception of the village change and then parallel Du Bois’ beliefs
about the African-American community?
S-19
Chapter VIII – Of the Quest of the Golden Fleece
1.
Why does Du Bois feel that it is important to study field hands in the cotton fields?
2.
What is the purpose of this chapter?
3.
Why is the Black Belt of Georgia faced with a large amount of debt?
4.
Describe the living arrangements of the African-American family Du Bois writes about.
5.
List the chief reasons for the poor living conditions.
6.
What happens to the traditional family structure as a result of poverty in the African
American community?
7.
How does Du Bois characterize the African-American population?
8.
Who is the most prosperous man in the Black Belt and why?
9.
What is the currency of the Black Belt?
10.
How are African-Americans supposed to improve their economic situation in the Black
Belt?
S-20
Chapter IX-Of the Sons of Masters and Men
Vocabulary
efface–to eradicate
venality–bribery
perquisite–a privilege
mawkish–overly sentimental
proscription–restraint or restriction
1.
According to Du Bois, what are the unpleasantries resulting from the “contact of diverse
races”
2.
According to Du Bois why do we study race contact?
3.
What are the main actions and communications through which civilized people have
contact with one another?
4.
What kind of contact do African-Americans have with whites through their physical
dwellings?
5.
How do African-Americans mingle with the whites in terms of economic relations?
6.
What will hinder the economic development of the South?
7.
From where does Du Bois believe the education of the African-American should come,
since it cannot come from the whites?
S-21
8.
What is the greatest weapon that African-Americans can use to gain power and respect in
order to teach their fellow people?
9.
What is the outcome of African-Americans’ lack of education concerning politics,
and what is the result?
10.
What is Du Bois’ fundamental concern when connecting the right to vote and the
economic condition?
11.
How does Du Bois explain the increase in “Negro crime”? (Pg. 107)
12.
How does the South use the judicial system to control the African-American population?
13.
How do the African-Americans view the judicial system in the South?
14.
How do the feelings associated with the color-line change after Emancipation?
15.
What two agendas must be accomplished if the future of the South is to be successful?
S-22
Chapter X–Of the Faith of the Fathers
Vocabulary
consummate–perfect
preeminence–superiority
paucity–smallness of number
1.
What three things characterize the religion of the slave according to the author?
2.
Describe the Preacher of the African-American revival.
3.
Describe the “Music of Negro religion.” (Pg. 116)
4.
Describe the Frenzy of the revival.
5.
How does the African-American church function in society at the time Du Bois wrote
this text? Has much changed today?
6.
To where was the Negro church first confined?
7.
How does the church idealistically reinforce the suppression that the African-American
community experiences in the South?
S-23
Chapter XI–Of the Passing of the First-Born
Vocabulary
wan–suggestive of poor health; pale
ludicrous–ridiculous; absurd
tremulous–shaking; timid
coign–an advantageous position
alembic–like a filter
1.
How does Du Bois see the shadow of the color-line when his child is born?
2.
Does Du Bois anticipate that his child will live under any different circumstances than he
lives?
3.
What eventually happens to the little baby?
4.
How does Du Bois describe the death of his child?
5.
Why does Du Bois praise the death of his child?
6.
What is Du Bois’ hope for the future?
7.
What will his own death offer Du Bois?
S-24
Chapter XII–Of Alexander Crummell
Vocabulary
seer–a person who can see or predict the future
stealthily–slowly and deliberately
descry–to discover
injudicious–indiscreet
chancel–the part of the church containing the altar
corpulent–fat
1.
Explain the three temptations that Du Bois mentions at the beginning of the chapter.
What is the symbolism that explains how a person is affected by these temptations?
2.
As Alexander Crummell is growing up, how does he feel about the world in which he
lives? Who is responsible for the way he feels? What temptation do his feelings
illustrate?
3.
Who is responsible for changing the way Crummell feels about the world, and how does
this person accomplish that?
4.
What allusion used earlier in the text, does Du Bois use to describe New Hampshire?
Explain how the parallel works or does not work.
5.
How is the temptation of Despair illustrated?
6.
What does Crummell believe is the African-Americans’ greatest weakness?
S-25
7.
How does the temptation of Doubt begin?
8.
Which of the three temptations does Du Bois say is the worst for Crummell and why?
9.
What does Crummell intend to do since he believes he failed in his first church?
10.
Where does Crummell eventually find himself working, and how does this move affect
him?
11.
Why is Du Bois saddened at Crummell’s physical death?
S-26
Chapter XIII–Of the Coming of John
Vocabulary
roguishly–mischievously
myriad–a great number
laconically–lazily
impudence–rudeness
1.
What do the people of Altamaha believe will happen when John returns from the East?
What do the white people believe will happen?
2.
What is the difference between the white John and the African–American John?
3.
What happens to the John of the black people that changes his attitude and work ethic at
school?
4.
Based on Du Bois’ description of the interchange concerning John between the young
man and woman at the ticket counter, is the race relation situation in the North much
different than the one in the South?
5.
What is ironic about the young man and woman and John meeting at the train station?
6.
When John returns to Altamaha, how does his community react?
S-27
7.
What does John try to tell the community when he speaks to him at his return
celebration? What is the response?
8.
Why does learning make people unhappy?
9.
Ultimately, why does the Judge close the school?
10.
What situation occurs between the two Johns and Jennie?
11.
What is ironic in the statement that the African–American John makes when he says,
“Mammy, I’m going away,–I’m going to be free.” (Pg. 152) How does this statement
reflect Du Bois’ sense of what it takes to be free?
S-28
Chapter XIV–The Sorrow Songs
1.
What does Du Bois attempt to explain at the beginning of this chapter?
2.
What is the importance and function of the songs that Du Bois chooses?
3.
What do the slave songs mean?
4.
What is the message of hope that we are to see in the Sorrow Songs?
5.
What is Du Bois’ ultimate hope for this book?
S-29
1
3 & 4 5 8 * $ ,
)
0 6 4 &
-
* 5 & 3 " 3 :
5
0 6 $ ) 4 5 0 / &
$
- " 4 4 * $ 4
Î
5IF1FSGFDU#BMBODF#FUXFFO$PTU
BOE2VBMJUZGPS$MBTTJD1BQFSCBDLT
7
/Ê Ê "Ê /Ê , /Ê /" -ʜvÊV>ÃÈVÃÊ
>Û>ˆ>Li]Ê܅>Ìʓ>ŽiÃÊ*ÀiÃÌ܈VŽÊœÕÃiʈÌiÀ>ÀÞÊ
/œÕV…Ã̜˜iÊ
>ÃÈVÃÒÊLiÌÌiÀ¶ÊÊÊÊ
ÊÊÊ"ÕÀÊi`ˆÌˆœ˜ÃÊÜiÀiÊ`iÈ}˜i`ÊLÞÊvœÀ“iÀÊÌi>V…iÀÃÊ܈̅Ê
̅iʘii`ÃʜvÊÌi>V…iÀÃÊ>˜`ÊÃÌÕ`i˜ÌÃʈ˜Ê“ˆ˜`°ÊiV>ÕÃiÊ
Üi½ÛiÊÃÌÀÕ}}i`Ê̜ÊÃÌÀiÌV…Ê̈}…ÌÊLÕ`}iÌÃÊ>˜`ʅ>`Ê̜Ê
`i>Ê܈̅Ê̅iÊ`ivˆVˆi˜VˆiÃʜvÊV…i>«Þʓ>`iÊ«>«iÀL>VŽÃ]Ê
Üi½ÛiÊ«Àœ`ÕVi`ʅˆ}…‡µÕ>ˆÌÞÊÌÀ>`iÊi`ˆÌˆœ˜ÃÊ>ÌÊÀi“>ÀŽ‡
>LÞʏœÜÊ«ÀˆViðÊÃÊ>ÊÀiÃՏÌ]ʜÕÀÊi`ˆÌˆœ˜Ãʅ>ÛiʈÌÊ>°
6ALUE0RICINGÊqÊ7ˆÌ…ÊœÕÀÊiÝÌÀ>œÀ`ˆ˜>ÀÞÊ`ÕV>̜ÀýÊ
ˆÃVœÕ˜Ì]ÊޜÕÊ}iÌÊ̅iÃiÊLœœŽÃÊ>ÌÊxä¯ÊœÀʓœÀiʜvvÊ̅iÊ
ˆÃÌÊ«ÀˆVi°
2EADING0OINTERSFOR3HARPER)NSIGHTSqÊ
œ˜VˆÃiʘœÌiÃÊ
̅>ÌÊi˜VœÕÀ>}iÊÃÌÕ`i˜ÌÃÊ̜ʵÕiÃ̈œ˜Ê>˜`ÊVœ˜Ãˆ`iÀÊ
«œˆ˜ÌÃʜvÊ«œÌ]Ê̅i“i]ÊV…>À>VÌiÀˆâ>̈œ˜]Ê>˜`ÊÃÌޏi]ÊiÌV°
'LOSSARYAND6OCABULARYÊqʘʇ̜‡<Ê}œÃÃ>ÀÞʓ>ŽiÃÊ
ÃÕÀiÊ̅>ÌÊޜÕÀÊÃÌÕ`i˜ÌÃÊܜ˜½ÌÊ}iÌʏœÃÌʈ˜Ê`ˆvvˆVՏÌÊ>Õ‡
Ȝ˜ÃʜÀÊ>ÀV…>ˆVÊۜV>LՏ>ÀÞÊ>˜`ÊVœ˜Vi«ÌðÊ
3TURDY"INDINGSAND(IGH1UALITY0APERÊqʈ}…‡µÕ>ˆÌÞÊ
Vœ˜ÃÌÀÕV̈œ˜Êi˜ÃÕÀiÃÊ̅iÃiÊi`ˆÌˆœ˜Ãʅœ`ÊÕ«Ê̜ʅi>ÛÞ]Ê
Ài«i>Ìi`ÊÕÃi°
3TRATEGIESFOR5NDERSTANDING3HAKESPEAREÊqÊ>V…Ê
-…>Žiëi>ÀiʈÌiÀ>ÀÞÊ/œÕV…Ã̜˜i >ÃÈVÒÊVœ˜Ì>ˆ˜Ãʏˆ˜iÊ
˜Õ“LiÀÃ]ʓ>À}ˆ˜Ê˜œÌiÃ]Ê>˜`Ê>Ê}Ո`iÊ̜Ê՘`iÀÃÌ>˜`ˆ˜}Ê
-…>Žiëi>Ài½Ãʏ>˜}Õ>}i]Ê>ÃÊÜiÊ>ÃʎiÞÊÃÌÀ>Ìi}ˆiÃÊvœÀÊ
}iÌ̈˜}Ê̅iʓœÃÌÊvÀœ“Ê̅iÊ«>Þð
45●
2 *Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° $RACULAʇÊ-̜ŽiÀÊ●
●●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° %THAN&ROMEʇÊ7…>À̜˜Ê●
●●
45●
2 *●
!4●
!0Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° &RANKENSTEINʇÊ-…iiÞÊ●
●●
45●
2 *●
!4●
!0Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 'REAT%XPECTATIONSʇʈVŽi˜ÃÊ●
●●
45Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 'ULLIVERS4RAVELSʇÊ-܈vÌÊ●
45●
2 *●
!4●
!0Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° (AMLETʇÊ-…>Žiëi>ÀiÊ●
●●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° (EARTOF$ARKNESSʇÊ
œ˜À>`Ê●
●●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° (OUNDOFTHE"ASKERVILLES4HEʇʜޏiÊ●
●●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° )MPORTANCEOF"EING%ARNEST4HEʇÊ7ˆ`iÊ●
●●
45●
2 *Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° )NVISIBLE-AN4HEʇÊ7iÃÊ●
●●
45●
2 *Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° *ANE%YREʇÊÀœ˜ÌlÊ●
●●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° *ULIUS#AESARʇÊ-…>Žiëi>ÀiÊ●
●●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° *UNGLE4HEʇÊ-ˆ˜V>ˆÀÊ●
●●
45●
2 *●
!4●
!0Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° -ACBETHʇÊ-…>Žiëi>ÀiÊ●
●●
45Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° -EDEAʇÊÕÀˆ«ˆ`iÃÊ●
45●
2 *Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° -ETAMORPHOSIS4HEʇÊ>vŽ>Ê●
●●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° -IDSUMMER.IGHTS$REAM!
-IDSUMMER.IGHTS$REAM!ʇÊ-…>Žiëi>ÀiÊ●
●●
3PECIAL)NTRODUCTORY$ISCOUNTFOR%DUCATORgSONLYn
!T,EAST/FF
.EWTITLESARECONSTANTLYBEINGADDEDCALLORVISITOUR
WEBSITEFORCURRENTLISTING
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° -UCH!DO!BOUT.OTHINGʇÊ-…>Žiëi>ÀiÊ●
●●
45●
2 *Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° -Y!NTONIAʇÊ
>̅iÀÊ●
●●
.ARRATIVEOFTHE,IFEOF
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° &REDERICK$OUGLASSʇʜÕ}>ÃÃÊ●
●●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° /DYSSEY4HEʇÊÕ̏iÀÊ­ÌÀ>˜Ã°®Ê●
●●
45Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° /EDIPUS2EX
/EDIPUS2EXʇÊ-œ«…œViÃÊ●
45●
2 *●
!4●
!0Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° /THELLOʇÊ-…>Žiëi>ÀiÊ●
●●
2ETAIL0RICE)NTRO$ISCOUNT
45●
2 *●
!4●
!0Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°° !DVENTURESOF(UCKLEBERRY&INNʇÊ/Ü>ˆ˜Ê●
●●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°
!DVENTURESOF4OM3AWYER4HEʇÊ/Ü>ˆ˜Ê●
●●
45●
2 *Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 0ICTUREOF$ORIAN'RAY4HEʇÊ7ˆ`iÊ●
●●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 0RIDEAND0REJUDICEʇÊÕÃÌi˜Ê●
●●
45Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 0RINCE4HEʇÊ>V…>ÛiˆÊ●
45●
2 *Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°
!LICES!DVENTUREIN7ONDERLANDʇÊ
>ÀÀœÊ●
●●
45Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 0YGMALIONʇÊ-…>ÜÊ●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°
!NTIGONEʇÊ-œ«…œViÃÊ●
●●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 2ED"ADGEOF#OURAGE4HEʇÊ
À>˜iÊ●
●●
45●
2 *●
!4●
!0Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°
!WAKENING4HEʇÊ
…œ«ˆ˜Ê●
●●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 2OMEOAND*ULIETʇÊ-…>Žiëi>ÀiÊ●
●●
"EOWULFʇÊ,œLiÀÌÃÊ­i`°®Ê●Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°
45●
!4●
!0Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 3CARLET,ETTER4HEʇÊ>Ü̅œÀ˜iÊ●
"ESTOF0OE4HE4HE4ELL4ALE(EART4HE2AVEN
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 3IDDHARTHAʇÊiÃÃiÊ●
●●
4HE#ASKOF!MONTILLADOAND/THERSʇÊ*œiÊ°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°
#ALLOFTHE7ILD4HEʇʜ˜`œ˜Ê●
●●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 3ILAS-ARNERʇʏˆœÌÊ●
●●
45Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°
#ANTERBURY4ALESʇÊ
…>ÕViÀÊ●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 4AMINGOFTHE3HREW4HEʇÊ-…>Žiëi>ÀiÊ●
●●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°
#HRISTMAS#AROL!
#HRISTMAS#AROL!ʇʈVŽi˜ÃÊ●
●●
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 4IME-ACHINE4HEʇÊ7iÃÊ●
●●
45Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°
#RIMEAND0UNISHMENTʇʜÃ̜ÞiÛÎÞÊ●
45●
2 *Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 4REASURE)SLANDʇÊ-ÌiÛi˜Ãœ˜Ê●
●●
$OLLS(OUSE!
$OLLS(OUSE!ʇÊLÃi˜Ê●
●●
● ●Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°
45●
2 *Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 7AROFTHE7ORLDSʇÊ7iÃÊ●
●●
45
45 2 * !4
45●
2 *●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°
$R*EKYLLAND-R(YDEʇÊ-ÌiÛi˜Ãœ˜Ê●
●●
45
● 4EACHING5NITS
45
!4●
!0Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 4ALEOF4WO#ITIES!
4ALEOF4WO#ITIES!ʇʈVŽi˜Ã*●
45●
!4Ê°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°° ÊÊÊ°°°°°°°°°°°° 7UTHERING(EIGHTSʇÊÀœ˜ÌlÊ●
!0 !04EACHING5NITS 2 ● 2ESPONSE*OURNALS ●!CTIVITY0ACK ●
2 *
!4
*°"°ÊœÝÊÈxnÊUÊ
>Þ̜˜]ÊÊ£™™ÎnÊUÊ­nää®Ê™ÎӇ{x™ÎÊUÊ­nnn®ÊÇ£n‡™ÎÎÎÊUÊÜÜÜ°«ÀiÃÌ܈VŽ…œÕÃi°Vœ“
P
R E S T W I C K
H
O U S E
,
I
N C
.
Order Form
Prestwick House, Inc.
P.O. Box 658
Clayton, DE 19938
Call 1-800-932-4593 Fax 1-888-718-9333
Bill To: ■ Home ■ School
Ship To: ■ Home ■ School
School:
School:
Name:
Name:
Address:
Address:
City, State, Zip:
City, State, Zip:
Phone:
Email:
ITEM NO
Phone:
TITLE
Email:
QUANTITY
Method of Payment (Choose one)
❒ Check or Money Order Enclosed
❒ Purchase Order Enclosed
❒ Visa ❒ MasterCard ❒ Discover Card ❒ American Express
We accept purchase orders and authorized orders
charged to institutions. Personal orders not on a
credit card must be accompanied by a check.
Signature
Telephone #
Exp. Date
Credit Card #
Because charges for air delivery are based on weight and distance, heavy packages can be expensive to ship air freight. Typographic and photographic errors are subject to revision. Prestwick House is the sole source of all proprietary materials listed in this catalogue. Please be sure to
include a street address. FedEx ground/UPS will not deliver to a P.O. Box.
X
PRICE
=
Subtotal
$
12% S&H ($6.00 minimum)
Shipping
$
Total
$
TOTAL
Shipping & Handling
For orders of $50.00 or less, please add $6.00 for shipping and
handling charges. For orders from $50.01 to $799.99 add 12%
For orders of $800.00 and more, add 10%
Delivery Service
Most orders are shipped FedEx and you can expect delivery within 7-10 working days. Items in stock are usually shipped within
one working day of receiving your order.
Expedited Delivery
for expedited delivery ask about the following options:
• Overnight Air
• 2nd day air
• 3 Day Select