The American Missionary. Volume 50, No. 04, April, 1896

The black man needs what every human being needs, help from above. It is futile to say, he is free, let him alone. Mere freedom never yet saved a human soul. The gospel of Christ is not a mere declaration of freedom; it is regeneration and help from above. The more deeply a race is sinking in degradation and sin, the more imperative is its call for saving power from on high.

From what element of our population is this cry of distress and need more agonizing than from the poor black man of the South? He is sinking in a quicksand of ignorance, poverty, and vice. There is nothing beneath to support his feet. He must go down unless he can get help from above. Those who are nearest to him, and can see and feel most deeply his desperate condition, plead most strongly in his behalf. "The definition is very clear, sharp, and simple," says an honored white minister of the South, "that the negroes are making a tremendous struggle to get an education and be religious; but despite this struggle, the bottom strata of the race are being sucked into crime and ruin with unprecedented and increasing rapidity. But, wherever the efforts of white Christians to aid them are regular, steady, and strong, this destruction and debasement are stayed to a marvelous degree. Here, then, are conditions that seem to leave no room for either neglect or delay, so far as we are concerned. Delay is sin to us, and death to them."

Another minister of the South, whose services for the black man as[pg 124] well as the white man, have been those of a philanthropist, has said, "In our extremity we look to wise and just people in the Northern states to help us, to help both races; without Northern coöperation things will go from bad to worse." Yet the old hard word is still uttered by many and thought by many more, "The negro is free, leave him to himself. We have done enough for him in taking off his slave chains." Are we then to expect from him more than we do from the white element of our American populations, native or foreign? Do we refuse them the gospel of home missions, and demand from them self-extrication from sin and its degradations?

Our churches have not yet awakened to the vastness and promise of the home mission fields which they have put in charge of the American Missionary Association. They have not yet recognized the peculiar fitness of our free-church system for the people who have so lately come into personal freedom that the very word is indescribably precious to them. This Association ought now to have not only the means for a more ample support of its educational service, but also for the broadening of its distinctive church missions. The day has come for the planting of free Congregational churches among the shadowed millions of the South.

In the upbuilding of their minds and hearts, our fundamental work of Christian education has been developed into remarkable fruitage, and is steadily doing this imperative and successful service. This education has been broad enough to make intellectual and moral leaders. It has not been confined to those who can become only manual laborers. With prominent emphasis upon industrial training, as is evinced by the farms and gardens and workshops of our institutions all through the South, we have not shut the door against the higher training.

The Association has never given in to what may be termed the Southern theory of negro education, its confinement to the manual handicrafts, and the rudiments of primary school instruction. Nothing is more popular in the South than the practical limitation of educational opportunities for the negro people to the lines of manual training and the reserve of all the possibilities of a higher education to the white, dominant race. A prominent Southern journalist has expressed this view in the following terms: "A little education is all the negro needs. Let him learn the rudiments–to read, and to write, and to cipher, and be made to mix that knowledge with some useful labor. His only resource is manual labor." But one of the foremost colored men in the South has well said: "There is no defence or security for any, except in the highest intelligence and development of all. If anywhere there are efforts tending to curtail the fullest growth of the negro, let these efforts be[pg 125] turned into stimulating, encouraging, and making him the most useful and intelligent citizen."

The American Missionary Association, in addition to its general and industrial school training, has opened the doors of a higher education to all who seek to enter in. The fruition of this opportunity now appears at the very juncture when a call is coming from among the millions of the back country for free churches, pure churches, churches which emphasize virtue and intelligence. Our great schools are bringing to us young men and young women thoroughly fitted to go preaching and teaching among these millions. But how shall they go, except they be sent?

Talladega College, Ala

The Industrial Department.

Agriculture.

Edgar A Bishop, B.S., Superintendent.

The work in the Agricultural Department the past year has been the most satisfactory of any in its history. The young men of the Junior Preparatory and Normal classes with several special students have taken the classroom work, using Gulley's "First Lessons in Agriculture" as a textbook. Among the topics considered are the following:

Origin, formation, and composition of soil. Composition of the plant. How plants feed and grow. Fertilization of the seed, and improvement of variety. Plant food in the soil and how developed. Preparing land for the crop. Cultivation of crop. Principles of drainage and irrigation. Manures and commercial fertilizers. Rotation of crops. Special diversified farming. Farm economy. Food and manure value of crops. How to propagate plants–pruning, grafting, budding, etc. Stock breeding: feeding and care; how to select for special purposes, detect unsoundness, determine age, etc.

The classroom work has been reënforced by practical talks and illustrations at the barns and in the field.

Thirty-five boys have had employment in the department this year. Six of these have worked by the month to accumulate a credit with which to enter the day school next year, meanwhile attending our night school. The others work after school hours and on Saturdays, and are paid by the hour at varying rates.

The work on the farm has been largely the production of those crops needed for consumption in the institution, the support of animals for work, beef, milk, pork, etc.

The general improvement of the land and the increase in the value of the property have been kept constantly in view. Our fields are becoming more fertile, and better crops are being raised every year.[pg 126]

An orchard of several hundred trees, consisting of pears, plums, peaches, and cherries, has been set out. Other varieties have been added, also quinces, mulberries, figs, and grapes. This year one each of the Japanese walnut, giant chestnut, and paper shell pecan are being started; also half a dozen varieties of the raspberry, some currants, rhubarb and garden plants, with a view to propagate those that prove valuable. Twenty of the standard varieties of strawberries have been grown. Grasses and forage plants have also received their share of attention. One-half acre is being devoted to a trial of three Japanese millets in comparison with our German or golden millet. Several varieties of corn and sorghum have been grown and their characteristics carefully noted.

Inquiries are often received from persons in this and other States regarding certain crops and methods of stock feeding. A creditable beginning has been made in rearing live stock, and it is our purpose to extend this branch of the work. To introduce some of the improved breeds best adapted to this section early occupied our attention, and we have met with encouragement beyond our expectation. Hundreds of pigs of good breeding have been sold all through the State to form the nucleus of better herds. Our herd of cattle is headed by a thoroughbred Jersey and contains several registered and many high-grade animals. It is increasing in quality and value each year.

Besides the work already mentioned, an annual farmers' convention is held at the college, while meetings in some of the beats of the county have been held during the year. Much enthusiasm has been raised, and a determination evinced by many for better homes, better schools, stock, crops, etc. Widespread and systematic work along this line is planned for the ensuing year. In this way not only is the Agricultural Department striving to be a help to the people by practicing and advocating better methods of farming and living, but the College is becoming more widely and favorably known among all classes of people.

Cooking

Miss Ruth K. Kingsley, Teacher.

One of the most important arts, though often neglected, is that of cookery. The kitchen is so necessary a part of the boarding school and of the home that its equipment and regulations should be such as to make the work therein both easy and successful.

Through the kindness of friends we have been able to purchase an excellent range and many of the improved cooking utensils now in use. Our girls enjoy working with these modern appliances, and they are taught the necessity of having appropriate places for them in the[pg 127] drawers and cupboards with which the room is supplied. One of the first requirements is–a tidy kitchen.

We have given attention to the preparation of the dishes found on the bill of fare of the average family, and have made much of healthful and proper methods of cooking. We do not propose to make professional cooks, but we hope that our girls will acquire skill sufficient to do all that is necessary in plain and wholesome family living. The class has been stimulated in its endeavor by the fact that the product of their daily work has found its way to the dining-tables of the boarding hall.

The Laundry

The building in which the laundry work is done was erected by student-labor under the supervision of the Mechanical Superintendent. The washing and ironing are performed in the main by our night-school girls, who are looking forward to attendance upon the day school from current earnings. Here also the day-school occupants of the girls' dormitory do their own laundering, or assist after their daily recitations in the general work of the college.

Nursing

Miss A.B. Chalfant, Teacher.

The course of instruction is designed to extend through two years, the first being devoted to the sick room–care of the bed; moving and bathing the patient; different kinds of food for the invalid, with its preparation; making and application of poultices; rubbing, and the administration of simple remedies.

In the second year more attention is given to the symptoms and the diagnosis of disease, with something of its treatment; and the proper course in emergencies, as in cases of burns, wounds, loss of blood, sun-strokes, drowning, and poisoning.

The pupils have been chiefly from the Normal grade, though some who are outside of the college family have been glad to avail themselves of the opportunity to enter the class, and they have proved apt and faithful students. Early in the beginning of this school year the instructor offered to organize a class among the young men, and to meet them at an hour not to conflict with other studies. Six persons responded and a high degree of interest has been manifested.

The value of this department is increasingly manifest, not only in the varied service rendered by the nurse teacher, but in the assistance given by pupils of both dormitories at the bedside of the sick, by mothers in the neighborhood who have been in the classes, and by the prophecy of better things for many homes where the influence of this work is felt.[pg 128]

Printing

The college has maintained a printing office with but few interruptions since 1877.

A number of the young men were put through a course of training by one of the officers of the institution, and for some time the printing has been in the hands of those thus instructed, and with but little supervision. The department has done a large share of our job work, and during the school year has issued a monthly paper called the Talladega College Record.

Sewing

Miss A.B. Chalfant, Teacher.

While it is believed that all industrial training develops both mind and body, yet special attention is given to the work among the girls, that it shall be in the line of improving their future homes. With this object in view, sewing is by no means an unimportant factor. It holds an important place in the curriculum of this school. Beginning in the third grade it extends through the seventh. Over two hundred pupils have received instruction this year.

In the lower classes, felling, hemming, and making of button holes are taught; in the intermediate, cutting and making plain garments; in the higher grade the girls cut and make dresses. Instruction is given in making garments from old clothes and also in mending–two important accomplishments in most homes.

Some of the girls are able during the school year, but especially in vacation, to earn enough by their sewing to materially aid themselves in meeting their school expenses. Considerable sewing is done for the institution, such as making bedding and work aprons, hemming towels and table linen. Custom work is attempted to some extent also, and by this means sufficient income has been derived not only to keep the Department stocked with material, but also to supply it with appropriate furniture for preserving the work of the pupils and displaying the finished product.

Woodworking and Drafting

George Williamson, Instructor.

The best method of Industrial Education is to keep the technical idea preëminently in view, and to teach, first, those principles which will be of real and practical use in an industrial life or profession. It is evident that the great mass of the people must be industrial workers in some form; and to teach them those principles of construction and drawing which govern all the mechanical trades is to give them preparation for a useful and successful life.

We want to teach them how to express intelligently by means of[pg 129] drawing their own ideas or the ideas of others, and then to embody them in permanent and useful construction; so that at least they may have the start and impetus toward something better than a life of blind mechanical drudgery.

The extent to which we can do this is limited by our time and opportunity. At present our instruction in the Slater shop is confined to woodworking and mechanical drafting. We have a course of lessons in woodworking for the boys, of the fifth, sixth, seventh, and eighth grades, illustrating progressively the common principles of construction in wood, and designed to develop familiarity with and dexterity in the use of tools. In each lesson the student receives a blue-print to work from; so that he learns to measure by scale, and interpret a draft. At the same time he is shown a perfect model to give him an ideal of good workmanship in the finished product. He is not allowed to use the model as a working copy, because that would counteract the influence of the drawing. The course is designed to teach progressively the common principles of good construction, each principle being repeated in different exercises so as to show its varied application.

As far as possible we have a fourfold purpose in each exercise, viz.: To illustrate a principle of construction; to develop a knowledge of tools and skill in their use; to teach the use of working drawings and scales; to sustain the interest of the pupil.

Of course there are a number of other indirect results attained at the same time in the general development of the faculties, and the training in habits of accuracy, patient perseverance, neatness, and order.

The drawing classes are designed to carry on farther the same idea of the primary importance of technical knowledge and skill. We have but one year of compulsory work for the boys of the ninth grade–which provides a thorough course in plane, geometric scale, and pattern drawing from the same text-book that is used in the government science and art schools of Great Britain. Our plan provides another year's work in drawing for the purpose of teaching the principles and details of building construction, and the art of drawing plans, elevations, sections, etc. The improvement of the students in the drawing class is most marked and encouraging, and their interest well sustained. They are strongly impressed with the necessity and importance of absolute accuracy and truthfulness in their work.

The classes in woodworking have about two hours per week–the first year drawing, five hours per week; the second year two hours per week. We have but one teacher in woodworking, and our work is limited in extent, but we are trying to do one thing well and systematically, and the results are most encouraging.[pg 130]

Revivals.

Lincoln Academy, All Healing, N.C

By Rev. James Wharton.

I wish to say a word about Lincoln Academy as I found it. For several weeks they had been expecting me to go and hold evangelistic services for the students, whom I was glad to meet, and, I may say, a finer and more promising set of young people I have seldom met during the past twenty years of my work in the South. They are to be the fathers and mothers of the next generation, and will be just what we make them. They were all in good condition and prepared to enter upon the work of the Lord under the leadership of the principal, Miss Cathcart, and the teachers, who are all deeply interested in the spiritual welfare of each one under their care, and time after time one and another were taken to their rooms apart and pleaded with at the throne of grace, and I need not say that their efforts were signally blessed of God, for during the past week twenty-eight students have professed faith in Christ and are now living new lives.

Every one around this neighborhood speaks in the highest terms of praise of the school and the good which is being done. A lady said to me the other day it was easy to recognize "Lincoln Academy" students for their good behavior and their manners. What a blessing to have such faithful helpers to lead them. As a result we need not wonder that parents sometimes send spoiled and wayward children for training, while others, knowing of the good influence brought to bear upon the children, deny themselves in every possible way that they may send their sons and daughters that they may be fitted for future life in the world which they have soon to face.

A Gracious Revival.–Rev. Mr. Wharton, writes from Atlanta, Ga.: "The Lord has graciously blessed His work here, and the Gospel is still the power of God unto salvation. I have held services at Storrs School, Atlanta University, and the First Congregational Church, and during the last twelve days over 200 have been converted. Some of the most prominent colored citizens of this city and some of the most promising students of Storrs and also of the University have been reached and have decided for Christ, the future teachers and fathers and mothers of the next generation, who will come to the front, maybe, when we are silent in the grave. The beauty of this work is, it does not stop with the converts, but dark homes and hearts are going to be reached, superstition is going to give place to sound doctrine, and the whole country be benefited by such a revival. Parents are rejoicing on every hand over sons and daughters and also friends being converted.[pg 131] Truly 'God has done great things for us whereof we are glad.' I go next to Selma, Ala., for Sunday. I would be thankful of your prayers for Selma."

Good Results of Noon Prayer-Meetings.–A teacher from Helena, Ark., writes: "We suggested to the Christians among our pupils that they meet in the chapel at noon recess each day for a prayer meeting, in the hope of bringing the unconverted members of our school to Christ. The suggestion was carried out by them and the blessing came abundantly. The result of these meetings has been the conversion of 25 of the 28 of our pupils who were not Christians. I have learned one lesson, that we must prepare for the outpouring of the spirit, and then expect great things."

From Tennessee.–Home again. Shall we all meet again? O, must some parts of the work be dropped and other parts be crippled by the debt? This will not be so if all our members are like the little Tallmadge girl. Only five years old, lame and with suffering nerves she has earned a dollar this year by washing dishes, and gives it to our school. So a little child may teach us self-denial and devotion. God speed His work and bless our efforts.

Atlanta, Ga.–"We send you $1 as an offering of the Junior Society of Christian Endeavor of Storrs School. It is an offering of love and gratitude. The Little Sunshine Committee of the society were very active in gathering this. It is their second missionary effort, their first being for the Indians at Fort Berthold."

Obituary

HON. SEYMOUR STRAIGHT

In the death of Mr. Straight the American Missionary Association and the colored people of the South lose a firm and helpful friend. Mr. Straight passed away on February 21, 1896, in the 81st year of his age. When the Association in 1869 planted a school for the higher education of the Negroes in New Orleans, La., it found there a few persons of Northern birth, but who had long resided in that city, and were men of established character and of large influence, who took interest in the proposed institution and gave it their encouragement and support. Among these persons the Hon. Seymour Straight was most conspicuous for his deep interest in the project, for his useful service on the Board of Trustees and for his large gift at the outset–in view of all which the institution took his name.

Under Gen. Sheridan's laudable desire for good government in the[pg 132] city of New Orleans, Mr. Straight was made a member of the City Council. In 1868 he was appointed by the Chamber of Commerce as a member of a committee in regard to improvements in the cities of the State. In 1872 he was appointed a member of the International Penitentiary Congress, to assemble in London, Eng., which appointment, however, he was unable to accept. He received other marks of the esteem in which he was held by his fellow-citizens. In 1869, at the incorporation of the Straight University, he was appointed President of its Board of Trustees, which position he held till the time of his death. A good man has gone and his works do follow him.

MISS EVELYN E. STARR

Our school at Greenwood, S. C., mourns the loss of one of its teachers, who, though she had been but a few months in connection with the school, had endeared herself to both teachers and pupils. Miss Evelyn E. Starr departed this life February 6, 1896. The principal of the school writes: "She came to the work with a sincere love for it, was intensely in earnest, and devoutly Christian."

Bureau of Woman's Work

Miss D. E. Emerson, Secretary.

COLORED WOMEN'S WORK

We often speak of the influence of the schools and churches of the American Missionary Association, but perhaps it is not realized how marked this is in the growth of a missionary spirit among the people. To illustrate this we call attention to reports of a few of the Women's Missionary Societies among the colored people.

The Woman's Union of Alabama reports as having raised by its auxiliaries $259.41, and the spirit of the auxiliaries is manifested in the following items:

Anniston.–A society of girls of the church, ranging in age from five to fifteen years. The object is to increase an interest in mission work. The monthly fee is one cent. We hope to be able to do much more this year than we did last.

Jenifer.–The chief object with the Jenifer Union is Africa. The meetings are held twice each month. Mothers' meetings are held every Friday, where fervent prayers are offered for all missionaries. Then a few minutes we spend in special prayer for Misses Fearing and Thomas, and Mr. and Mrs. Sheppard, colored missionaries in Africa.[pg 133]