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Washington's proposed curriculum emphasized vocational training and industrial education for African Americans, which many in the African-American community felt limited their aspirations and potential for social mobility. They argued that this focus on practical skills over academic education perpetuated a cycle of subservience and did not challenge the systemic racism and inequality they faced. Leaders like W.E.B. Du Bois advocated for a more liberal arts education to foster leadership and civil rights, contrasting sharply with Washington's pragmatic approach. This fundamental disagreement over educational priorities created significant tension between Washington and more progressive elements within the African-American community.

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