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→Educational philosophy: Education and work are the levers to uplift a people. Work alone will not do it unless inspired by the right ideals and guided by intelligence.
Washington was the dominant figure in the African American community from 1890 to 1915, especially after he achieved prominence for his [[Atlanta Compromise]] of 1895. White leaders in politics and philanthropy recognized him as the spokesperson for African American citizens. Representing the last generation of black leaders born into slavery, he was credible when speaking publicly and seeking educational improvements for those freedmen who had remained in the New South in an uneasy second-class relationship with whites under the "[[Jim Crow]]" system of segregated schools and jobs. He built his leadership of the African American community nationwide through a network of core supporters, including black educators, ministers, editors and businessmen. He gained access to top national leaders in politics, philanthropy and education, and was awarded honorary degrees. Critics called his network of supporters the "Tuskegee Machine."
Washington was the dominant figure in the African American community from 1890 to 1915, especially after he achieved prominence for his [[Atlanta Compromise]] of 1895. White leaders in politics and philanthropy recognized him as the spokesperson for African American citizens. Representing the last generation of black leaders born into slavery, he was credible when speaking publicly and seeking educational improvements for those freedmen who had remained in the New South in an uneasy second-class relationship with whites under the "[[Jim Crow]]" system of segregated schools and jobs. He built his leadership of the African American community nationwide through a network of core supporters, including black educators, ministers, editors and businessmen. He gained access to top national leaders in politics, philanthropy and education, and was awarded honorary degrees. Critics called his network of supporters the "Tuskegee Machine."
==Educational philosophy==
==Educational philosophy==
Washington valued the "industrial" education oriented toward actual jobs available to the majority of African Americans at the time and DuBois demanded a "classical" (liberal arts) education among an elite he called "The Talented Tenth." Both sides sought to define the best means to improve the conditions of the post-Civil War African-American community. While not publicly attacking [[Jim Crow laws]], Washington privately contributed funds for legal challenges against legal segregation and disfranchisement, such as his secret support in the case of ''[[Giles v. Harris]]'', which went before the United States Supreme Court in 1903.<ref> Harlan (1971) </ref>.
Washington valued the "industrial" education oriented toward actual jobs available to the majority of African Americans at the time and DuBois demanded a "classical" (liberal arts) education among an elite he called "The Talented Tenth."
:Education and work are the levers to uplift a people. Work alone will not do it unless inspired by the right ideals and guided by intelligence. Education must not simply teach work - it must teach Life. The Talented Tenth of the Negro race must be made leaders of thought and missionaries of culture among their people. No others can do this work and Negro colleges must train men for it. The Negro race, like all other races, is going to be saved by its exceptional men. [http://teachingamericanhistory.org/library/index.asp?document=174]
Both sides sought to define the best means to improve the conditions of the post-Civil War African-American community. While not publicly attacking [[Jim Crow laws]], Washington privately contributed funds for legal challenges against legal segregation and disfranchisement, such as his secret support in the case of ''[[Giles v. Harris]]'', which went before the United States Supreme Court in 1903.<ref> Harlan (1971) </ref>.
==Money for schools==
==Money for schools==