Free PDF, epub, Kindle ebook. Born in a Virginia slave hut, Booker T. Washington rose to become the most influential spokesman for African- Americans of his. Cambridge Core - American History - Up from Slavery - by Booker T. Washington. Frontmatter. pp i-ii. Access. PDF; Export citation. Frontispiece. LibriVox recording of Up From Slavery by Booker T. Washington. Read in English by Mark NelsonUp from Slavery is the autobiography of.
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The Project Gutenberg EBook of Up From Slavery: An Autobiography, by. Booker T. Washington. This eBook is for the use of anyone anywhere. Source Description: Up From Slavery: An Autobiography Booker T. Washington Garden City, New York Doubleday & Company, Inc. Free kindle book and epub digitized and proofread by Project Gutenberg.
Women were, to a much lesser extent, also trained for agricultural, artisanal, and indus- trial careers. UP of Florida, — Bly, Antonio T. This is a collaborative effort by two Oklahoma classroom teachers with over thirty years of teaching experience at the secondary level. Washington-The Struggle for an Education Chpt. Fitzhugh Brundage.
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Sort by: Booker T. Up From Slavery is the autobiography of Booker T. Is is a high interest, low readability book that helps students understand the struggles of life after emancipation for freed slaves.
These study questions divide the book into sections 10 - 20 pages long. Each worksheet asks three que. Reading , U. Wish List. Ida B. Wells, Booker T. Washington and W. DuBois PPT. To examine the contributions of African-American reformers. Key Terms and People: Wells W. DuBois Booker T. Social Studies - History , U. PowerPoint Presentations. Add to cart. Up From Slavery: Test Prep , Assessment , Printables. Five files are included in the Ida B.
DuBois Pack. PowerPoint Presentations , Scaffolded Notes. Grammardog Teacher's Guide contains 16 quizzes for this autobiography. All sentences are from the autobiography.
Quizzes include famous quotes: Examinations - Quizzes , Worksheets , Printables. Multiple choice quizzes for all chapters of the Townsend Press edition of Booker T.
Washington's "Up From Slavery". Page numbers are included for each question.
I use these simple quizzes to engage my reluctant readers in reading the chapter books independently. Great for literacy centers, indepe. Not Grade Specific. Show 9 included products.
PDF format with page numbers for each question included. I use these. Multiple choice quiz, with page numbers included for each question, for the Townsend Press edition of Booker T. PDF format, with answer keys included. Great for independent work. History , Informational Text. Activities , Printables , Nonfiction Book Study.
Up From Slavery is a one page handout for the students to complete about the first chapter. His success there as teacher and community leader was remarkable: By , when a letter arrived at Hamp- ton from a state commissioner for Negro schools in Alabama asking for a recommendation for a man to lead up a new school initiative, Booker T.
Washington received the nod. He accepted this mission, packed for Ala- bama and began the achievement with which he was forever credited— the founding of what was to become Tuskegee University 51— In exchange for the black vote on various issues, the state of Alabama agreed to help fund a new school for black students Harlan — Through his tireless fundraising and boosting, Tuskegee grew in national prominence as an industrial school that would train young men for artisanal careers car- penters, brick makers, tinsmiths as well as for farming.
Women were, to a much lesser extent, also trained for agricultural, artisanal, and indus- trial careers. The emphasis of their education was usually more focused upon educated approaches to household management and domestic sci- ence. Tuskegee quickly grew to surpass Hampton in size, scope, and na- tional prominence—a fact particularly notable because, despite its white patronage, Tuskegee was led by black administrators and faculty.
Aca- demic subjects were taught alongside the more applied topics and the faculty for those classes mathematics, history, etc. As the prominence of Tuskegee grew, so did the role of Booker T. In it, he fa- mously proclaimed: Frederick Douglass had died earlier that year, and in large part thanks to his Atlanta Exposition speech, Washington came to be seen as an heir to the position of na- tional black leadership.
President William McKinley visited Tuskegee in Washington dined with President Roosevelt, hobnobbed with millionaires, and even had tea with Queen Victoria. Although he was far from universally acclaimed, his accomodationism was certainly successful in advancing his own star Mugleston. His double life was never popularly known during his lifetime but it renders his legacy as a reader of signs considerably more complex.
Washington is reluctant to acknowledge that his marginal place in society was not overcome by his career successes. This unease manifests itself in ambivalent attitudes toward agency and interpretation. As many scholars have noted, Washington did indeed alter his pub- lic and private persona depending upon his audience.
Washington thus held onto his leadership position in the black community only by denying his mainstream marginality as a token black man for the white power brokers. For Washington, the dismantling of the textual world was inevitable and occasionally even pleasurable. On the other hand, it could also be self-defeating and disruptive of his care- ful public self. And yet his de- pictions of his own experiences, whether conscious or not, reveal a more skeptical assessment of the rationalized world of meanings.
As in many slave autobiographies, his initial narrative focuses upon themes of ignorance and knowledge. Harlan speculates that he might have been named after Bowker Preston, a white farmer with some nearby property and who might well have fathered this slave child. His middle and last name were similarly contradictory, in that they were strangely spurious and crafted at the same time.
In Up From Slavery, Washington writes: When I heard the school-roll called, I noticed that all of the children had at least two names, and some of them indulged in what seemed to me the extravagance of having three.
I was in deep perplexity, because I knew that the teacher would demand of me at least two names, and I had only one. This may have been brought on by the fact that he signed his name almost always with his middle initial, but it also came to imply other associations. He had invented or discovered a middle name and initial that hinted at a family lineage—at least a fam- ily with the presumed generational continuity to know of multiple names that might be used.
To his detractors, appropriation of a middle name may have seemed somewhat presumptuous and part of a campaign to im- press upon others a false family lineage, although his openness about the drifting and agentless manner in which he obtained those names would contradict that reading. It signaled, as we shall see below, a self-possession and an entitlement that was widely recognized and yet particular to the African American experience.
Just as a name positions an individual in society at large and also im- plicitly within a language structure, so we can see that Washington is po- sitioned by his many names. For Washington, raised in the transitional era of slave to freeman, the vicissitudes of language are supposedly going to be under his control; thus he tells the story of his own naming with a powerful assertion of mastery. By presenting his solid narrative of naming, he performs a faith in the centrality of how he relates to the language system he is in.
In this section, Washington tells a familiar but slightly questionable story about the cul- tural practices of self-naming after Emancipation. Wash- ington then continues to explain: The grammatical function of the possessive, apart from any initializing or onomastic function, is saved. In registering the names of the students, I found that almost every one of them had one or more middle initials.
Quite the contrary.
The tone of this passage indicates the misuse of initials by John Jones. As Washington sees it, it points to a name that is unearned and non-ex- istent. Learn- ing and then teaching a language system from those margins demand a very particular and heightened sense of the inadequacy of representa- tional systems.
As he tells it: I induced my mother to get hold of a book for me. At that time there was not a single member of my race anywhere near us who could read, and I was too timid to approach any of the white people.
In some way, [emphasis added] within a few weeks, I mastered the greater por- tion of the alphabet. The learning process and the mechanisms that made those syllables begin to make sense for him are beyond grasp, beyond memory, and beyond reason. More- over, its ideological lessons went far beyond mere syllabic and alphabetic teachings. The book promotes mastery of syllables and spelling as tools for comprehension to be sure, but also as having value simply for existing.
And yet even the word lists might well have intrigued Washington. With his interest in the slippery nature of words, it is easy to imagine him drawn to the long list of homonyms listed at the end of the book e.
Of course, the slippery nature of words as presented in the Speller might not have been surprising to enslaved people all too well-versed in the vagaries of how literacy might or might not be relevant to their lives. Indeed, the presence of words and books might have had value as much as the stan- dardized interpretation of them might have had. There are accounts, for instance, of spellers being used interchangeably with Bibles. It is certainly tempting to speculate upon young Booker being drawn to such public homage with no irony whatsoever.
The more precise the accounts of his encounters were, the more he had to attribute the interpretation of them to wonder, mystery, and drift. He pronounced his love for newspapers and admitted that he had to force himself to read novels.
His favorite books were invariably biographies. He speaks repeatedly about how he wishes study were more focused upon the lives of men like his revered General Armstrong. But the men and things to which he refers rarely demonstrate a grounded reality. His framing of the following story is of especial note because it highlights a frantic and self-conscious allegiance to the world of facts that undercuts his point.
He writes: To begin with it, he most obvi- ously walks us through his own manipulation and yet ultimate subservi- ence to the mechanistic signs on the clock. More important, though, is how the tale demonstrates a performativity of factual allegiance suppos- edly at the center of the social order. He asserts his own integrity by confessing his lies. He performs his signature honesty for his audience in revealing his boyish scheme. But he also reveals a completely unpersuasive allegiance to facts.
Yet it also demonstrates the vexed nature of a marginalized reader to a supposedly standardized and core text—that of the clock. His personal 9 a. On one hand he uses his story to show how he lied and faked facts—but his story nonetheless demonstrates a powerful and permanent disruption of the archetypal in- dustrial measure of labor.
Roger J. Bresnahan and Antonio T. It would have been the reputation of Washington himself that would have moved his book into the hands of his black audience. Whatever the cause for the sloppy text, it is notable that he still used an assistant for his second major iteration—Up From Slavery, written this time with the assistance of a white writer, Max Thrasher. He was certainly the overseer of his own work and most Washington scholars are fairly comfortable in as- serting that, as W.
Imagination may have been more important to Washington than he admitted. Further, it also works in conjunction with his willingness to revise and revisit his life—as he did in part even in his third major work, My Larger Education His memories were change- able, his stories ever alterable.
Another way we can understand his use of ghostwriters is to understand how it gave him leave to distance himself from the text. In this case, his distant authorship of the text means that he was dis- tant from the fact that it needed to be written at all. Distancing himself from his own text manifested itself in other ways as well. In Up From Slavery, he remarks: While initially it appears that this is a humble gesture of a plainspoken man who happily mangles formal rules in the pursuit of clear meaning, we cannot forget that this observation appears in the printed text of a meticulously edited and overseen ghost-written memoir.
He performs in print a disregard for the rules of language when they are ephemerally oral, but bows to their power when printed. Surely the circu- larity of this reasoning suggests, again, a sense of himself as constructed by a dismantled language—one with contradictory rules he can only ges- ture at mastering. Not the rules of grammar and spelling, mind you, but the rules about language having a supposed correlation with reality. In his textual presentation of an adult self, he resists his own mar- ginality, but it emerges time and time again.
And yet, he cannot seem to pull back from it. And yet it also allows him to see, however reluctantly, that the center in which he has in- vested so much cannot hold. For a man seemingly grounded in the world of facts, the world of ma- teriality, and above all the world of pragmatic anti-intellectualism, Wash- ington was surprisingly drawn to a world of slippage, challenges, and a reluctant consciousness of the perpetual deferment of clarity.