GEORGIA.
Religious Life in Atlanta University.
MRS. T. N. CHASE, ATLANTA.
The other day, when one of our young men handed me a letter to read from a dear old lady “up North,” in which was the sentence, “I’m so disappointed when the Missionary comes, not to read of a revival in your school,” I felt like saying to her: “Dear, praying mother, if you could be here one week, you would go home rejoicing, even though there were no revival.” As the years go by, there is less inclination here to come in flocks to the Lord’s side, or to be led into the kingdom by impulse or excitement. Our students act more and more upon the spirit of the motto that hangs in each of our buildings—“Let every one that nameth the name of Christ depart from iniquity.” They look upon religion less as a Sunday garment, and more as a robe of righteousness, that transforms our selfish natures into earnest, self-denying lives of obedience.
Let me give a week’s religious duties. Sunday, two of our young men preach in an adjoining town. Quite a number go out to neighboring Sunday-schools, and return about eleven o’clock, when our preaching service begins. Our pastor, a graduate of Yale College and Theological Seminary, came South at the close of the war, to build the first Congregational church in Atlanta. For years he did foundation-work there that placed it in the front rank of A. M. A. churches. The past four years he has been our college pastor. With such a knowledge of the needs of this people as his experience gives, you may have an idea of the kind of sermons we enjoy. Simple truth, such as young people, with such a history and such a future, need, is presented so forcibly, that often the meal, which immediately follows, is almost a silent one, owing to the serious thoughtfulness produced.
In the afternoon, all meet for Sunday-school, which is superintended by the President, who is also a graduate of Yale. As his rich tones come to us in the hymns and Bible readings, both in Sunday-school and at morning devotions through the week, we are thankful for the rare gift—a good reader. In a large school-building, of course each class can have a separate room, and so secure a delightful hour of quiet, uninterrupted Sunday-school work.
In the evening, all assemble in a general prayer-meeting. I do not think it would be possible to give an adequate idea of this meeting, or of similar ones in other A. M. A. schools. It is simply an inspiration to one who realizes what a part these pioneers have in shaping the destiny of their people. In all the meetings I have attended here during these years, I do not recall ever hearing the remark, “Improve the time, brethren,” or any other expression of like import.
Monday, most of the school devote the time of one recitation—three-fourths of an hour—to Bible reading and study in classes. After school there is held a female prayer-meeting of a half hour, led by a lady teacher.
Wednesday evening is the regular church prayer-meeting, led by the pastor, attendance upon which is voluntary. The last half hour of school, Friday afternoon, is devoted to a prayer-meeting, led by the President, and attended by the entire school. This is the only meeting at which the day scholars are required to be present, and so is the most important of all the week. At its close almost every member of the school deposits in the box an envelope containing his regular weekly contribution toward paying the debt of the A. M. A.
A very profitable meeting is announced on Sunday in this way: “On Friday evening bring your Bibles, and tell us what it says about the evils of the tongue;” or, at another time: “Select passages referring to the Sabbath, the Holy Spirit, Repentance,” etc. Most of the family gladly come, each reading one of his selected passages, and discussing it. Familiarity with the Bible and Concordance is a very apparent benefit of this exercise. It is also remarkable how they improve in clearness of expression, and in confining their thoughts to one point. Best of all is the broad view they get of Bible truth, by looking at it from all sides. No disputed points—as Baptism or Perseverance of the Saints—are discussed in this Bible exercise, or in Sunday-school, or any other religious meeting. No Baptist or Methodist need fear being proselyted in Atlanta University.
Saturday evening is the teachers’ prayer-meeting of a half hour. The best test of the religious interest is the number of voluntary students’ meetings. Sunday evening, just before the general meeting of an hour, the young men always gather for another hour in a meeting of their own. The burden of this meeting is praying for the Spirit’s blessing on the sermon and Sunday-school, and pleading for His presence in the general meeting that follows.
There are many other students’ meetings, among both the young men and women, whose interest, and existence even, depend upon circumstances. Nearly every summer term these meetings multiply. As the pupils realize they are soon to leave this peaceful home, and for three months take on the responsibilities and trials of teachers, they seem impelled to a new consecration. Many, each year, go out to teach for the first time, and all feel it is a solemn undertaking. Another occasion for extra meetings is to plead for those so soon to leave us, and not yet in the fold.
This is a hasty view of what may be seen of our religious work. Eternity alone will reveal the number and effect of the private personal appeals, or of the pleading notes written to the timid ones. So, dear friends, do not think, because no revival is announced, that souls are not often coming into the kingdom, and that Christians are not receiving a most careful culture.
I have often thought that the prayers of Northern friends, more than anything else, have been the occasion of such a deep Christian spirit in the A. M. A. schools. Think of that old lady watching the Missionary to see if her prayers for us were answered! I once knew a man, who was not rich, or even a professing Christian, who, for some years, gave $300 each year for the support of a teacher, who, as he said, “would teach a knowledge of the Lord Jesus Christ” to the freedmen. Many of our best friends are in such haste for us to do simply church work, that they can hardly wait in patience for us to build on an intelligent, educational basis. If God has so burdened hearts for the spiritual welfare of the freedmen, may it not indicate that, in His plan, He may have a glorious part for them, in bringing the nations to His feet?
A Photograph with Lights and Shades.
MR. JOHN MCINTOSH, TEACHER, ATHENS.
The lights and shades are the things which make the photograph appear natural; and so, in attempting to give a true, and thus natural, picture of my field of labor, I must give the lights and shades. But, in order that my picture may leave a favorable impression upon the mind, I will first give the shades, and then, the lights. I came to this place October 6th, 1877. On the first day only two pupils met me, and the increase, during this and the following months of the same year, was so very small that I began to be discouraged. I called several educational meetings, and, to my surprise, there was no response. I became still more discouraged. Failing to get as large a day-school as I desired, I offered my services at night, for one dollar per month each to those who could not come in the day. A few accepted the offer, and when these few became weary in well-doing and fainted by the way, I offered to teach at night, free of charge, any young man who was not able to pay his tuition. Only one accepted this offer. I then offered to teach vocal music, free of charge, to any who would meet me every Saturday. The first Saturday, none came; the second, eight came, far behind time; and this has been the greatest number that has ever accepted the offer. In my day-school the variety of books was large; the number of misused books was great. I had for several months to labor very hard to reduce chaos to form and order.
But why did I not have a full school all the while? The assigned reasons were various. Many did not know whether I was Baptist, Methodist, or something else; and so sectarianism kept some away; some parents said their children were just out of school, and their minds needed rest—these, and many excuses less plausible, were rendered for non-attendance. After my school was pretty well established and my scholars were somewhat classified, one other fact became apparent, and this was, and is, indeed, a sad fact, viz.: in the acquisition of knowledge, the teacher is considered one distinct party, the parent another, and the child another. Sad fact that, in the pleasant and most beneficial work, teacher, parent, and scholar are not one. When Christmas-day came, most of my patrons said: “It is Christmas, and there should be no school for one week;” and, indeed, I had but little. A short time ago a circus drifted down this way. “Of course,” said many of my patrons, “the children must go to the circus, and omit going to school until the circus is over with”; and they went.
But all shade, says the photographer, makes no picture; and so I will show the lights, and thus complete my picture. Many of my pupils, who were once, apparently, ignorant of what punctuality was, have learned to be punctual. Those who once thought it best to be disorderly, disrespectful, disobedient, careless, idle, and the like, now think it their duty to act differently; and so a much better state of things exists than formerly. Some months ago, when I would ask a reason for working an example in a certain way, the answer invariably was, “because”; and if I asked “because what?” the reply would be lengthened, thus: “because that gets the answer.” But now my pupils can not only work their examples, but tell why.
Strange to say, my third class (by name) is my best class in arithmetic, and the best scholar in this class is the smallest, and probably the youngest—not thirteen, perhaps. This same class is very good in geography, and, indeed, as a class, good in all their studies. My class in composition, for three months, have been endeavoring to understand the theory of composition, and now they are writing, or learning to write, essays according to the theory which they have learned. A few in the class compose very well already. In nearly all of my classes, strange to say, the dark pupils are the ones that stand at the head. In composition, good morals, geography, reading, grammar, writing, the leading scholars are dark—dark in color, but bright in intellect. I think it must be acknowledged that color has no influence over mind. I have several grown men, who have left their farms in the country that they may attend school and receive instruction, which they may impart to others. They are getting along fairly. When I asked my scholars what I should write concerning them, they said, with one accord, “The truth, and nothing but the truth;” and I think I have done just as they said. Clouds still hang over me, but they are not so dark as they were some months ago.