We got an hour’s study before breakfast and two more after it, so as to be ready for the 10 o’clock lecture on the Messianic Prophecies–a lecture, since no suitable text-book can be found. The bell strikes at 10 sharp, and nine intelligent-looking young men, whose average age is about twenty-seven, are soon in their seats and the lecturer in his chair. A brief prayer for the blessing of Heaven on the hour’s work is offered, all standing with folded arms and bowed heads. Then follows a review of the last lecture for twenty minutes, each pupil rising in his place and reciting without questions. Questions and explanations must come afterwards. They know in brief what they are expected to recite, for it was written the day previous in their lecture books. They must repeat verses 8, 9, 10 and 11 of Psalm xvi.; must discuss what Peter says on these verses in Acts ii., 25–31, and what Paul says in Acts xiii., 33–37, and what Christ says in Luke xxiv., 44–46; also consider at some length the question “Whether all this Psalm is Messianic or only certain verses.” Two or three theories, a few questions, and the recitation is ended. Some grasped and carried the burden of thought easily, and some, from over-anxiety, stumbled, but all were fairly good. Monday is not the best day for school, as all teachers know. Every man now springs to his pencil and paper, taking down another lecture to be studied and recited to-morrow. This time it is Psalm xxii., as this one is classed with Psalms xvi., xl. and lxix. They write rapidly, copy into their lecture books after going to their rooms, also paste in “proof texts,” memorize verses 14–21, examine reference books, one or two theories, and in general get ready for another day. This class has no time for idleness, and I am glad to say desires none. A clergyman from the North who heard them recite recently said: “It is the best theological recitation I ever heard.” About a year is spent on the Messianic Prophecies. We memorize them all.
One swift hour is gone. In five minutes another class studying systematic theology are in their places. A word of prayer as before, and the work of reciting begins. We recite from Pond’s theology, and supplement from our Andover lectures and ourselves. The subject to-day happens to be baptism. These four young men know what they are about and march ahead with vigor. Contrary to the common opinion, they master the abstractions of theology more easily than they memorize the “proof texts.” Baptism is a live subject in these parts, and the work of understanding it is entered on with evident relish. One discusses Jewish Proselyte baptism, another John’s baptism, another Christian baptism, as a “token,” a “sign,” a “seal” and a “rite,” instituted by our Lord, the mode not essential, while all together examine in groups, and a few, in particular, the hundred and fourteen classic examples of “baptizo.” These make it plain that “baptizo” does not always nor even generally mean immerse. The passages examined from the New Testament proved the same to them. They were a little surprised at the new light. Immersion as the only baptism works great mischief among the colored people, leading them to trust in the outward rite rather than the inward cleansing. A very interesting hour with an interesting class. I can give you no idea of it. Please give us more room next time. The rest of the day is spent in private study. Talladega has 30 ministers in the field, and through such men is the way upward for the colored people. The colored preacher is a bishop of the most dominant order, hence he must be wisely fitted for his work. We give much time here to the study of the Bible. “The entrance of Thy word giveth light.”
COLLEGE WORK IN FISK UNIVERSITY, FEB. 14, 1882.
By Prof. A. K. Spence.
To-day there is in the college classes an actual attendance of twenty-eight students. Four others are absent; three for the purpose of teaching, and one on account of ill health. Of those present, two are seniors, six are juniors, five are sophomores, and fifteen are freshmen. The freshman class is the largest we have ever had, numbering at one time twenty.
The classes for to-day are calculus, Horace, Thucydides, trigonometry, French, physiology, English literature, logic, geology and Latin prose composition. In some cases classes of different grades are united in the same study, and students of the higher Normal course recite with college students. The present senior class has never been taught separately. The imaginary visitor, as he goes from room to room to-day, will not see much that is peculiar either in classes or teaching. The days of romance in this work have gone by. Aside from African features, more or less pronounced, and some Southernisms in voice and expression, you might imagine you were listening to a class in a new Northwestern college.
We are orthodox, and believe in the good old idea of discipline through the hard study of Latin, Greek, and mathematics, with the usual amount of science, both natural and mental, and the et ceteras. The colored man is just a man, and his mind must be dealt with as are other minds. He must climb the difficult hill of education, as his white brother, by many a slow and weary step; and, as in white colleges, many a toiler falls out by the way and few reach the shining top. The average time spent by each of the thirty-two college students thus far under our instruction is four and nine-sixteenths years. Some have been with us as long as seven or eight years. The average time is growing less with better schools and increased facilities elsewhere. Quite a number now come to us prepared to enter the college preparatory course, and, occasionally, one fitted to enter college. A college planted in an intelligent community takes root at once in a soil prepared, and soon brings fruitage. Not so with the effort begun here twelve years ago, to develop a college among a people just out of bondage.
Nearly all the students in college are dependent on their own efforts, with the aid so kindly given by friends in the North, in acquiring an education. Only one has property, and two live at home with their parents in the city. Several have others dependent on them. One, a lady, has care of the family, both parents being dead. During the last summer all were at work–three as porters on railroads, two as clerks, one had charge of a church, which, under his ministry, enjoyed a revival of religion, and the rest taught school. Some teach classes in the university and some do manual labor. Nearly all are compelled to be absent a part of the college year, thus increasing their toil when they return. Who would not help people who are thus helping themselves?
All the college students are professing Christians, and out of the thirty-two, twenty-one have become so while students here. One is a licentiate for the ministry, and several, we hope, will enter that calling. Four of the college students are ladies.
The college is the apex of our educational pyramid. The higher the apex, the broader the base. Passing downward, we find in college preparatory 48; in higher normal, 27; in normal, 167; in the model school, 135. Scattered through different grades we have 12, taking, in addition to other studies, one hour a day of special instruction with reference to the ministry. Twenty-four have already graduated from college, one of whom is dead. Of the others, one is a lawyer, one is a minister, five are learning professions, three being the ministry, and all the rest are teaching, many of whom occupy important positions, one being a professor in this University.