Smarr Publishers
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A Student’s Companion to
Up from Slavery
by Robert W. Watson
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Up from Slavery / 1
Introduction to Up from Slavery
S
TARTING life as a slave on a Virginia plantation, Booker T.
Washington became the leading educator among black
Americans after the War against Southern Independence.
While his Christian faith helped give him his integrity and a
consuming passion for his mission, Washington was fortunate to
associate himself with men and women who shaped his thinking
and, more importantly, his character when he was a young man.
Washington exhibits everything that marked the true SouthernAmerican: innovation, determination, and self-reliance. The
recurring theme in his book, Up from Slavery, centers on the maxim
that when a person becomes the best at what he does, then he will
receive respect and honor. Certainly, Washington was the best at
encouraging and training thousands of men and women to be an
asset to society and to make their way in life. While his critics,
mostly from the Black socialist elite, claim that he was a tool of the white majority and that he
was hungry for power, Washington demonstrates an unselfish desire to be a blessing not only to
blacks, but to whites as well.
Most of the modern criticism of Washington uses modern standards to measure the man. The
American society that Washington worked in was quite antagonistic to the black race,
especially in the North. Indeed, after the war, avid abolitionists, such as James Russell Lowell,
believed that the first generation of ex-slaves was “dirty, lazy, and lying.” Many believed that
the ex-slaves were fit to be the peasantry of the South, but not of the North. As the editor of the
liberal Nation, E. L. Godkin wrote, “I do not see . . . how the negro [sic] is ever to be worked
into a system of government for which . . . I would have much respect.” Also, this period of
American history was the age of imperialism, with the belief that the non-whites of the world
were the white man’s burden. In light of all of this, what options did Washington have in order
to better the fortunes of his people?
Washington worked with the prevailing philosophies, not against them. So-called “free
market” capitalism (with some help from a corrupt central government) was king, and
Washington instilled into the minds and hearts of black Americans that one can rise above the
nastiness of the world. Washington himself was an example of a true success story. Yet his
success came as a result of his philosophy that success can only come when one fully commits
himself to helping others to succeed and to be happy. Politically, Washington believed that
education would help blacks to be more informed voters, rather than being pawns in a political
struggle.
Up from Slavery is written in very simple language. For this reason, this study guide is
unique since there are no vocabulary words or exercises with these lessons. Washington shows
well that even common vocabulary written in a simple style can be powerful when there is a
message to be given. The message here is that happiness comes only to that soul who serves
others to the best of his ability.
ROBERT W. WATSON
2 / Up from Slavery
Up from Slavery
Lesson One
1.1 Reading assignment: Up from Slavery, chapters 1–2
1.2 Recall Questions:
1. What does Washington know about his father?
2. Not only as a place to live, what other purpose does Washington’s living quarters serve on
the plantation?
3. When he was a boy, what did Washington sleep upon in the cabin?
4. Which task did Washington “dread” the most as a young slave?
5. According to Washington, what would be the same as entering paradise?
6. According to Washington, why did the white owners suffer more than the slaves when food
became scarce?
7. According to Washington, what torture was just as bad as having a tooth pulled?
8. Even though he legally did not have to pay his former master, what was the reason that the
ex-slave from Ohio offered for doing so?
9. Why was labor sought to be avoided by both slaves and masters?
10. After the slaves were freed, what two points were generally agreed upon by the slaves?
11. In what one respect was the cabin on the plantation better than the cabin in West Virginia?
12. What was Washington’s first book from which he read?
13. When a school opened in the Kanawha Valley, what disappointment does Washington
experience?
14. According to Washington, whenever a young black man sets out to do anything, what is the
presumption against him?
15. According to Washington, how is success measured?
Up from Slavery / 3
16. What does Washington say is the great human law, which is universal and eternal?
1.3 Critical Thinking:
 Even though Washington discusses a serious subject about his being a slave, explain how
the author injects humor into the narrative.
 Washington states that due to the slaves kindly and generous nature, the slaves were
genuinely grieved with the death of one their masters and of the wounding of two others.
Explain the Biblical principles that are suggested in this excerpt when those in bondage
show compassion to their masters or enemies.
 While he condemns slavery, explain how Washington sees God using slavery for the
betterment of the slaves.
 Why is freedom and liberty important? Even if everything is provided for a person’s quality
of life, why do men desire to be free and independent?
 Compare the institution of slavery found in the South with the concept of the modern
welfare state.
1.4 Bonus Thought:
 Garrison and Lovejoy: Washington refers to William Lloyd Garrison and Elijah P.
Lovejoy. Both men were newspaper editors and avid abolitionists. Indeed, Garrison started
the abolitionist movement in 1831 with publication of the first issue of the Liberator.
According to Garrison, the Constitution of the United States was “a covenant with death and
an agreement with hell.” As for Lovejoy, he met an untimely death when he was killed by
an anti-abolitionist mob in Alton, Illinois.
 Emancipation Proclamation: From the beginning of the War for Southern Independence,
abolitionists pressed President Lincoln for complete emancipation of the slaves. However,
Lincoln preferred a gradual release of slaves with compensation to the slave owners. The
Radical Republicans, on the other hand, did not wish to wait for the end of war, nor did the
idea sit well regarding paying the Southerners for their “property,” even though Northern
owners were paid for their slaves, which they sold to the South in the early nineteenth
century. Since he did not want to alienate his political party, Lincoln issued the
Emancipation Proclamation. The document merely freed the slaves who lived in states that
were “in rebellion against the United States.” The Proclamation was received with mixed
emotions in the North. Many believed that the war was no longer being fought to preserve
the Union, but to free the slaves. As a result of this perception, Lincoln lost much support,
because citizens in the North thought the shedding of blood was unjustified in order to
liberate the Negro “rabble.”
 Paroled Regiments: At the beginning to the war, the North would parole the enlisted men
in the Confederate army and would only hold the officers as prisoners. Once paroled, the
soldier was not to fight until after a period of ninety days. However, because most
Confederate soldiers returned to the fighting, the Union had to detain all prisoners in camps.
The South preferred to have a prisoner exchange; however, since the North had larger
human resources and could easily replace the casualties with fresh troops, exchanging of
prisoners would only benefit the South. Because of the North’s erection of prisoner of war
camps, the South retaliated with camps of its own in Andersonville, Georgia, and
Richmond, Virginia. The facility in Richmond was later moved to Macon, Georgia.
4 / Up from Slavery
Up from Slavery
Lesson Two
2.1 Reading assignment: Up from Slavery, chapters 3–4
2.2 Recall Questions:
1. What was the reason why most servants left the employ of Mrs. Ruffner after only being
hired for two or three weeks?
2. What incident happens to Washington that made him realize that the color of one’s skin
does make a difference?
3. What work does Washington perform in Richmond in order to earn enough money to buy
breakfast?
4. What “entrance test” does the head teacher give to Washington in order to determine
whether he was suitable to be a student at Hampton Institute?
5. According to Washington, what is the best education for any student?
6. What three advantages does Washington say are connected with bathing?
7. Why was Washington concerned about the clothing that he wore while at Hampton?
8. What was the “great and prevailing idea” that the students at Hampton seem to possess?
9. What does Washington try to sell in order to get money to travel during vacation?
10. During his second year at Hampton, Washington learns what lesson after observing the
unselfishness of the teachers?
11. According to Washington, what was the most important lesson did he learn during his
second year?
12. When Washington goes home for the summer, what was the reason for the salt-furnaces not
running?
13. When he returns to the school early, what lesson does Washington learn while working with
Miss Mackey?
Up from Slavery / 5
14. According to Washington, what item was among the “few single agencies of civilization
that are more far-reaching”?
2.3 Critical Thinking:
 What were the character traits that helped Washington to ensure his successful admittance
into Hampton Institute?
 Describe Washington’s thoughts about honesty, diligence, and unselfishness. Give
examples from the text.
 Explain what Washington means when he states that there is dignity in labor.
2.4 Bonus Thought:
 General Samuel C. Armstrong: Who was General Armstrong? Since this man clearly had
a tremendous influence on Booker T. Washington, we should know more about the man.
Armstrong was born in Maui, Hawaii, son of American missionaries. In 1860, Armstrong
left the islands in order to attend Williams College in Williamstown, Massachusetts.
However, when the war broke out, Armstrong accepted a commission as a captain in 125th
New York State Volunteers. Later, Armstrong was placed in command of the 8th Colored
Troops (Pennsylvania) of the Second Brigade, Second Division, XXV Army Corp.
Armstrong molded his black troops into an effective fighting force that was decorated for its
bravery, and he was promoted to brigadier general. After the war, Armstrong became an
agent for the Freedmen’s Bureau. The assignment took the general to Hampton, Virginia,
where he was in charge of a camp of freed, but homeless, ex-slaves. After convincing
several Christian missionary societies for the need of technical training for the blacks,
Armstrong founded Hampton Normal and Industrial Institute, where Washington attended
as a student and instructor.
 Ku Klux Klan: After the war, the whites in the South were denied the right to vote and to
hold political offices. The Union military commanders had total dictatorial powers over the
defeated South, and the citizens were oppressed greatly by black office holders and
Northern opportunists. Therefore, in 1866, in order to restore whites to political leadership,
Confederate General Nathan Bedford Forrest organized the original Ku Klux Klan, which
began as a social club for ex-Confederate soldiers. During the war, Forrest was a brilliant
military commander, who structured his cavalry more like a mounted infantry, in that each
man in his command was to carry a rifle and two pistols. With his leadership abilities,
Forrest waged a clandestine campaign against black army troops and the Union League, and
maintained a semblance of order in much of the lawless South. The Klan’s efforts
succeeded in restoring the government to white control in Tennessee, Georgia, and North
Carolina. However, many non-Klansmen donned the notorious white sheets and hoods in
order to terrorize black civilians, which often ended with murder. Due to the violence,
Forrest ordered the disbanding of the KKK in 1869. In 1870, the Supreme Court ruled the
KKK to be unconstitutional, but by this time, the first Ku Klux Klan had disappeared.
 The Conversion of Nathan Bedford Forrest: Forrest was a rough and tumble man who
received, if not admiration, at least fear from his men. One of the young men who served
with Forrest during the war went to Texas after the conflict. Here Raleigh R. White
preached the Gospel and organized churches. However, while ministering in Texas, White
kept thinking about General Forrest and could not have any peace until he went to see his
old commander. Therefore, White travels to Memphis to find the general in order to present
to him the Gospel. White does find Forrest, and much to his joy, the general was receptive
6 / Up from Slavery
to the Gospel and accepted Jesus Christ as his Savior. The story of General Forrest’s
salvation experience is recorded in the following books: A Battle from the Start by Brian
Steel Wills, General Forrest by J. Harvey Mathes, and First with the Most by Robert S.
Henry.
Up from Slavery / 7
Up from Slavery
Lesson Three
3.1 Reading assignment: Up from Slavery, chapters 5–7
3.2 Recall Questions:
1. According to Washington, what did most of the former slaves believe an education entitled
them to be exempt from?
2. As soon as the blacks received a little education, what professions did they pursue?
3. What temptation does Washington successfully withstand in order he might be more
effective in education?
4. What does Washington believe is the political solution to the race problem?
5. According to Washington, with what did the citizens of every successful nation always
begin?
6. What three things did Washington believe were more important than having political
power?
7. Regarding its students, what is unique about the educational philosophy at Hampton
Institute?
8. What position at Hampton Institute was offered to Washington and which he accepted?
9. What is Washington’s test for one who would claim to be gentleman?
10. What nickname did Washington call the class of the night school?
11. What is Washington’s definition of the “Black Belt”?
12. While Washington does not find a building or equipment in Tuskegee, what does he find?
13. Washington makes the allusion that his task at Tuskegee was like “making bricks without
straw.” What is the source of this allusion?
14. Instead of growing vegetables, what did the rural blacks grow?
8 / Up from Slavery
3.3 Critical Thinking:
 Washington remarks that the freed slaves depended upon the Federal government for
everything. Explain how Washington criticizes the government’s lack of foresight regarding
the freedom of the slaves.
 Compare and contrast the kind of education offered by the two schools in Hampton and
Washington, D.C. Which school do you think offered the better education?
 Washington mentions that education must be on a solid foundation. In your opinion, what
should this foundation be that all of education should sit upon?
 Explain why the black students for the most part accepted and helped the Indian students.
3.4 Bonus Thought:
 Normal School: A normal school is an institution that trains teachers, primarily for the
elementary grades.
 Anecdotes: An anecdote is a story that is used to illustrate a point. Washington is a master
with providing examples of anecdotes that capture the reader’s attention and interest.
Up from Slavery / 9
Up from Slavery
Lesson Four
4.1 Reading assignment: Up from Slavery, chapters 8–10
4.2 Recall Questions:
1. Why were many whites concerned about educating blacks?
2. What were the prerequisites for the students who entered the first class at Tuskegee, and
what was the occupation of the majority?
3. Since many of the students came from rural communities, what was Washington careful
about the students’ education?
4. How does Washington obtain the $250.00 in order to buy the available land for the
institute?
5. How does Washington get his reluctant students to clear the land for a crop?
6. Why does Washington state that the sacredness of the Christmas season was almost lost?
7. How does Washington get the whites to change their attitude in favor of the school?
8. What was the first animal that was donated to the school?
9. Regarding the placing of the cornerstone, what were both races anxious to do?
10. What did Washington hope to gain for the students who built their own buildings?
11. According to Washington, what was the most trying regarding construction?
12. What does Washington pawn in order to get $15.00?
13. According to Washington, who will make his way in life?
14. When Washington reflected upon the past and about the growth of the school, what was he
glad about?
4.3 Critical Thinking:
 While education is admirable, explain what Washington believes is more important than
mere book learning.
10 / Up from Slavery
 Washington remarks that Tuskegee Institute taught the students the “proper observance” of
Christmas. What is the “proper observance” of Christmas? How does your family observe
Christmas?
 Washington remarks that a goal of the Tuskegee Institute was to train teachers who would
bring new ideas into the intellectual, the moral, and the religious life of the people. Should
this goal be the role of the teacher? Why or why not?
 Explain what Washington means when he states that he wanted students to learn to love
work for it own sake.
4.4 Bonus Thought:
 Thomas Carlyle and the Dignity of Labor: Thomas Carlyle led the way with English
transcendentalism, while greatly influencing both Alfred, Lord Tennyson and Charles
Dickens. Apparently, Booker T. Washington was influenced by Carlyle’s writings also.
Carlyle believes that rationalism removes not only the feelings of human emotional
attachment, but the faith in religion as well. Therefore, Carlyle distrusts rationalism and has
faith in intuition. According to Carlyle, in order to communicate with nature, individuals
must work. In his book, Past and Present, Carlyle states in chapter 11, “The latest Gospel in
this world is, Know thy work and do it. ‘Know thyself’: long enough has that poor ‘self’ of
thine tormented thee; thou wilt never get to ‘know’ it, I believe! Think it not thy business,
this of knowing thyself; thou art an unknowable individual: know what thou canst work at;
and work at it, like a Hercules! That will be thy better plan. . . .Blessed is he who has found
his work; let him ask no other blessedness. He has a work, a life-purpose; he has found it,
and will follow it!”
Up from Slavery / 11
Up from Slavery
Lesson Five
5.1 Reading assignment: Up from Slavery, chapters 11–12
5.2 Recall Questions:
1. When General Armstrong visited Tuskegee, what does Washington learn about the
General’s character, which he did not know before.
2. According to Washington, to whom is credit given for introduction the concept of technical,
or industrial, education?
3. In order to have better relations with labor, what does Washington suggest owners and
officers of companies should do?
4. The first mattresses at Tuskegee were stuffed with what material?
5. According to Washington, if a student came to Tuskegee with nothing else, the student
would bring at least what item?
6. What was the name of the new dormitory that was to be built on the campus?
7. What was General Armstrong’s advise to Washington concerning public speaking?
8. What are the two rules that Washington establishes for “begging”?
9. What must you do in order to be successful?
10. While Washington says that soliciting money is physically and mentally tiring, what
compensation does he say this activity have?
11. Nothing worth having comes to anyone except by what?
5.3 Critical Thinking:
 Washington states that great men cultivate love and that small men cultivate hatred. Other
than love, what other qualities do great men cultivate?
 The rules at Tuskegee seemed strict and at times very demanding. Explain the necessity for
rules in a society, whether in a family, a school, or a country.
12 / Up from Slavery
 As you have read today, Washington needed a lot of donations in order to finance new
buildings and daily operations. Today, with the exception of very few colleges, all
institutions of higher learning are dependent upon money from civil governments in order to
continue. Explain the dangers of relying upon public funds rather than private funds for
education.
 Washington seems to have an optimistic view in that he believes American society is
becoming more generous and less stingy. Is Washington correct as a prophet? During the
twentieth century, was American society generous? In what ways have the United States
been generous as a country and as individual citizens?
5.4 Bonus Thought:
 Philanthropy and Misanthropy: The word philanthropy comes from the Greek word
philanthropos, which means humane or benevolent. This Greek word in the combination of
philo- (love) and anthropos (man). Therefore, philanthropy is the effort to increase the wellbeing of human beings. On the other hand, misanthropy is the opposite of philanthropy. The
Greek word, misos, means hatred. Therefore, misanthropy is a hatred for mankind.
Up from Slavery / 13
Up from Slavery
Lesson Six
6.1 Reading assignment: Up from Slavery, chapters 13–14
6.2 Recall Questions:
1. For what reason was the night school established at Tuskegee?
2. While academic and industrial instruction were stressed at Tuskegee, what other instruction
was not neglected?
3. Rather than talk about doing things, what did Washington prefer to do?
4. What analogy does Washington compare someone who tries to stop the onward progress of
the world?
5. What was the stipulation for Washington when he was invited to speak at the Christian
Worker’s meeting in Atlanta, Georgia?
6. While Washington spoke to white audiences to solicit funds for the school, what topic did
he speak about to black audiences?
7. In the Negro exhibit at the Cotton States Exposition, which two organizations had the best
exhibits?
8. Why was Washington’s invitation to speak at the Cotton States Exposition such a
momentous event?
9. What does Washington do before giving a speech before an audience?
10. According to Washington, in what were blacks given an equal opportunity in the South?
11. How does Washington describe the blacks to the white Southerners?
12. What analogy does Washington use to illustrate that even though the social lives of whites
and blacks are separate, nevertheless, as a unit, the races can progress together?
13. According to Washington, what is more important than equality under the law?
14 / Up from Slavery
14. Why does Washington refuse the offers to be hired by the speaker bureaus?
15. Why was Washington impressed with President Cleveland?
16. What is Washington’s definition of narrow people?
17. What was the result of Washington’s writing an article about the black ministry?
6.3 Critical Thinking:
 Washington states that he delivered a speech that praised the whites in the South for their
support of Tuskegee Institute. Can any good thing ever be accomplished through bitterness?
What does the Bible teach about our words to others?
 Explain Washington’s views about how a man gains respect even from his enemies?
 Washington offers sound advice about speaking in public. Regarding speaking to an
audience, what can you learn from Washington’s approach to public speaking?
 Explain how the anecdote about fresh water at the beginning of the speech is appropriate.
What does the casting down the bucket represent?
 Washington seems to suggest that political life is at the top of the social order. Do you
agree? Why or why not?
 Explain how Washington tailors his address for the blacks, Southern whites, and Northern
whites without antagonizing any one of these groups.
 Washington states that “The enjoyment of all the privileges that will come to us must be the
result of severe and constant struggle rather than of artificial forcing.” Explain how this
philosophy goes counter to current federal policy. Is “artificial forcing” ever a good policy,
even if the end is noble? Consider the use of forcing people against their will in actions such
as the Inquisition.
 Washington states that time will vindicate the person who speaks the truth but is condemned
at first for the honesty. Have you ever been criticized for something that you know was the
right thing? Is it ever proper to give in to public pressure? Can you cite examples in your
life when people gave into public sentiment even though they were right?
 A good public address will always have a balance between logic and emotion. Explain how
Washington balances these elements in his speech.
 Discuss Washington’s opinion regarding the right to vote.
6.4 Bonus Thought:
 Washington vs. Du Bois: At first, Booker T. Washington was the hero of the black race,
but today he is looked upon as an “Uncle Tom” and a traitor to blacks. As you have already
read, Washington believed that “accommodationism” was the way to solve the race problem
in the United States. By becoming the best in trades and manual skills, black Americans
would become valuable assets to white American society. As they achieve more wealth and
property, blacks would finally gain the respect of others and would fully integrate into
American life. For this policy, Washington was attacked, not by the masses of blacks, but
Up from Slavery / 15
by the elitists among the blacks who were of the well-educated and professional class.
Without doubt, Washington’s greatest opponent was William Edward Burghardt Du Bois.
W. E. B. Du Bois basically worked towards racial solidarity and separation from white
society in order to identify with African culture. Even today, these same issues continue to
divide black Americans both as a collective and as individuals. The race problem centers on
this contradiction: one cannot be both an integrationist and a separatist at the same time.
 National Association for the Advancement of Colored People (NAACP): In 1903, W. E.
B. Du Bois wrote his book, The Souls of Black Folks, to offer a critique of the
accommodationism supported by Washington. With his writing of this book and with his
more forceful demand for a recognized, privileged status for Negroes, Du Bois became the
national leader for Black Americans. In 1909, with the help of wealthy white American
socialists, the NAACP was formed of which Du Bois became the editor of the
organization’s paper, the Crisis. But Du Bois later in life embraces Marxism, renounces the
United States forever, goes to Africa, and dies as an African citizen in 1963.
 Gewgaw: A gewgaw is a small, decorative ornament that is of very little value; in other
words, a gewgaw is a worthless trinket.
 The Use of Humor in Public Speaking: Washington’s speech is a model example of
public speaking. While he does not avoid humor (“Starting thirty years ago with ownership
here and there in a few quilts and pumpkins and chickens (gathered from miscellaneous
sources)”), Washington does not begin his speech with humor in order to “break the ice.” It
is pathetic to see speakers and preachers using bad taste by beginning their discourses with a
string of bad jokes. Do not steal people’s time by trying to be funny. Begin your speech
without humor and delivery your message with conviction from the soul and heart.
16 / Up from Slavery
Up from Slavery
Lesson Seven
7.1 Reading assignment: Up from Slavery, chapter 15
7.2 Recall Questions:
1. While Washington is speaking, which individual is he able to pick out of the audience?
2. What is the most important element in speaking in public?
3. According to Washington, what does the average audience want to hear rather than
generalizing or moralizing?
4. Washington states that a charge was made against black women. What was this charge?
5. According to Washington’s argument, if any black is willing to die for his country, then he
should be allowed to do what?
6. According to Washington, what do “cranks” always offer him?
7. Regarding time management, what is Washington’s maxim?
8. How does Washington ensure “closure” in order to start each day as a new one, and what is
the one exception to this rule?
9. What is Washington’s favorite kinds of books, and who is his “patron saint” in literature.
10. What two things does Washington enjoy doing with his family?
11. What is Washington’s reason for not having an interest in games?
7.3 Critical Thinking:
 James Creelman states in his speech that Washington was “surrounded by the men who
once fought to keep his race in bondage.” Is Creelman guilty of misinformation? Is this
Washington’s view? Was the reason for the War for Southern Independence one of keeping
slavery a way of life? What arguments can be offered that the blacks were enslaved more
cruelly by the federal government after the war?
Up from Slavery / 17
7.4 Bonus Thought:
 Henry Grady: In 1886, to an audience of about 300 business men of the New England
Society in New York City, Henry Grady delivered a significant speech, “The New South.”
Grady’s purpose of the speech was to attract new capital to the South for its destroyed
industries. Grady states in this speech, “The old South rested everything on slavery and
agriculture, unconscious that these could neither give nor maintain healthy growth. The new
South presents a perfect democracy, the oligarchs leading in the popular movement—a
social system compact and closely knitted, less splendid on the surface, but stronger at the
core—a hundred farms for every plantation, fifty homes for every palace—and a diversified
industry that meets the complex need of this complex age.” Grady merely tells the Northern
business men what they wanted to hear. The industrialized masses will profit at the expense
and to the hurt of the rural classes within the society. Grady represented the new class of
scalawags, who desired money over cultural and religious tradition.
 Colonel Robert Gould Shaw: While citizens in Boston may have known who Colonel
Shaw was in Washington’s day, many people today have no clue. Shaw was the son of
prominent Boston abolitionists. When the war broke out, Shaw was commissioned as a
captain in the 2nd Massachusetts Regiment. Later, in 1863, shortly after the Emancipation
Proclamation, Massachusetts was the first state to muster a regiment of black troops. This
regiment was called the 54th Massachusetts Infantry Regiment. The governor of the state
placed Shaw in command of the regiment. When word came to the South about the black
regiment, the Confederate Congress proclaimed that blacks in military uniform who were
captured would be sold as slaves, and the white officers of such regiments would be
executed. The South never followed through with this threat, but nevertheless the threat put
a chilling effect upon recruiting blacks into the Union army.
Shaw’s colored regiment distinguished itself in Charleston, South Carolina, when the
regiment with Colonel Shaw, leading his men, tried to capture Fort Wagner unsuccessfully.
Colonel Shaw was killed during this battle. Of the 600 men who charged the fort, 281
soldiers were casualties to the conflict. The 54th Mass. Infantry participated in battles in
Florida and Georgia as well. Unfortunately, colored regiments as well as Irish and German
troops were often used first in engagements against the Confederates and suffered high
casualties. Only then were “American” troops used when the Confederates had nearly
exhausted their ammunition on the “cannon fodder.”
18 / Up from Slavery
Up from Slavery
Lesson Eight
8.1 Reading assignment: Up from Slavery, chapters 16–17
8.2 Recall Questions:
1. In connection with the school, what is Washington’s “keenest regret”?
2. What point was made to Washington that finally made him to concede to the wishes of his
friends and take a trip to Europe?
3. According to Washington, what is the key to the future of the black race?
4. According to Washington, in what point were black Americans superior to the French?
5. While in England at a reception hosted by the Ambassador, what famous American author
does Washington meet for the first time?
6. After talking with Sir Henry Stanley, Washington becomes convinced that one option will
not improve black Americans. What was this option that was popular shortly after the War
between the States?
7. What was the greatest surprise that ever happened to Washington?
8. Which president of the United States visited Tuskegee Institute?
9. How does Washington control the “mischief” among the large student body?
10. What subject does Washington bring before the South and the rest of the United States
through the mass media?
8.3 Critical Thinking
 Washington states that he was treated with great respect and cordiality on board the ship
while going to Europe. Do you think that this respect is because Washington was wellknown and popular? How do you think he would have been treated if he were unknown?
Should politeness and courtesy from others depend upon your wealth or popularity?
 Explain Washington’s view that individuals cannot ever be happy unless they “assist in
making some one else more useful and more happy.”
Up from Slavery / 19
 When Washington stated that Harvard University was solving the race problem “not by
bringing itself down, but by bringing the masses up,” has this statement become a reality?
Why or why not?
 Washington emphasizes that his life’s work was Tuskegee Institute. Explain how Up from
Slavery not only is an autobiography, but is another way to promote the work of the school
as well.
8.4 Bonus Thought

Henry Ossawa Tanner: Washington mentions Henry O. Tanner in today’s reading. As you
have learned, Tanner was an artist, who studied for two years under Thomas Easkins at the
Pennsylvania Academy of Fine Arts, Philadelphia. During his studies, Tanner was the only
black student. Later, Tanner gets a position as a teacher at Clark University in Atlanta,
Georgia. After he sold a collection of his paintings to Bishop Hartzell of Cincinnati, Tanner
goes to France where he studied at the Académie Julian in Paris. Tanner’s best known
paintings include “Daniel in the Lion’s Den,” “The Raising of Lazarus” (which the French
government purchased), “Nicodemus Visiting Jesus,” and “Abraham’s Oak.” After his
death in France, Tanner declined in popularity until 1969. At this time, the Smithsonian
Institution in Washington, D.C., exhibited many of his paintings, which marked the first
time a black American artist had a solo exhibition.
20 / Up from Slavery
Answer Keys to Up from Slavery
Lesson 1
1. Washington knows only that he was perhaps a white man who lived nearby.
2. The quarters served as the kitchen.
3. Washington slept upon old rags, which were placed on the bare, dirt floor.
4. Washington dreaded taking the corn to the mill to be ground.
5. Washington thought that entering a classroom to study would be the same as entering
paradise.
6. The slaves were used to a diet of corn bread and pork (all supplied by the plantation), but the
whites were deprived of luxuries such as coffee and sugar.
7. Washington states that the wearing of flax shirt was the worst torture.
8. The man could not enjoy his freedom if he did not fulfill his promise.
9. Labor was viewed a degrading.
10. The slaves should change their names and leave the plantation for awhile to experience their
freedom.
11. Washington states that the cabin on the plantation allowed his family to pure air to breath.
12. The book was Webster’s “blue-back” spellingbook.
13. His stepfather needed Washington’s income more than the young man going to school.
14. The presumption is the young man will fail.
15. Success is measured by the obstacles which one has to overcome while trying to succeed.
16. The law is an individual’s merit in the long run will be recognized and rewarded.
Lesson 2
1. Apparently, Mrs. Ruffner was “too strict.”
2. Washington was traveling to Virginia and was refused a place to stay in a hotel.
3. Washington helps to unload a cargo ship.
4. Washington was assigned to sweep the floor in an adjoining room.
5. A student receives the best education whenever he comes into contact with great men and
women.
6. The three advantages are keeping the body healthy, inspiring self-respect, and promoting
virtue.
7. General Armstrong inspected the young men’s clothing for cleanliness.
8. The students were wanting to use their education to help others at home.
9. Washington tries to sell a old, second-hand coat.
10. Washington learns that the happiest people are those who do the most for others.
11. Washington learns the value of the Bible.
12. The workers were on strike.
13. Washington learns that there is dignity in labor, regardless of one’s social status.
14. This item is the tooth brush.
Lesson 3
1. The blacks believe that an education exempted them from the hardships of the world and
manual labor.
2. They either became teachers or preachers.
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3.
4.
5.
6.
7.
Washington was tempted like so many blacks to run for political office.
Each state must establish fair laws regarding the right to vote.
The citizens began by tilling and planting the soil.
These three things were education, industry, and property.
Each student is an individual with unique needs. Students are not to be molded in the same
way as in the past.
8. Washington became an instructor and “house father” to Indian students.
9. A gentleman would treat the member of a less fortunate race with same respect as his own
race.
10. Washington called the class the “Plucky Class.”
11. The Black Belt began as a term that described the soil of the region, but later the term
referred to the number of African slaves that were employed to work the farms and
plantations.
12. Washington finds hundreds of earnest souls who wanted an education.
13. The allusion comes from the Hebrew slaves having to make bricks for Pharaoh.
14. The blacks tried to grow as much cotton as possible.
Lesson 4
1. The whites thought that the blacks would become less valuable in domestic work with the
more education they received.
2. The students had to be over 15 years of age and had to have some prior schooling; most were
school teachers.
3. Washington wanted not to educate the students out of a sympathy for the soil.
4. General J. F. B. Marshall lends the money to Washington.
5. Washington sets the example by helping with the clearing.
6. The custom was for everyone to get drunk and to cause a lot of commotion.
7. Washington showed that the students would be a part of the community and that they would
benefit everyone, regardless of race.
8. The animal was an old blind horse.
9. Both whites and blacks were wanting the privilege to place some memento under the stone.
10. The students would learn civilization, self-help, and self-reliance.
11. Washington had difficulty making bricks.
12. Washington pawns his watch.
13. The individual who offers a product or a service that people want.
14. Washington was glad that he and the students had to struggle.
Lesson 5
1. The General was very interested in the welfare of the Southern whites.
2. The concept is credited to General Armstrong.
3. The management should get closer to the employees, to consult and advise them, and to let
them feel a common interest in the business.
4. The stuffing was pine straw.
5. The student would have a tooth brush.
6. The name was after the state, Alabama Hall.
7. “Give them an idea for every word.”
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8. Do all you can do to make the work known to other people, and do not worry about the
results.
9. You must forget yourself and lose yourself in a great cause.
10. Washington has the opportunity to study human nature to meet the best people in the world.
11. Nothing comes by luck; it comes by hard work.
Lesson 6
1. The night school were fore students who had to work during the day in order to pay for their
education.
2. Instruction in the Christian religion.
3. Washington preferred to do things, or to be a “doer,” making things happen.
4. Washington states that stopping progress is the same as throwing oneself in front of a train in
order to stop it.
5. Washington was permitted to speak for only five minutes.
6. Washington stressed the importance of technical training as well as the importance of
academic and religious training.
7. The two organizations were Tuskegee and Hampton Institutes.
8. This address would be the first time a black man spoke on the same platform with Southern
whites on a national occasion.
9. Washington asks God to bless his efforts.
10. The blacks would distinguish themselves in the commercial enterprises in the South.
11. Washington reminds the whites that the blacks
12. are faithful, unresentful, and law-abiding people.
13. Washington uses the fingers as separate units, but the hand as working together.
14. Washington states that being prepared to exercise the equality is more important.
15. Washington’s life work was for Tuskegee and for the advancement of blacks and
Washington did not what to put a commercial price on his speaking.
16. Mr. Cleveland showed simplicity, greatness, and honesty.
17. Narrow people think of themselves only, never read good books, never travel, or open their
souls to contact other souls.
18. At first, Washington was condemned for his remarks, but later the black churches began to
purge the ministers and replacing them with better men.
Lesson 7
1. The individual who is cold and not receptive to his message at first.
2. The message must come from the soul.
3. Audiences want to hear concrete facts told in an interesting way.
4. The charge was made that 90 percent of black women were not virtuous.
5. The man should be allowed to live for his country.
6. The cranks will offer a solution to the race problem.
7. “Do not do that which others can do as well.”
8. Washington clears his desk every day before the end of day; the one exception is whenever
Washington has a difficult decision that is emotional, in which case he will sleep on it, or
talk it over with family and friends.
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9. Washington favors biographies, and Abraham Lincoln is the one he admires most in
literature.
10. Washington enjoys reading stories with his family, and he enjoys spending time in natural
surroundings.
11. As a slave boy, Washington did not have the opportunity to indulge in playing games.
Lesson 8
1. Washington regrets that he has not had more time to devote to his family.
2. Washington was informed that money for the operation of the school would be provided.
3. Washington believes that blacks must make their contribution to society to be so important,
that life would be measurably worst without the talents and skills of black Americans.
4. The blacks showed more kindness to animals.
5. Washington meets Mark Twain.
6. The option was for blacks to emigrate to Africa.
7. Washington received an honorary degree from Harvard University.
8. The president was William McKinley.
9. The students are selected from those who truly want an education, and everyone is kept busy.
10. The problem with lynching in the South.
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