We commence the year with hope as to the intellectual progress to be attained, and trembling over the spiritual condition of the school. Several of the active Christians, heretofore leaders, do not return to us. Their influence is missed. The new element is earnest and determined so far as lessons and deportment are concerned, but indifferent towards higher interests. Yet, even as I write, there is a gentle movement, as if the south wind were blowing upon the garden, that the spices thereof may flow out.
TENNESSEE STATE TEACHERS’ INSTITUTE.
PROF. A. K. SPENCE, FISK UNIVERSITY.
I think it may be a matter of interest to you and the readers of the Missionary to know that, last winter, an organization was formed here called the State Teachers’ Institute. Its object is the promotion of education, and especially that of the colored people in Tennessee and adjoining territory. It embraces in its membership all those engaged in the work of colored education who may choose to join it. It unites all the forces so engaged in a general educational effort for lifting up the common schools, by improving those who teach them. It operates in accordance with the views of the State Superintendent of Education, by whom it is endorsed and to whom it reports.
The plan was first proposed by this institution, and the Methodist and Baptist institutions located here heartily responded. It thus forms a bond of union and a way of co-operation long felt to be desirable on the part of schools of learning occupying the same ground. It also unites these with the public schools, and combines all educational forces in the work among the freedmen.
During the summer, sixteen local institutes were held in Tennessee and North Alabama, with a total attendance of five hundred teachers. These institutes continued two or three days each and varied in attendance from fifteen to seventy-five each day. Two sessions were held in the day time, and one at night. The day sessions were for the professional instruction of teachers of schools. This was done by lectures, class drills and the like, adapting those exercises to circumstances and persons, aiming always at practical benefit to the teachers present. The sessions at night were made popular gatherings in the interest of education and sought to reach the masses. Men of influence, both white and colored, in the various localities, were invited to make addresses. Good music was provided when it was possible. One speaker called it an educational revival. This is what we sought to make it. This is what I think it was.
As you may suppose, there were many obstacles in the way of this good work—ignorance as to what an institute is, prejudice of white and colored, the sickly season of the year and the previous exhaustion of those who gave instruction. These were men who, in ordinary circumstances, should have been resting after the toils of the last school year in preparation for those of the year to come.
All sorts of misconception must be met. Frequently the lecturers arrived at the place, and found almost no one there. Yet by singing and speaking and work generally, success would come at last, but with an immense outlay of effort.
In other cases the house would be packed with people, but scarcely a teacher there. They came on horseback and muleback and in wagons and on foot, bringing their children and dinners with them, to stay all day. The infants were passed from one to another as nurses grew tired, or were quietly palleted on the floor or toddled about among the feet of the people.