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The
Brownies' Book
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Appropriating Change Through the Brownies' Book
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As
a very small child growing up in Great Barrington, Massachusetts,
W.E.B. DuBois remained ignorant of the "Negro problem" that
paralyzed the nation socially, politically, and economically in the
late nineteenth century. However, on entering school, he experienced
the suffering of young African Americans first-hand. In the first
chapter of The Souls of Black Folk, he writes, "I remember
well when the shadow swept across me." His class had begun exchanging
visiting cards, and a little white girl refused his card. DuBois explains
this jolting awareness of his place in the world: "Then it dawned
upon me with a certain suddenness that I was different from the others;
or like, mayhap, in heart and life and longing, but shut out from
their world by a vast veil" (Souls 10). He aspired to
the same life as his white classmates but suddenly felt shut out from
that world. DuBois earned his way to Fisk, then Harvard, and even
studied in Europe, and, along the way, he learned to walk on both
sides of this veil. He could appreciate, for example, the distinctly
Negro legacies of slavery and sorrow songs. He could confidently engage
white academia in their own discourse, and even manipulate these to
further his own purposes. He could not, however, join the white table
for dinner, and, so, he also realized, the road was a lonely one (Souls
48). |
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Thus DuBois
embarked on a mission of racial uplift that called for the most
exceptional of his race to lead the lower portion by their example.
He called this group "the Talented Tenth," and in an essay
of the same title, he declares: "The Negro race, like all races,
is going to be saved by its exceptional men. The problem of education
is
the problem of developing the Best of this race that may guide the
Mass away from the contamination and death of the Worst in their
own races" (33). He extols the accomplishments of Phillis Wheatley,
Benjamin Banneker, Frederick Douglass, Alexander Crummell, and others
who achieved greatness despite the crushing weight of white rule.
He claims that neither slavery nor lynching nor the raping of black
women by white men could break the spirit of "manhood and chastity
and aspiration from black folk. A saving remnant continually survives
and persists, continually aspires, continually shows itself in thrift
and ability and character. Exceptional it is to be sure, but this
is its chiefest promise; it shows the capability of Negro blood,
the promise of black men" (44). This remnant, however, bore
the responsibility of raising up his brethren for, DuBois insists,
"
it is, ever was and ever will be from the top downward
that culture filters. The Talented Tenth rises and pulls all that
are worth saving up to their vantage ground" (45). This program
of education and uplift, in DuBois' vision, extended beyond the
classroom, and he also demanded increased appreciation for the black
family. In "The Talented Tenth," he concedes"that
[the Negro people] have no traditions to fall back upon, no long
established customs, no strong family ties, no well defined social
classes. All these things must be slowly and painfully evolved"
(54). He goes on to claim that "
human education is not
simply a matter of schools; it is much more a matter of family and
group life--the training of one's home, of one's daily companions,
of one's social class" (61).
DuBois, in fact,
invoked the popular theory of eugenics to reconcile his position
as "an elite, yet paradoxically, representative" black
man (English 296). Biology made him, and it could also produce a
cadre of black middle class families. His call to recognize the
black family, then, took an exclusionary tone for, in truth, he
advocated the creation and recognition of the right kind of black
family. In 1909, with his co-founding of the National Association
for the Advancement of Colored People, an organization dedicated
to promoting interaction among the best individuals of both races,
DuBois found a ready audience for his agenda. In that organization's
major publication, The Crisis, he writes, "There are
to be sure not enough children in the families of the better class"
(qtd in English 298). Therefore, as Daylanne English observes, "DuBois'
'Talented Tenth' comprises not just an already uplifted representative
body but a carefully breeded, selected, and trained elite"
(298). He had captured the attention of the adult middle class,
but DuBois needed a vehicle by which to educate their children,
the future generation of this elite.
In October 1913,
The Crisis printed its first Children's Number, which incorporated
photos of African American children and a fairy tale into the monthly's
normal political and social news coverage. As an installment of
The Crisis, however, the Children's Numbers included many
instances of "human hatred," and, therefore, DuBois determined
to offer a more positive approach to enlightening and entertaining
children. In the October 1919 issue of The Crisis, in a statement
titled "The True Brownies," he announced:
We shall hereafter
publish not one Children's Number a year, but twelve! Messrs.
DuBois and [Augustus] Dill will issue in November, in cooperation
with The Crisis, but as an entirely separate publication,
a little magazine for children--for all children, but especially
for ours, "The Children of the Sun." It will be called,
naturally, The Brownies Book, and as we have advertised,
"It will be a thing of Joy and Beauty, dealing in Happiness,
Laughter and Emulation, and designed especially for Kiddies from
Six to Sixteen. It will seek to teach Universal Love and Brotherhood
for all little folk--black and brown and yellow and white (qtd
in Johnson 17-18).
In January 1920
DuBois and Dill offered their first thirty-two page issue of The
Brownies Book, which featured a cover photo of a young black ballerina.
Dressed all in white and gracefully posed with her arms reaching
toward the heavens, she resembles an angel or, perhaps, a fairy.
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The
new periodical, which was "conducted by" DuBois and listed
Dill as business manager and Fauset as literary editor, purported
seven goals beyond pure amusement. The first three directly addressed
the hole in African American children's literature: to make African
American children proud of their color and race, to teach them the
history of their race, and to offer examples of successful African
Americans. The last four proved more general and somewhat applicable
to children of all races, though they articulated a clear philosophy
on the proper behavior of African American children: "to teach
them delicately a code of honor and action in their relation with
white children; to turn their little hurts and resentments into emulations,
ambition and love of their own homes and companions; to point out
the best amusements and joys and worth-while things of life; to inspire
them to prepare for definite occupations and duties with a broad spirit
of sacrifice" (qtd in Diggs 391). |
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To
that end, The Brownies' Book offered a number of monthly columns
aimed at both parents and their children; these also urged readers,
young and old, to contribute. "The Jury," a letters-to-the-editors
page, allowed children to air grievances (usually against society,
not the magazine), introduce themselves and their lives, ask questions,
and make requests for future stories. "The Grown-Ups' Corner"
provided a channel for adult communication, and in the inaugural issue,
the editors here note, "this magazine is published for Children,
but no one understands the needs of children, or the problems that
arise in their training, particularly in colored families, so well
as their parents" (1: 25). "The Judge," written each
month by Jessie Fauset, addressed parents' concerns by responding
to questions posed to a grandfatherly figure by four fictional friends.
"Little People of the Month," which included write-ups and
photos, spotlighted young African Americans excelling at school, music,
writing, art, or community service. Similarly, photo collages filled
the "Our Little Friends" pages. Both offered children a
sense of self-worth by praising and nonprejudiciously photographing
their peers. The magazine engaged children's minds and imaginations,
as well, printing a plethora of short stories, biographies of black
history, plays, poems, and even games from around the globe. Multicultural
awareness and responsibility also pervaded the column "As the
Crow Flies," a collection of worldwide news events penned by
DuBois, himself. In effect, DuBois culled the best ideas of St.
Nicholas, enhanced them, and molded them to better fit a predominantly
black audience. |
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St.
Nicholas, which appeared monthly from 1873 to 1940, included fairy
tales, morality stories, informational essays, news, poems, plays,
and puzzles. The June 1921 issue, for example, offered an essay on
tennis by world-champion player William Tilden, a collection of Aesop's
Fables, an installment of a serialized story, a play called "The
Making of the Flag" (complete with a reproduction of a Henry
Mosler painting of Betsy Ross), tips for campers, a story about the
children of New York's Governor Nathan L. Miller, and science essays
on both constellations and boating. Over the years, St. Nicholas
also published a number of regular columns. Those appearing regularly
during the tenure of The Brownies' Book included "The
Letter Box," which allowed children to address their concerns
to the editors; "The Riddle Box," where children found puzzles
and brain-teasers; and "The Watch Tower," a report on current
events. Significantly, these departments parallel the respective purposes
of "The Jury," "Playtime, " and "As the Crow
Flies." Although St. Nicholas did not provide an outlet
for adult commentary, its editors strongly encouraged young readers'
contributions through the "St. Nicholas League," which showcased
original work--stories, essays, poems, art, photographs and puzzles--through
a competition. Winning submissions earned gold or silver buttons.
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However,
St. Nicholas neglected to address, much less accurately represent,
the presence of African Americans in society. Between May and October
of 1921, for example, black faces appear only twice. In May, printed
beneath a story about a "rogue" who tricks honest people
out of their money until an equally clever man beats him at his own
game, is a four-frame cartoon that depicts a small black boy attempting
to roller skate. In frame one, he walks with a skate on one foot and
a sock on the other, and the caption reads, "I wish des wuz n't
so hard ter learn." The second frame shows the boy sitting, legs
straddled, on the ground with one hand on his hip and the other on
his head. The caption says, "Dar I go fo' de fo'fe time!"
Next he is shown falling backward and landing on his head. He muses,
"Daddy done tole me ef I wan' ter learn, I mus' use ma head."
Finally the child balances on the skate in a head stand, and the caption
announces, "An I jes' reckon daddy's right. Thes de way he alluz
is!"(649). The sequence portrays the black child as foolish,
stupid, and, thanks to the use of dialect, ignorant.
In the August issue, black characters appear disheveled and excitable
compared to white characters. "The Conquest of the Reaper,"
which traces Cyrus McCormick's creation of that machine, includes
a lithograph reproduction with the caption: "An old lithograph
which depicts the testing of the first reaper, near Steele's Tavern,
VA., July 25, 1831" (892). In the picture, well-dressed white
professionals leisurely assemble in the shade to observe a demonstration
of the reaper. A black man on horse-back pulls the machine. Other
poorly dressed black field workers raise their arms and faces in ambiguous
gestures that could indicate concern or fear just as easily as relief
or happiness. Whatever the emotion, their postures suggest great agitation,
especially in contrast to the dignified white spectators (892).
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