Up from Slavery · Chapter
V: The Reconstruction Period explained
Washington reflects on the Reconstruction period (1867-1878), describing the widespread but misguided ambition for education among freedpeople, the craze for classical learning, and the tendency to seek government office.
What happens
Washington reflects on the Reconstruction period (1867-1878), describing the widespread but misguided ambition for education among freedpeople, the craze for classical learning, and the tendency to seek government office. He critiques the overemphasis on book learning without practical skills, the prevalence of unqualified teachers and ministers, and the dependency on the federal government. He contrasts his experiences at Hampton Institute, which emphasized industrial education and self-reliance, with a school in Washington, D.C., where students focused on appearances and lacked practical foundation. He advocates for honest franchise laws and warns against repeating Reconstruction mistakes.
Themes in this chapter
Education and Self-Improvement
Washington critiques the initial craze for classical education among freedpeople and advocates for practical, industrial training that builds character and self-reliance.
Dignity of Labor
Washington emphasizes the value of manual labor and industrial skills over mere book learning, arguing that work builds character and provides a real foundation for success.
Self-Reliance and Character Building
Contrasts Hampton's requirement for students to work for their expenses with other schools where students' expenses were paid, highlighting the character-building value of self-help.
Political Pragmatism vs. Agitation
Washington argues for honest franchise laws applied equally to both races, warning against repeating the mistakes of Reconstruction and advocating for gradual progress.
Characters to notice
- Booker T. Washington
Narrator reflecting on his experiences during Reconstruction, his time at Hampton, teaching in West Virginia, and studying in Washington, D.C.
- General Samuel C. Armstrong
Founder of Hampton Institute, whose industrial education philosophy is contrasted with other schools.
- Mrs. Viola Ruffner
Mentioned indirectly as part of Washington's earlier experiences; not directly in this chapter.
- Frederick Douglass
Not directly mentioned in this chapter.
Key passages
“During the whole of the Reconstruction period two ideas were constantly agitating in the minds of the coloured people... One of these was the craze for Greek and Latin learning, and the other was a desire to hold office.”
Throughout Reconstruction, African Americans were obsessed with two things: studying classical languages and seeking political office.
Washington identifies the misguided priorities of the era.
“The idea, however, was too prevalent that, as soon as one secured a little education, in some unexplainable way he would be free from most of the hardships of the world, and, at any rate, could live without manual labour.”
Many believed that even a small amount of education would magically exempt them from physical work and life's difficulties.
Washington criticizes the unrealistic expectations of education.
“At Hampton the student was constantly making the effort through the industries to help himself, and that very effort was of immense value in character-building.”
At Hampton, students worked to support themselves, and this self-help was crucial for developing strong character.
Washington contrasts Hampton's industrial model with other schools.
“How many times I wished then, and have often wished since, that by some power of magic I might remove the great bulk of these people into the county districts and plant them upon the soil, upon the solid and never deceptive foundation of Mother Nature...”
Washington wished he could relocate many urban African Americans to rural areas where they could build a real, self-sufficient life through farming.
Washington advocates for agricultural and practical work over urban dependency.
