WEB Dubois and the Talented Tenth Leadership

W. E. B. Dubois envisioned a school system in AmericaAdditionally, he conceived others such as, influential and
for African-Americans with the instructional leadershipforceful practitioners; those with ambition of all kinds of
of talented and exceptional men, known as theuplifting occupations and skills, dynamic cultures of the
Talented Tenth, who were designed to educate andsurrounding region, also other intellectuals should be
save the race. He wanted the best and talented ofstreamed into the picture, including graduates from
the race to use their expertise to educatehigher educational institutions. These professional
African-Americans. His position espoused the principleindividuals with their resources would be able to assists
that a curriculum of higher education must underlie truethe Talented Tenth with the process of educational
life experience. Accordingly, this would not only buildleadership.
bread winners but also develop a core of peopleIn essence, Dubois enunciated that such a system of
skilled with their hands and quick with their brains.education cannot be ignored nor neglected. He verbally
Along these lines he proposed the following: first andadvocated that there exist no choice in this process.
foremost, since the Talented Tenth would come fromHe felt that America must either help to furnish the
the ranks of African-Americans, they would be worthyAfrican-American race with inspired and uplifting
of such leadership positions. Secondly, the knowledgeindividuals, such as the Talented Tenth members from
and success acquired by the Talented Tenth wouldwithin its ranks, who are trained with leadership ability.
also demonstrate how others could be effectively andFurthermore, he believed that if this is not done, in the
efficiently educated and developed; and third, thealternative, America would suffer the dire
Talented Tenth would be able to expertly relate to theconsequences of a headless and misguided rabble of
problems and past history of African-Americans in athose without the proper knowledge of leadership
positive manner. Dubois felt that such a relationqualities to help their own race to achieve a better
between the teachers and students would nullify thefuture for themselves.
sole obstacle that has retarded the effort of educationDubois was in favor of all youth acquiring a trade
and growth with African-American, which heregardless of color or race. He was convinced that
considered to be slavery and prejudice.next to the founding and establishing of
Additionally, Dubois felt that individuals in their currentAfrican-American colleges and universities after the
position who cowardly displayed vacillation,civil war, without any question; next came the process
faint-hearted compromise, and double-faced dallyingof industrial and technical training for African-American
with the truth and rights of others would be replacedyouth. This striking and capturing thought rests on the
with the Talented Tenth. He further stated that this ispremise that, "We should not just make men
necessary because for three long and arduouscarpenters, but to turn carpenters into quality men." He
centuries those in power have not shown favorablepronounced that in order to make this a reality, the
statistics in the education of African-Americans. As acommunity in which the youth resides must be
result, the remaining youth who are still striving,provided with trained teachers and leaders, such as
persisting, and inspiring to rebuff their character wouldthe Talented Tenth, to educate the youth and his
be saved by the Talented Tenth, which would be afamily with the true meaning and quality of life involving
historical event in human progress.social skills and development. Next, the youth should be
Regarding the question of how the Talented Tenthprovided with quality skills to make him a technically
would be trained; Dubois envisioned that the best andskilled and efficient worker with sufficient intelligence.
most capable youth should be educated in collegesHe stressed quality in numbers instead of quantity. He
and universities; however, since all of them will not beelaborated there is a vital need of college-bred men to
able to attend a university, he felt that some shouldlevel the playing field, inspire the masses, raise the
attend technical or trade schools, develop a pertinentTalented Tenth into positions of leadership, and
skills, and assist with their advancement in life. Hedemanded a good school system with proper
articulated that the training should start from theequipment. He envisioned group leadership of cultured
bottom up. He believed that the process should startcivilization, a well established foundation of intelligence,
with training the teachers, and teaching teachers totechnical education, to transition carpenters into elegant
teach, and that the reverse would be throwing moneymanhood.
into the wind.Dubois magnified his concept with the position that
It appeared that the main issue of doubt from othersmachinery has greatly enhanced the work skills of
faced by Dubois was concerning African-Americansironworkers, shoemakers, and carpenters; therefore,
from the South; their main question being along the linesthe efficient worker in society must be intelligent,
of: "Under the present circumstance, what system ofpossess technical training, and perhaps even higher
education must be in order to elevate Southerneducation. Based on these stated principles, he noted
African Negroes as quickly as possible in the currentthat Mr. Booker T. Washington and a college such as
state of civilization?" His response made it clear that:Tuskegee Institute should be the firmest friend of
higher technical training. However, he felt that Mr.
1. The character and purpose of African-AmericansWashington's propaganda has casted doubt upon
must be strengthenedsuch an educational system of technology. It appeared
2. There must be an increase of knowledge foras if there may have been disagreements between,
African-AmericansW. E. B. Dubois and Booker T. Washington, based on
3. African-Americans must be taught the technicalthe way African-Americans should be educated and
knowledge of how to earn a livingthe process of education administration regarding trade
4. Their knowledge of the world must be increasedand technical training versus a university education.
regarding modern civilizationDubois's appeal went across America to men
5. They must have the aptitude and courage to impartregardless of color. He made it clear that African
knowledge to their childrendescendants were dragged to America, which
6. Teach them how to work steadily and skillfullyresulted from criminal foolishness, and whether
without depreciating in any wayAmerica likes it or not, African descendants are here
7. Industrial schools must play a vital part and not justto stay. This leaves only one choice which is to make
universities and colleges alonesure African descendants receive needed support and
Dubois also pronounced that human education is notare uplifted. If not, the alternative would not be
just a simple matter of school alone. He felt it shouldbeneficial. He pleaded with America to teach life and
include the family and group life which begins in thenot just work, and for the Talented Tenth to be made
home. He actually considered a village concept for theleaders of thoughts and missionaries of culture among
education of African-American youth. He saw thetheir people. Dubois ending words enunciated that such
teachers as group leaders. He believed that individualsactions should bring about the saving of the
who are trained as physicians, clergymen, andAfrican-American race by exceptional men, which no
technically trained mothers and fathers should assistone else will be able to do.
the Talented Tenth.