Mr. Washington distinctly asks that black people give up, at least for the present, three things,—
First, political power,
Second, insistence on civil rights,
Third, higher education of Negro youth,—and concentrate all their energies on industrial education, and accumulation of wealth, and the conciliation of the South. This policy has been courageously and insistently advocated for over fifteen years, and has been triumphant for perhaps ten years. As a result of this tender of the palm-branch, what has been the return? In these years there have occurred:
1. The disfranchisement of the Negro.
2. The legal creation of a distinct status of civil inferiority for the Negro.
3. The steady withdrawal of aid from institutions for the higher training of the Negro.
These movements are not, to be sure, direct results of Mr. Washington's teachings; but his propaganda has, without a shadow of doubt, helped their speedier accomplishment. The question then comes: Is it possible, and probable, that nine millions of men can make effective progress in economic lines if they are deprived of political rights, made a servile caste, and allowed only the most meager chance for developing their exceptional men? If history and reason give any distinct answer to these questions, it is an emphatic NO.
What does DuBois conclude is the cause of economic progress?
a) People must be given political rights, civil rights, and an education.
b) People must resolve their discrepancies with each other first and foremost.
c) By improving industry, people can accumulate more wealth, which drives economic progress.
d) People must be ready to say NO when necessary.
So for Institutions, like individuals, are properly judged by their ideals, their methods, and their achievements in the production of men and women who are to do the world's work.
One school is better than another in proportion as its system touches the more pressing needs of the people it aims to serve, and provides the more speedily and satisfactorily the elements that bring to them honorable and enduring success in the struggle of life. Education of some kind is the first essential of the young man, or young woman, who would lay the foundation of a career. The choice of the school to which one will go and the calling he will adopt must be influenced in a very large measure by his environments, trend of ambition, natural capacity, possible opportunities in the proposed calling, and the means at his command.
In the past twenty-four years thousands of the youth of this and other lands have elected to come to the Tuskegee Normal and Industrial Institute to secure what they deem the training that would offer them the widest range of usefulness in the activities open to the masses of the Negro people. Their hopes, fears, strength, weaknesses, struggles, and triumphs can not fail to be of absorbing interest to the great body of American people, more particularly to the student of educational theories and their attendant results.
Why does Washington think thousands of young people have attended Tuskegee Institute since it opened?
a) They wanted to improve the economic situation of the black people.
b) They desired to become businessman and property-owners.
c) They felt a need to demonstrate the intelligence and reliance of the black people.
d) They sought receive training in useful, industrial activities.
A right is unenumerated if it is assumed to be a fundamental right. The correct option is C.
An unenumerated right refers to a right that is not explicitly listed or enumerated in the text of a constitution or legal document. Instead, it is considered to be a fundamental right that is inherent to individuals or societies. Unenumerated rights are often based on principles such as natural law or fundamental human rights.
In the context of the United States, the concept of unenumerated rights is associated with the Ninth Amendment to the U.S. Constitution. The Ninth Amendment states that the enumeration of certain rights in the Constitution should not be construed to deny or disparage other rights retained by the people.
Thus, the ideal selection is option C.
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The complete question might be:
A right is unenumerated if it is
A. listed in the Constitution.
B. interpreted by the Supreme Court.
C. assumed to be a fundamental right.
D. written as law by a state or federal agency.
Early Romantic music was influenced by the composer Ludwig van Beethoven.
Beethoven was a pivotal figure in the transition from the Classical period to the Romantic period of music. While he lived during the late Classical era, his compositions, especially his later works, foreshadowed the emotional and expressive characteristics that would become central to the Romantic musical style.
Beethoven's innovative use of harmony, expanded forms, and emotional depth paved the way for the Romantic composers who followed him. His music often conveyed intense emotions and a sense of individual expression, which became hallmarks of the Romantic era. Composers like Franz Schubert, Franz Liszt, and Hector Berlioz, among others, were directly influenced by Beethoven's works and contributed to the development of Early Romantic music.
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Ancient Egyptian civilization witnessed dramatic changes over time, experiencing different eras of development, such as the Old, Middle, and New Kingdoms. While it was somewhat patriarchal, Egypt nurtured respect for women's rights. Egyptians were polytheistic, not monotheistic.
The true statement about ancient Egypt from the options provided is: c. Egyptian civilization changed dramatically over time. There were distinct periods in Egypt such as the Old Kingdom, the Middle Kingdom, and the New Kingdom, each with significant changes in government, society and culture. The Old Kingdom was known for its pyramid-building era, the Middle Kingdom was a time of renewed strength and territorial expansion, while the New Kingdom was a period of reconquering lost territories and restoring Egyptian influence.
Regarding the other options, while ancient Egyptian society was largely patriarchal with a pharaoh as the ruler, it cannot be strictly termed patrilineal because of instances where women like Queen Hatshepsut and Cleopatra assumed power. As for option b, women in ancient Egypt were given considerable rights compared to their counterparts in other ancient societies. They could own property, get divorced and even rule as Pharaohs. As for d, ancient Egyptians were predominantly polytheistic, worshiping a diverse pantheon of deities rather than being dominated by a monotheistic religion.
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B. Good Neighbor
C. Monroe Doctrine
D. Manifest Destiny