Carter G. Woodson Quotes
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For me, education means to inspire people to live more abundantly, to learn to begin with life as they find it and make it better.
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The Negroes are facing the alternative of rising in the sphere of production to supply their proportion of the manufacturers and merchants or of going down to the graves of paupers.
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This assumption of Negro leadership in the ghetto, then, must not be confined to matters of religion, education, and social uplift; it must deal with such fundamental forces in life as make these things possible.
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The same educational process which inspires and stimulates the oppressor with the thought that he is everything and has accomplished everything worth while, depresses and crushes at the same time the spark of genius in the Negro by making him feel that his race does not amount to much and never will measure up to the standards of other peoples.
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This crusade is much more important than the anti- lynching movement, because there would be no lynching if it did not start in the schoolroom.
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The large majority of the Negroes who have put on the finishing touches of our best colleges are all but worthless in the development of their people.
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They still have some money, and they have needs to supply. They must begin immediately to pool their earnings and organize industries to participate in supplying social and economic demands.
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And thus goes segregation which is the most far-reaching development in the history of the Negro since the enslavement of the race.
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If you can control a man's thinking you do not have to worry about his action. When you determine what a man shall think you do not have to concern yourself about what he will do. If you make a man feel that he is inferior, you do not have to compel him to accept an inferior status, for he will seek it himself. If you make a man think that he is justly an outcast, you do not have to order him to the back door. He will go without being told; and if there is no back door, his very nature will demand one.
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The oppressor has always indoctrinated the weak with his interpretation of the crimes of the strong.
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In fact, the confidence of the people is worth more than money.
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The present system under the control of the whites trains the Negro to be white and at the same time convinces him of the impropriety or the impossibility of his becoming white... the Negros will have no outlet but to go down a blind alley, if the sort of education which they are now receiving is to enable them to find the way out of their present difficulties.
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The so-called modern education, with all its defects, however, does others so much more good than it does the Negro, because it has been worked out in conformity to the needs of those who have enslaved and oppressed weaker peoples.
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If the Negro in the ghetto must eternally be fed by the hand that pushes him into the ghetto, he will never become strong enough to get out of the ghetto.
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The strongest bank in the United States will last only so long as the people will have sufficient confidence in it to keep their money there.
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The different ness of races, moreover, is no evidence of superiority or of inferiority. This merely indicates that each race has certain gifts which the others do not possess.
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Even schools for Negroes, then, are places where they must be convinced of their inferiority.
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The mere imparting of information is not education.
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The author takes the position that the consumer pays the tax, and as such every individual of the social order should be given unlimited opportunity to make the most of himself.
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If you teach the Negro that he has accomplished as much good as any other race he will aspire to equality and justice without regard to race. Such an effort would upset the program of the oppressor in Africa and America. Play up before the Negro, then, his crimes and shortcomings. Let him learn to admire the Hebrew, the Greek, the Latin and the Teuton. Lead the Negro to detest the man of African blood--to hate himself.
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History shows that it does not matter who is in power or what revolutionary forces take over the government, those who have not learned to do for themselves and have to depend solely on others never obtain any more rights or privileges in the end than they had in the beginning.
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What we need is not a history of selected races or nations, but the history of the world void of national bias, race hate, and religious prejudice.
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Those who have no record of what their forebears have accomplished lose the inspiration which comes from the teaching of biography and history.
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It may be well to repeat here the saying that old men talk of what they have done, young men of what they are doing, and fools of what they expect to do. The Negro race has a rather large share of the last mentioned class.