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inia. His mother was a black slave of the plantation, while his father was thewhite slave owner. He grew up with his three brothers and sisters in a small cabin inthe plantation, doing hard wok all the day and having no opportunities to receiveeducation. It could be said that Booker T. Washington experienced a tough childhood.Then after the American Civil War ended, Booker T. Washington, his mother, hisbrothers and sisters were set free. They left the plantation and went to a small towncalled Melton in West Virginia where his stepfather worked. There his stepfatherfound a job in a salt factory for him. It was in the salt factory that Booker T.Washington knew the first number “eighteen”, which inspired his strong desire tolearn. Then he worked in the salt factory in the daytime and learned in a local blackschool in the evening.In the autumn, 1872, Booker T. Washington went to study in Hampton Normaland Agricultural Institute in Virginia, where he not only learned knowledge but alsogot to know Samuel Chapman Armstrong who was the founder and first headmasterof the Hampton Institute. Samuel Chapman Armstrong and his Hampton model hadgreat influence to Booker T. Washington’s later life.After three years study, Booker T.Washington graduated from Hampton and went back to Melton town to teach in alocal black school. He used his knowledge and experience learning in Hampton toteach black people and help them to form good life habits. In 1878, Booker T.Washington studied in Washing D.C. for eight months, which strengthened hisacclaim for the vocational education mode of Hampton Institute. In 1879, at theinvitation of Samuel Chapman Armstrong, Booker T. Washington came back toHampton Institute, taught Indian students and did some researches here. Later, hefounded night school in Hampton, which laid the foundation of Tuskegee nightschool.
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Chapter 3 The Models of Black Education.....37
3.1 Voluntary Separate Schooling.........37
3.2 Black Community education...........39
3.2.1 Du Bois’Acquaintance with Black Community Life....39
3.2.2 The Role of Black Community and Community-based Education.............40
Conclusion....42

Chapter Three The Models of Black Education

Du Bois devotes his whole life to pushing forward the development of blackeducation. He actively explores to find out the most suitable education for Americanblacks. However, in his exploration, Du Bois emphasizes much on theory, hencepeople sometimes tend to neglect how he addresses the implementation of hiseducational ideas. Therefore this chapter discusses Du Bois’ articulation of how topractice his educational thoughts. Basically, Du Bois takes two measures inimplementing black education.

3.1 Voluntary Separate Schooling
For a long time in America, black public schooling had been controlled bywhites, causing the quality of education to go down. Even in some colleges anduniversities where blacks were admitted in Northern America, it was impossible forthe blacks to be adequately educated due to racism. Under this circumstance,considering the conditions of racism in America, Du Bois proposed that blacksshould have a voice in their own schooling. He further argued that the inadequacy inblack education funding and discrimination curriculum provision were responsiblefor the problem in training black students. Therefore, Du Bois proposed that separateschooling was helpful in