Alex chapter 10

Legacy of the Inventor by --JJ Wagner chapter 10 Light in the Darkness

Alex chapter 4

Legacy of the Inventor by --JJ Wagner

Alex chapter 5

Legacy of the Inventor by --JJ Wagner

Alex chapter 6

Legacy of the Inventor by --JJ Wagner

Alex chapter 7

Legacy of the Inventor by --JJ Wagner

Alex chapter 8

Legacy of the Inventor by --JJ Wagner

Alex chapter 9

Legacy of the Inventor by --JJ Wagner

alex11

Alex12

Andre dog, cat and animal game

An advanced learning game made for Andre because he loves dogs and cats and is smart.

THE MIS-EDUCATION OF THE NEGRO (Chapter 1) by Dr. Carter G. Woodson

The large majority of the Negros who have put on the finishing touches of our best collages are all but worthless in the development of their people. -Dr. Carter G. Woodson

THE MIS-EDUCATION OF THE NEGRO (Chapter 10) by Dr. Carter G. Woodson

Denied participation in the higher things of life, the "educated" Negro himself joins, too, with ill-designing persons to handicap his people by systematized exploitation. Feeling that the case of the Negro is hopeless, the "educated" Negro decides upon the course of personally profiting by whatever he can do in using these people as a means to an end. He grins in their faces while "extracting money" from them, but his heart shows no fond attachment to their despised cause.

THE MIS-EDUCATION OF THE NEGRO (Chapter 11) by Dr. Carter G. Woodson

If we can finally succeed in translating the idea of leadership into that of service, we may soon find it possible to lift the Negro to a higher level. Under leadership we have come into the ghetto: by service within the ranks we may work our way out of it. Under leadership we have been constrained to do the biddings of others; by service we may work out a program in the light of our own circumstances

THE MIS-EDUCATION OF THE NEGRO (Chapter 12) by Dr. Carter G. Woodson

The servant of the people, unlike the leader, is not ... trying to carry them to some designated point to which he would like to go for his own advantage. The servant of the people is down among us, living as they live, doing what they do and enjoying what they enjoy. He may be a little better informed than some other members of the group; ..., but in spite of this advantage he should have more humility than those whom he serves,... "Whosoever is greatest among you, let him be your servant."

THE MIS-EDUCATION OF THE NEGRO (Chapter 13) by Dr. Carter G. Woodson

A Negro with sufficient thought to construct a program ... is undesirable, and the educational systems ... generally refuse to work through 'them' in promoting their cause. The program for the uplift of the Negroes ... must be handed over to an executive force , and they must carry it out .... Although the Negro is being ... forced ... by segregation into a world peculiarly his own, his ... perplexing status is given little or no thought, and he is not considered capable of thinking for himself.

THE MIS-EDUCATION OF THE NEGRO (Chapter 14) by Dr. Carter G. Woodson

In theology, literature, social science, and education, however, radical reconstruction is necessary. The old worn-out theories as to man's relation to God and his fellowman, the system of thought which has permitted one man to exploit, oppress, and exterminate another and still be regarded as righteous must be discarded for the new thought of men as brethren and the idea of God as the lover of all mankind. ~Dr. Carter G. Woodson

THE MIS-EDUCATION OF THE NEGRO (Chapter 15") by Dr. Carter G. Woodson

... can a Negro while despising the enterprise of his fellows guide the youth ...; where [will] ... the youth ...be in 1960(2020)? The whites are ... informing Negroes that they ... not come to them for opportunities. Can the Negro youth, mis-educated by persons who deprecate their efforts,... make opportunities for themselves? This is the real problem that the Negroes must solve; and he who is not interested in it and makes no effort to solve it is worthless in the present struggle.

THE MIS-EDUCATION OF THE NEGRO (Chapter 16) by Dr. Carter G. Woodson

Negroes, too, should undergo systematic training for those professions in which they have shown special aptitude as in the arts. They must not wait for the Americans to approve of their plunging into unknown spheres. The world is not circumscribed by the United States, and the Negro must become a pioneer in making use of a larger portion of the universe.

THE MIS-EDUCATION OF THE NEGRO (Chapter 17) by Dr. Carter G. Woodson

To say that the Negro cannot develop ... in the business world to managers with present-day capitalists is to deny actual facts, refute history, and discredit the Negro as a ... competitor in the economic battle of life. No man knows what he can do until he tries. The Negro race has never tried to do very much for itself. The race has great possibilities. Properly awakened, the Negro can do the so-called impossible in the business world and thus help to govern rather than merely be governed.

THE MIS-EDUCATION OF THE NEGRO (Chapter 18) by Dr. Carter G. Woodson

The Mis-education Of The Negro (chapter 2) by Dr. Carter G.Woodson

He (the Negro former slave) was spending his time studying about the things which had been or might be, but he was learning little to help him to do better the tasks at hand. -Dr. Carter G.Woodson

THE MIS-EDUCATION OF THE NEGRO (Chapter 4) by Dr. Carter G. Woodson

Real education means to inspire people to live more abundantly, to learn to begin with life as they find it and to make it better, but the instruction so far given Negros in collages and universities has worked to the contrary. In most cases such graduates have merely increased the number of Malcontents who offer no program for changing the undesirable conditions about which they complain. One should rely upon protest only when it is supported by a constructive program.

THE MIS-EDUCATION OF THE NEGRO (Chapter 5) by Dr. Carter G. Woodson

"It is unfortunate too, that the educated Negro does not understand or is unwilling to start small enterprises which make the larger ones possible. If he cannot proceed according to the methods of the gigantic corporations about which he reads in books, he does not know how to take hold of things and organize the communities of the poor along lines of small business" -Dr. Carter G. Woodson

THE MIS-EDUCATION OF THE NEGRO (Chapter 6) by Dr. Carter G. Woodson 

"While serving as the avenue for the oppressors propaganda, the Negro church although doing some good, has prevented the union of some diverse elements and has kept the race too weak to overcome foes who have purposely taught Negros how to quarrel and fight about trifles until their enemies can overcome them." - Dr. Carter G. Woodson

THE MIS-EDUCATION OF THE NEGRO (Chapter 7") by Dr. Carter G. Woodson

"It is very clear, then if Negroes got their conception of religion from slaveholders, libertines, and murderers there may be something wrong about it, and it would not hurt to investigate it. It has been said that the Negroes do not connect morals with religion. The historian would like to know what race or nation does such a thing. Certainly the whites with whom the Negroes have come into contact have not done so.

THE MIS-EDUCATION OF THE NEGRO (Chapter 8) by Dr. Carter G. Woodson

For six months this simple transaction was delayed and the Negro Lawyer could not induce the white attorney to act. The author finally went to the office himself to complain of the delay. The white attorney frankly declared that he has not taken up the matter because he did not care to treat with a Negro attorney; but he could deal with the author, who happened to be at that time the teacher of a Negro school, and was, therefore in his place.

THE MIS-EDUCATION OF THE NEGRO (preface) by Dr. Carter G. Woodson

Blacks of his day were being culturally indoctrinated, rather than taught, in American schools. "When you control a mans thinking, you don't have to worry about his actions" - Dr. Carter G. Woodson

The Mis-education Of The-Negro (chapter 3) by Dr. Carter G. Woodson

You might study the history as it was offered in our system from the elementary school throughout the university, and you would never hear Africa mentioned except in the negative. You would never thereby learn that Africans first domesticated the sheep, goat, and cow. developed the idea of trial by jury, produced the first string instruments, and gave the world it's greatest boon in the discovery of Iron. -Dr. Carter G. Woodson

The Mis-education Of The-Negro (chapter 9) by Dr. Carter G. Woodson

Having the stamp of science, the thought of these polemics was accepted in all seats of learning. These rewriters of history fearlessly contended that slavery was a benevolent institution: the masters loved their slaves and treated them humanely; the abolitionists meddled with the institution which the masters would have eventually modified: the Civil War brought about by "fanatics" like William Lloyd Garrison and John Brown was unnecessary; ..." Dr. Carter G. Woodson

UP FROM SLAVERY (Chapter 10) by Booker T. Washington

My experience is that there is something in human nature which always makes an individual recognize and reward merit, no matter under what colour of skin merit is found. I have found, too, that it is the visible, the tangible, that goes a long ways in softening prejudices. The actual sight of a first-class house that a Negro has built is ten times more potent than pages of discussion about a house that he ought to build, or perhaps could build. --Booker T. Washington

UP FROM SLAVERY (Chapter 11) by Booker T. Washington

He cherished no bitterness against the South.... In all my acquaintance with General Armstrong I never heard him speak, in public or in private, a single bitter word against the white man in the South. ...great men cultivate love, and that only little men cherish a spirit of hatred. I learned that assistance given to the weak makes the one who gives it strong; and that oppression of the unfortunate makes one weak.

UP FROM SLAVERY (Chapter 12) by Booker T. Washington

If the institution had been officered by white persons, and had failed, it would have injured the cause of Negro education; but I knew that the failure of our institution, officered by Negroes, would not only mean the loss of a school, but would cause people, in a large degree, to lose faith in the ability of the entire race. The receipt of this draft for ten thousand dollars, under all these circumstances, partially lifted a burden that had been pressing down upon me for days.

UP FROM SLAVERY (Chapter 13) by Booker T. Washington

I remembered that I had been a slave; that my early years had been spent in the lowest depths of poverty and ignorance, and that I had had little opportunity to prepare me for such a responsibility as this. It was only a few years before that time that any white man in the audience might have claimed me as his slave; and it was easily possible that some of my former owners might be present to hear me speak.

UP FROM SLAVERY (Chapter 14) by Booker T. Washington

One association even appointed a "missionary" whose duty it was to warn the people against sending their children to Tuskegee. This missionary had a son in the school, and I noticed that, whatever the "missionary" might have said or done with regard to others, he was careful not to take his son away from the institution. Many of the coloured papers, especially those that were the organs of religious bodies, joined in the general chorus of condemnation or demands for retraction.

UP FROM SLAVERY (Chapter 15) by Booker T. Washington

He pictured the Negro choosing slavery rather than extinction; recalled Crispus Attucks shedding his blood at the beginning of the American Revolution, that white Americans might be free, while black Americans remained in slavery; --Booker T. Washington

UP FROM SLAVERY (Chapter 16) by Booker T. Washington

I had been born and largely reared in the lowest depths of slavery, ignorance, and poverty. In my childhood I had suffered for want of a place to sleep, for lack of food, clothing, and shelter. ... Luxuries had always seemed to me to be something meant for white people, not for my race. I had always regarded Europe, and London, and Paris, much as I regarded heaven. And now could it be that I was actually going to Europe? Such thoughts as these were constantly with me.

UP FROM SLAVERY (Chapter 17) by Booker T. Washington

During the next half-century and more, my race must continue passing through the severe American crucible. We are to be tested in our patience, our forbearance, our perseverance, our power to endure wrong, to withstand temptations, to economize, to acquire and use skill; in our ability to compete, to succeed in commerce, to disregard the superficial for the real, the appearance for the substance, to be great and yet small, learned and yet simple, high and yet the servant of all.

UP FROM SLAVERY (Chapter 2) by Booker T. Washington

This experience of a whole race beginning to go to school for the first time, presents one of the most interesting studies that has ever occurred in connection with the development of any race. Few people who were not right in the midst of the scenes can form any exact idea of the intense desire which the people of my race showed for an education. As I have stated, it was a whole race trying to go to school. Few were too young, and none too old, to make the attempt to learn.

UP FROM SLAVERY (Chapter 3) by Booker T. Washington

'I swept the recitation-room three times. Then I got a dusting-cloth and dusted it four times. All the woodwork around the walls, every bench, table, and desk, I went over four times with my dusting-cloth. .....I reported to the head teacher. She was a "Yankee" woman who knew just where to look for dirt. ... When she was unable to find one bit of dirt on the floor, or a particle of dust on any of the furniture, she ... remarked, "I guess you will do to enter this institution." -B. T. Washington

UP FROM SLAVERY (Chapter 4) by Booker T. Washington

Before going there I ...[thought] to secure an education meant to have a good, easy time, free from all necessity for manual labour. At Hampton I ... learned that it was not a disgrace to labour, but learned to love labour, ...for labour's own sake. ...I got my first taste of what it meant to live a life of unselfishness, my first knowledge of the fact that the happiest individuals are those who do the most to make others useful and happy.

UP FROM SLAVERY (Chapter 5) by Booker T. Washington

At Hampton it was a standing rule that, while the institution would be responsible for securing some one to pay the tuition for the students, the men and women themselves must provide for their own board, books, clothing, and room wholly by work, or partly by work and partly in cash. ... 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.

UP FROM SLAVERY (Chapter 6) by Booker T. Washington

I ... wondered if there was a white institution in this country whose students would have welcomed the incoming of more than a hundred companions of another race in the ... way that these black students at Hampton welcomed the red ones. How often I have wanted to say to white students that they lift themselves up in proportion as they help to lift others, and the more unfortunate the race, and the lower in the scale of civilization, the more does one raise one's self by giving the assistance.

UP FROM SLAVERY (Chapter 7) by Booker T. Washington

I reached Tuskegee, as I have said, early in June, 1881. The first month I spent in finding accommodations for the school, and in travelling through Alabama, examining ... the ... life of the people, ... I ate and slept with the people, in their little cabins. I saw their farms, their schools, their churches. Since, in ... most of these visits, there had been no notice given in advance that a stranger was expected, I had the advantage of seeing the real, everyday life of the people.

UP FROM SLAVERY (Chapter 8) by Booker T. Washington

All these ideas and needs crowded themselves upon us with a seriousness that seemed well-nigh overwhelming...We had only the little old shanty and the abandoned church which the good coloured people of the town of Tuskegee had kindly loaned us for the accommodation of the classes. ... we saw that our efforts were reaching, to only a partial degree, the actual needs of the people whom we wanted to lift up through the medium of the students whom we should educate and send out as leaders.

UP FROM SLAVERY (Chapter 9) by Booker T. Washington

As soon as the plans were drawn for the new building, the students began digging out the earth where the foundations were to be laid, working after the regular classes were over... I noted with satisfaction that a sentiment in favour of work was gaining ground. After a few weeks of hard work the foundations were ready, and a day was appointed for the laying of the corner-stone.

UP FROM SLAVERY (Intro, Chapter 1) by Booker T. Washington

This volume is the outgrowth of a series of articles, dealing with incidents in my life, which were published consecutively in the Outlook. -Booker T. Washington