•THIS- UNIVERSITY OF CHICAGO
(Founded by John J), Rockefeller)
RELIGIOUS EDUC; TIOH Ifl
HEGRO COLLEGES
A DISSERT TIOH
Submitted to th© Faculty
of the Graduate School of Arts and Literature
in Candidacy for the Degree of
Master of Arts
(Graduate Divinity School: Religious Education)
* 1 1 " " r """""■ , ■ t
By
David Henry Sims
mrncT Quarter
1917
BIBLIOGRAPHY
X. Sources
American Missionary Association—Report, 1916
Baptist Missionary Society (Womans)—Reports, 1910-1916
Catalogues--Those of legro Colleges, 1916-1917
Dubois, W. E. B.—Morals and Manners Among legro Americans. At¬
lanta U. Publication Ho. 18
Journal of the Proceedings of the A. M» E. Church (General Con¬
ference ), 1916
Journal of the Proceeding® of the Methodist Episcopal Church
(General Conference), 1916
Jones, Thomas J.—Begro Education, United States Bureau of ed¬
ucation. Bulletin 38 and 39, 1916
Jones, Thomas J.—Becent Movements in Begro Education. United
States Bureau of Education, 1912, Vol. I
questionnaires—From Hegro Colleges, 1917
United States Bureau of Education Investigations—Education in
the South. Bulletin 30, 1913
Work, Monroe, —Begro Year-Book, 1914, 1915, 1916.
Young Men's Christian Association—Beport of the International
Committee, Hay 18, 1916. Year-Book 1915-1916
II. General References
Athearn, w. s.~Religion In the Curriculum-Religious Education
Bolton, B. E.—Principles of Education .
Cope, H. F. —The Efficient Layman .
" r-Fifteen Years of the Religious Education Associa¬
tion. American Journal of Theology, July 1917, p.385ff.
Committee Report—standardization of Biblical Courses. Rel. Educ.
August, 1916, p.314 ff.
Crawford—The Media of Religious Impression in College. 33. T:.
1914: 494 ff.
B
Dewey, John--Ethical Principles Underlying Muoation. Moral
Principles In Education.
Irons, T. S. p»—»$he University Young Men's Christian Association
As A Training School For Religious leaders. Rel. Educ. 19o8
Powler, H. P.—The Contents of an Ideal Curriculum of Religious
Education for Colleges, lei. Educ. 1915, p. 355 ff.
Hardy, E. H.— The Churches and The Educated Men,
Haslett, S. B.—Pedagogical Bible School. Parts I and II.
International Sunday School Association—Organized ^ork in Amer¬
ica, Vol. XIII.
Kent, C. P.—Training the-College Teacher. Rel. Educ, 1916, Vol.
10, p. 327
Monroe, P.—Cyclopedia of Eduoatlon, Vol.'I, p. 370.
Moore E. C.—What Is Education.
Morgan A.--Education and Social Progress.
Peabody, P. G. — The Religious Education Of An American Child.
Rel. Educ. 1915, p. 107
Peritz, I. J.—The Content® of an Ideal Curriculum of Religious
Instruction. Rel. Iduc. Vol. 10, 1915, p.362
Reed, C.—The Essential Place of Religion In Education, n. E. A.
Monograph Publication 1913, r. 66
Rhees R.—Evangelization of Education. Biblical *?orld, Aug. 1916
p. 66
Rugh C. E.--The. Essential Place of Religion in Education. IT. E. p .
Monograph "ublioation, 1913 p. 3
Wood, I. T.—The Contents of an Ideal Curriculum of Religious
Instruction for Colleges. Rel. Educ. 1915, Vol. 10, p.332
--The Survey of Progress In Religious and Moral Ed¬
ucation. Rel. Educ. 1915, Vol. 10, p. 114.
c
QUTLIlfB
RELIGIOUS TOOCATIOI I® BEGHO COLLEGES
Introduction
1 The Awakened sense of responsibility for religious training.
a) Observed in periodicals of churches and colleges.
b) In co-operation given agencies for higher life.
c) Agents of this new consciousness are chiefly the Reli¬
gious Education Association and the Rational Education
Association,
2 The scope and method of this investigation.
a) Scope
(1) Quantitative Aspects
(2) Qualitative Aspects
b) Method
(1) Personal investigation of typical Negro institu¬
tions.
{2) Questionnaires
(3) Critical reviews of published statements.
(4) Report* of denominations.
Blscussion
I Eeligious Education in Denominational and Private Institution! b.
1. The teachers of religious education,
A. Their academic training
3. Time given to the teaching of the subjects*
r. The teachers' attitude.
2. The Courses of Religion
A. Owrieuluia Courses
(1) Required courses
(2) Elective courses
(3) The enrollment in the courses
(4) Credits offered
3. Voluntary Courses
(1) Description
(£) lumber enrolled
£ Religious Services
A. Prescribed services
(1) Chapel services
(2) The College Church
(a) Sunday services
(b) Week services
(3) Week of Prayer for Colleges
(4) Morning and evening devotions
(5) The quiet hour
3. Voluntary religious services
(1) The Y. M. C. A.
(2) The T. W. C. a.
(3) The Student Volunteers
(4} The Young PeoplesT Meetings
(6) Temperance meetings?
(6) Missionary meetings
4.Sxpressional Activities
A. Expressional Activities at the College
2. Bxprefsional Activities in the Community
"8
£• Financing religious education in denominational a nd
private Colleges and Universities.
II. Religious Education in State Colleges and ^nivereitigf?.
1. The Teachers
2. The Courses
3. Religious Services
4. Expressional Activities
5. Financing Religious Education
III. The Conceptions of Religious Education in legro Colleges
IV. Some Current Conceptions and Principles of Religious Education
V. An Evaluation of Religious Education in liegro Institutions
1. Problem of Religious Education in Hegro Colleges
2. Outlook for Improvement
Appendix
Enrollment of Students in Religious Education Courses.
1
mil&IOCTS EDUCATION IB BIG HO COLLEGES
AID UJIIVERSITIES
Within the last few decades a deepening sense of responsi¬
bility for the religious direction of the American College i?nd
University students lias a risen* The problem of religious educa¬
tion lias become a part of our national consciousness. The tern
"religious education" lias come into general circulation respect¬
ing every grade of education* And in every instance it seems to
be more or less a characterization of an ideal type of education
and a method of realising that type. Evidence of this is pre¬
sented in the numerous religious t semi^religious and educational
periodicals, as well as in the reports and published statements
of educational institutions and organisations since 1902.
There is a new conscience for character and social useful¬
ness in the college and university. It manifests itself in top¬
ics lander discussion in conferences of educators, in their per¬
sonal inquiries, and in the hearty co-operation given agencies
for the higher life. In the whole range of education there is a
growing recognition of the religious and moral elements inherent
in all education* The former emphasis on the difference between
o
religious education and secular education is passing. The func¬
tion of teaching is being lifted into the religious realm. Ed¬
ucation is aiming to develop men f nd women to their highest pos¬
sibilities for their own salens and for the sake of their contri¬
bution to the welfare and progress of society. ^
The leligious Education Association, organized in 1902,
is one of the chief##*, if not the chiefest, agencies in hapten-
lng Hk&B new §ra* The secretary has Bald: "The leadership of
*fcl« new crusade seemed successful in directing a passion for
religious education born of the fusion of the scientific spirit
with the spirit of humanistic idealism." Between 1903 and 1913
ever #180,000 were spent in religious educational endeavor. The
period subsequent to 1913 shows a larger proportionate expendi¬
ture, The larger part of these amounts stand for gifts.
I <v\ The national Educational Association is a potent faster in
/
I establishing a strong belief in the worth of religion in educe-
[jtlon. -— -- ■ '
How has the movement demanding efficiency in religious ed¬
ucation affected^egro institutions? The status of religious
education In Begro colleges and universities* considered quanti¬
tatively and qualitatively is the task of this investigation.
What do the supervisors of legro institutions conceive religious
education to be? How does religion function in student life?
These are questions arising during the investigation of the pro¬
blem before us.
There are 3$ private and denominational institutions for
ITegroes, which do college grade of work with varying degrees of
efficiency. Of this number, forty are co-educational colleges,
two are colleges for men and two are colleges for women .
cr There are six <etate colleges which do some college work.
^}\v ■
These are all land-grant colleges with donations from the respec¬
tive States in which they are located.
r? There are several po-called colleges having curricula for
yvt> /' ■
oollege grade of work prescribed but no studentp hetriculatefl
3
-to" -CgJlLJL
nUo taking the courses. They are not included In this stud;
t>OT obvious reasons/f] The term^'colleges end universities" O&Lbj
a© means-m*safe criteria for measuring efficiency of. or
even for classification of legro colleges and universities, fhi
condition is nit peculiar to Begro college8. Those for whites»
in the South especially, present the same condition of variety.
It seems that there has been a special mania^in our South land
joially^for setting up a laudable ideal in the classifioatioz
of educational institutions, and then no riding up to it during sut
«»/!«»«-h *t,na mhAtr ieve there is much in a name or title.
This keen sense of potentiality manifested in the classification
college or university, is too often misleading if taken on fait|
Another phase of this classification nay throw some light
on the numerous negro "colleges" with such wide divergences in
standards of curricula. In the °outh, #9,0C0t00© are spent for
/
the elementary education of thehkgro, when ^25,000,000 should
be used for that purpose by the States. There are 1,000,000
without any school facilities at all, and 2,00",000 who cannot
read or write. Then the money spent dbosn1t begin to meet the
needs of those i&o are receiving the education given. For ex¬
ample, the South spends $10.23 for each white student of elemen¬
tary age and 2.82 for eachHegro^ student of the seme age who
at present given the opportunity to go to school. 'Thus many
institutions of a private nature are stimulated by this ^tate of
<> a.[Q.
affairs and seek to meet it. But in so doing, they various
tives fci1 so doing and perhaps bhey all could not Justly be
labelled sinister.
4
It is evident then that our study deals with 38 private
colleges , all denoainational except four, and six state college**
on land-gsiat fcaaas.
fht mthoi of the thesis has assumed a four-fold form.
The writer took nine months in making personal investigation of
twelve typical Uegro colleges. One in the Northwest, one in the
Northeast, and ten in the South. Of these ten, five arc? in Geor4
gia, two in South Carolina, two in Tennessee and one in Alabama,
The second method was the questionnaire. Questionnaire Ho.
1 was sent to €0 educational institutions. 38 responded in full,
light returned the questionnaires with some answers, These were
excluded from the study because they lacked desired data.
A second questionnaire was used. It contained d£ ta from
students in the respective institutions who were typical. Also
the Y. H. C. i. and the Y. W. C„ 4. leaders contributed to this
set of data.
Questionnaire So. %
Beligious Education In Begre College®
1. Hame of the institution, president and dean.
2. Enrollment in the college department.
5. ^hat religious services are held by the school? Is attendance
required and what number attend?
4. What curriculum courses in religious education have you,via:
Bible courses, Sunday School Teacher Training, :syeholory
of Religion, Philosophy of Religion, Beligioue : edagogy, So¬
cial Service, Social F/fchicp, Ilethodr of rocial Reform, etc.
5
u* WK&eli of the courses are elective and which are required?
- Bow much orodlt it given for each?
6. Hare yom ifif ©omraes In the Seminary or Divinity school for
Hill** f©u givo college credits? ^at are they?
7« Are the teachers of ottrrioulusi courses of religious education
professionally trained for their task* for example; were they
trained ia a school of religious education or in a divinity
echool? What Institution attended and what degrees received?
B. How winy students are in your curriculum courses of religious
oduoatioa?
9. What voloatary religions organizations have you, for example:
the Y. M* C. A., T. ■ ??« C. A. , students Toltmteer Movement,
B. T« TJ. , C. ft. Iiesgue# College Church, Sunday School, etc. ?
10. Are the teachers or conductors of your voluntary organisation
professionally trained fvaz? as in question 7}?
11. Wow many students are enrolled in your voluntary organizations
12. What opportunity have the s tudents for the expression of i-
deals received through these organizations? What Christian work
is done9 such as handling hoys' of girls' clubs, minister¬
ing to the poor and Infirm, orphans, foreigh missions, vis¬
iting prisons, asylums, or orphanages, teaching vacation
Bible schools, etc.?
13. What is your own estimate of the religious value of your
courses and organizations? Rave you any definite fc ts upon
which to base your estimate?
14. DAes your school have a special appropriation for religious
work, viz: for the Y. M. C. a., for a chaplain, college pas-
6
Jfjr, «tc.?
1ft In your opinion, ajre the Begro colleges meeting the need® of
deftnit# religious training?
16. Any other info zraat ion or suggestion concerning religious ed¬
ucation in Hsgro colleges will be gladly received.
' uestionnaire Ho. II
1, What is your estimate of the religious services at your col¬
lege, vis; Church preaching service, Sunday School, Young
People's meetings, Week-day Prayer meetings, "eek of Prayer
for colleges, Y. M. C* A., Y. W. C. A. or any other religious
service? (Mark each according to your estimate as Church 1,
Pra^rermeeting 2, Y. W. c. A. 3 etc.)
2. What are the items of importance in these respective services,
the sermon* prayer, ritual, congregational singing, special
music etc.?
3# Why did you make the proceeding ranking as you did?
4. What suggestion have you to offer for the improvement of these
services? Whet other criticism have you to offer on these
services?
5, What is your church affiliation? For example, Baptist, Metho¬
dist, Presbyterian, etc.?
The majority of legro institutions—all included in this
study have published statements concerning religious education
la their respective curricula and voluntary organizations, These
statera nts appear in announcements, catalogues, and reports,
fhese have been secured and critically reviewed. From the^e the
7
mj&Ttt Of religiose edmeationt the attitude towards religious ed-
the aim and their own Ideas of the accomplishments of
religious education nay bo lUinBiwwd in a large measure
The last necrne resorted to was the report? of denominations
08 education. These reports appear in various forms, sometimes
in year books. At other times in the quadrennial reports, viz:
the general Conference reports? of the Methodist Episcopal, the
African Methodist Episcopal, the A. M. I. Zion and Colored Meth¬
odist Eposcopal Churches.
I. Beligious Education in Private and Benomina-
tional Colleges and Universities.
1. fhe firBt and most important factor in this study is the
teaoher. What is the type of teachers in Hegro institutions,
for the progressive socialization of the individuals whom they
instruct. The students religious life will be conditioned very
llfeely, by the teachers in the colleges.
A. The academic preparation of the teachers.
There .are 86 teachers of religious education in some form
in these institutions. Of these 86 instructors, 64 have had srome
degree of professional training for their tasks. Thirty-one of
those i&o have received professional training are graduates of
first rank lMtitutloiw. The among'
the best in the country and of long standing. They are: Yale
College 1; Tale Divinity School 3; Drew Theological Seminary 3;
Oberlin College and Divinity School 2; Ohio "^esleyan University
1; Columbia University 1; Union Seminary 1; Boston University £:
Colgate University 1; Rochester Theological Seminary 2; Univer-
8
•tty eX Chiesg* and Pivinity School 3; Princeton University 2;
Mwrtm Theologleal Seminary 2: Chicago Bible Training School g;
&rimell College 1; Hillsdal© College 1; lew York School of Phil¬
anthropy 1; Andover theological Seminary 1; Union Theological
Seminary 1; Chicago Geological Seminary 1.
The remaining 33 teachers were trained in Hegro seminaries
and colleges, the most of them eoming fro© the older institrations
for Begroes, such as -Vilberforce, Howard University, Lincoln Uni¬
versity, Talladega College, and Fisk University,
Though these latter have had some type of professional train¬
ing, it still remains for ur to see the types. The "old line"
theological course claims most of this number as ite representa¬
tives. We should be surprised if it were otherwise, because com¬
paratively recent it has been, since the seminaries of America
have begun what they tern a reconstruction of the seminary curri¬
culum* The meet of these men and women are middle-aged persons
and had taken their courses before the evolution took place. Of
the sixty-four who have had professional training, forty-five have
had the "old line" seminary courses which contained no courses
in "scientific religious education' . I am not at this point ar¬
guing whether they were the losers or gainers. I am simply stat¬
ing a fact in terms i&leh all students of religions education
understand. The remaining nineteen had received courses in scien¬
tific religious education, either theoretical and laboratory ex¬
ercises, or laboratory courses in practical social service end
philanthropy. 57 of these teachers are ministers.
Ia this study it was discovered that very few of the teach¬
ers of religious education have chairs of Heligious Education.
9
Host #£ them give only part-time to that wrk and their programs
are divided ttp't* meat the urgent needs of other departments in
the colleges and universities. Three are teachers of education
and give courses in the rsychology of the Bible, the Psychology
of laligien, and the Educational Method applied to the Bible,
^hese three give the rest of their time to the college and normal
school courses in Education. Four have "Bible chairs" end give
their time to the teaching of the english 3ible courses entirely.
All others are only part-time religious education teachers, so
far as curriculum courses are concerned.
C. What is the attitude of these teachers
toward their task?
In the first place we note a large amount -of optimism over
results achieved or thought to be achieved or hoped to be achiev¬
ed. Sixty-four of them said directly, in asnwer to a question •
concerning their attitude and estimate, that they were optimis¬
tic. Seven were uncertain, and withheld their opinions and three
were very pessimistic indeed. The presidents or deans answer¬
ing the major questionnaire were ^uite certain that the teachers
had the attitude of sustained interest in the work of religious
education#
Teachers and conductors of voluntary religious courses and
organizations. Much of the work in religious training in legro
A
colleges is done by voluntary organisation, some of the most pro¬
minent of which are the Young Men1? Christian Association, the
Young Women's Christian Association, the Student Volunteer Kove-
ment associations, the Young Peoples Societies of the various de-
(JLAJL
nominations and Temperance ; oeietier. Sometimes theyarr central-
10
$*t$ and sometimes otherwise* But our task in this chapter is
to see what pyfcj&smtioji. the leaders and instructors of these or¬
ganizations hare received, the time given and the attitude.
These volunteer® are, for the most part, not professional¬
ly trained. Only seven are so reported, end six of the seven
are professors wh© give Bible of/social service courses upon the
invitation of these voluntary organizations. There fts only one
legro college g so far as has he en ascertained, in all Ambries that
has a paid director of one of these organizations, professionally
trained. Perhaps it would not he unjust to name that institu¬
tion, on account of it© uniqueness, at least* It is Howard Uni¬
versity; the leader is the Y, M. C. a. secretary who has heen train- •
td at the Y. iff. C. A. Training School and is a salaried officer
of the University.
The most accurate account given of the amount of time spent
/L- - CI
by these instructors and conduotorsjJ«H*e found in the reports of
the Young Men's Christian Association. There are 36 young Men's
Christian Associations end 36 Toung Women's Christian Associations
in the institutions represented in this study. The average time
spent per week for the leaders of thepe two organizations is
one hour and forty-seven minutes. Of this time one hour is spent
*
in the weekly meetings (regular) and the other forty-six minutes
in the meeting committees and planning for activities of the as¬
sociations, or in conducting Bible" study, Mission study or social
service classes. Extra time not counted in the estimate ie given
on extraordinary occasions.
The average time given to the young peoples meetings if? an
11
b»tor OA ttJjrat**. About the same would a* doubt ropresant
®ther voluntary organisations t the social service work except-
•I perhaps* Wit present study has data only on -Hie tiiae spent
In certain easts.
fhe attltuda of the volunteer is, as would, be expected us¬
ually that cf eptis&Bxa and sustained interest* He cr shw is se¬
lected by tho students* and on the basis of soae manifested inter¬
est in the particular line of endeavor,
2. Courses of Religious Education
The courses are net the only agencies, besides the teachers,
for assisting college men and women in acquiring a religions per-
-dfcvs-
scnality which will function efficiently in society. Sateless,
they are one of the factors|and are connected with the educative
process in such a fashion that any endeavor similar to the present
cue must consider them.
A* Tfhat^are the courses included in
the curricula of these institutions?
How much credit is given for thea, and
how many students are affected by them?
These querries are necessary to find the part which intel¬
lectual knowledge plays in the educative process, in behalf of re¬
ligious education. Does intellectual knowledge of this parties
lar type function religiously in the lives of the students?
Bet'us^ investigate the requisdd courses of the curricu¬
lum. The Bible is the leader in the list of requirements. Thirty
six colleges and universities require it as a text book. Three
,;r<: • ,4
give it as an elective snd one offer it at all. These
exceptions are Howard university, Talladega College, Tillotson
College and Straight College respectively.
12
Social Ethiea 1® prescribed by ten colleges as follows: Al-
len University^ Irane College, Clark University, Paine College, Hod-
ger Williams College, Bust College, Samuel Houston College, Shert-
er College, Spellman Seminary, Virginia Theological Seminary end
College.
Bishop College, Claflin University, Clark University, Vnox-
ville College and Samuel Houston College have required their stu¬
dents at some stage in their college course t© study Christian
Evidences,
Morris Brown University, Paine College, and Swift Memorial
College prescribe Bourses in social service or Practical Sociology.
Comparative Religion, a course in Sunday Teacher Training,
Hew Testament History, Philosophy of Heligion and Church History
are designated as requirements by State University, Knoxvllle
College, Iiane College, Paine College and ^noxville College respect¬
ively. Spelraan Seminary, Tcugaloo, State University, Flsk univer¬
sity, and Claflin University require courses in Hebrew History.
The requirements in legro colleges are as follows: thirty-five
require the Bible as a text book; ten prescribe social Kthiee;
six prescribe Christian Evidences; three make courses in Soc(b\&1
Service or Practical Sociology requirement^ five prescribe Hebrew
History; one college requires Comparative Heligion; one, Sunday
School Teacher Training; one Hew Testament History; one Philosophy
of Heligion; and two Church History.
2. ,,!e shall omit the consideration of the amount of
credit given and the number of students enrolled in these courses
until we have given attention to elective courses.
Here the Sunday School Teacher Training courses lead. They
13
**• eei^ceite courses in most instances. In other wordst they
composed chiefly of sketches of child psy¬
chology* principles of .teaching, school management, Old Testament
KlMesy.* Hew Testament History, geography of Bible lands and sto¬
ry telling. Shese courses have become very popular in Uegro col-
^•8 during the last seven or eight years. Dr. H. C. Lyman,
S uperintendent of the legro work under the auspices* of the Inter¬
national Sunday School Association, has done incalculable good
in the way of encouraging this particular kind of work. The great
majority of these oourese has been installed as a result of his
endeavor* Only three of the £1 courses in these colleges have
been established independently of his encouragement and in most
instances his formal installation. The following institutions
have the courses in Sunday School Management, Organization and
and teaching which they offer as e3e ctives: Atlanta diversity,
Benedict College, Lane College, Claflin University, Clark Univer¬
sity, Fi»k University, Howard University, Lincoln University,
Livingstone College, Morehouse College, Morgan College, Hew Or¬
leans University, Bodger Williams Jniversity, State University,
Swift Memorial College, Talladega College, Tillotson College,
Wilber force University, Spellman Seminary, and Morris Brown Col¬
lege.
Social Ethics is elective in Virginia Union University, Mor¬
ris Brown Cellege, Pisk University, and Knoxville College.
Social service courses are offered under the elective pro¬
vision in several institution?, ^even of.them offer there courses
*mter their departments of sociology. They are: Atlanta Univer¬
sity# Bnediet Cellege, risk University, Howard University, Mor-
14
gam College» Talladega College, Virginia Union University and wii-
b*rfor«e0niversity.
Comparative Religion is offered in Talladega College and
U&iversity.
ffc# Principles of Religious Education and the Organization
of Religious Bducation have been offered recently by Talladega
College ant Fisk University.
Howard UfclTerslty, fCaoxville College, and Morris Brown Col¬
lege offer in their elective systems lew Testament Greek,
Tfhe Bible is elective at Fisk, Tillotson and Howard Univer¬
sity. Mission Study is elective at Talladega College.
Howard University has a wide range of eiectives covering a
large scope of religious subjects which are offered in the How¬
ard. School of theology. They are Hew Testament and Old Testament
introduction courses. Comparative Religion, Church History, He¬
brew, Missions, The Teaching of Jesus, The Teaching of Paul, and
U. f* Biographical courses* "ilberforce has a similar condition.
They allow lew Testament Greek, Hebrew, social Service courses,
the Life of Christ and the Life of aul te count toward the
Bachelor of Arts Degree. These courser, however, are all given
in Payne Theological Seimnary which is a part of the " ilberforce
system.
Morehouse College has a combination of the elective and pre¬
scribed system relative to the Bible. The Inglish Bible is re¬
quired iii the Freshman year but elective in all of the other years,
fhs following will show the courses in religion which are offered
ia Begro colleges and will designate the number of institutions
offering the several courses as w*ll as whether they are elective
15
or ?79BCr3.D0tt
Courees Elective
agliefe Bifcle $
2• Philosophy &f Religion X
2 «w feataaent Greek 5
4* Hebrew g
5. The Principle® of Religions Education 2
6. The Methods aad Organization of B. £. 2
7. Serial Ethics 4
8. Social Service 7
9. Comparative Religions 2
10. Hebrew History
11. lew Testament History
IS. Church History 2
IS. Christian Evidences
14. Missions 2
15. Hew Testament Introduction 1
16. Old Testament Introduction 1
17. Sunday School Teacher Training 20
18. teachings of Jesus 1
19. teachings of ^aul 1
SO. life of Jesus 1
21. Life of Paul 1
18
Required
36
1
10
5
1
5
1
2
6
10
fhuB it is seen that the colleges under investigation of¬
fer 18 eeursee for the religious education of those who cone under
16
thai? Wl^ervlslo® and prescribe 10 courses for the same purpose.
: • ■:■•■ ■ .
vs^b,% stditmir 1b enrolled in these curriculum courses?
a guide for estimating effectiveness or vice versa
but £& will serve us here for purpose?? of comparison. T*'e have
noted the courses offered. It ir pertinent that w# should want
to know how mnny a^re affected by these courses. Or perhaps it
would be better to ask how many have the opportunity of partici¬
pating in the benefits derivable from these courses, and seise
the opportunity. But even when we know that the total number of
students in these various institutions should be evident in order
that we might make a Just comparison between the number matricu¬
lated in these several colleges and vthe number influenced by the
v<-
courses of religious educetio*^. The numbers for each college may
be seen in the Chart on the last page of this treatise#
In the 38 private institutions for Uegroes of college rank#
which come under our observation, there were enrolled for the
scholastic year 1916-1917 1952 college students. The number# la
the several colleges run from 558 to 6. It is interesting to ob¬
serve that over one-half of that number was registered in four
universities as follows: Howard University 558; rilberforoe Uni¬
versity 202; Fisk University 208; and Lincoln University 163.
The total is 1131♦ Of the remaining f @21 Uegro coil ege students
IfTfc
v,y-c^v<2
over fifty per centjwan& registered in eight other institutions as
follows: Talladega College 66; Virginia Union University 66; More¬
house Coileg© 65; Benedict College 60; Bishop College 60; Atlan-
ta University 59; Sh<w University 49; end Biddle University 40.
fh« total is 465. In these twelve colleges and universities we
17
Tei0f& 1696 students or oyer 76 p sr cent of the total for all of
aa : r- *
tke 28 institutions.
$h« investigation show® that eleven hundred and four of the
nineteen hundred and fifty-two students are enrolled, in these
religious education courses, 'Thin is more than fifty per cent.
In fact it is 56 per cent of the total number enrolled« Making
a coi^parlson of the same institutions which have the majority of
students we mote a difference in their proportion of students in
religious education to the total number enrolled, Howard Univer¬
sity has 98; Fisk has 110; Lincoln has 163; and rilberforce »0.
fhe total is 331 which is less than a third of the total number
enrolled* Talladega has 26; Virginia Union University 51; Bhaw
University 20; Blddle University 40; Morehouse College 84; Atlan¬
ta University 12; Benedict College 40; Bishops College 40. And
the total is 2621 which is less by a good deal, than 50 per cent
of the remaining 7*3. But when the twelve schools are taken to¬
gether they afford 63 per cent of the entire number enrolled in
the courses of religious education in the 38 colleges and univer¬
sities •
fhe investigation of the amount of credit given for these
religious courses reveals facts as interesting as those relative
to the number influenced by these courses, "e have selected the
unit to describe the credit given. By unit we mean a course giv¬
en 4 or 6 $imes a week for thirty-six weeks. This, is not aimed
to he technical. Most of these institutions have 9 46 minutes
periods. 'There a ire only four exceptions of which three have
60 and one 60 minutes periods and a few fifty-five minute periods.
18
flMtiif periods have been translated iA terms of the forty-five
minute periods fer the sake of convenience. The units designate
the amount ef ered.it given for both prescribed and eleotive courses*
In the colleges where the elective system is* extensive, the units
represent the maximum amount of credit which one may receive for
courses in religion. For itemized description of the amount of
Credit given see chart on last page.
Only one college of the 28 which we had under investigation,
offered no credit for courses in Bible or kindred subject0, The
other 37 offered credit varying from one unit up to six units.
Howard University leads in the amount of units offered, and Enox-
ville College, Virginia Union and Lincoln contend for second place
each having fomr and one^half units, ^ilberforce takes third
rank with four and one-fourth units. Texas College, one of the
smallest in numbers ties Fisk University for the fourth place.
The Hegro and Talladega colleges offer 85 1-E units of credit
for courses in religious education.
(b) The volunteer courses in colleges have been considered
by many exceedingly efficacious for soca11 end religious develop¬
ment. These volunteer courses have various sources. In some few
colleges they are offered by the faculty. But in the great major¬
ity of cases they come through the channels of the voluntary
*
religious organizations of the respective Iif titutions. The Young
Men's Christian Association and the ^oung ^omen's Christian Asso¬
ciation are the most active sources, The Young Peoples' Societies
such a s the Christian Endeavor, ^he Epworth League foster this
project in a few of our Heg^ colleges but very little date is
19
wr$$kbl» b4Mn«i they keep no accurate records from y»ar to
1jr«*r. W»1b wis discovered during the process of investigation.
51mm we «*» dependent upon the Y. if. C. a. and the Y. W. c. A.
for the inforwtion desired along thie particular line.
tfcere are thirty-sex Young aen'e Christian Associations In
the eollegBB ooaprising this study. ln other words, all of the
colleges and universities which are co-educational, and those
for men only have the Young Men's Christian Association. All of
the co-educational institutions and those for women especially
have tli# Young Women's Christian Association, therefore, we have
thirty-six Young Men* s Christian Associations and thirty-six Young
Women's Asaooiai&nnB in these private colleges and universities,
ffo&rtom institutions report Bible study classes for men under
the direction of students • more or less prepared. The aembership
ia these classes is one hundred and seventy. Only five report
Bible classes for women.
Ifiission study classes axe al*o offered under the supervision
of the Associations in some of the colleges. The men in eleven
college© attend the mission study classes and number three hundred
nine* fho women have such provisions in two colleges with a mem¬
bership of eighteen. The numbers In these elates fluctuate from
y#ar to year depending largsly on two factors, the leaders of the
respective association and the leaders of the elapses. The per¬
sonnel of the student body is alRO a factor. It Is among the
things natural that from time to time changes in the personnel of
the otmdeat body bring changes of interest and ther^ ie no guar-
antee of fixity so far as numbers are concerned. It is the ideal
20
^ Central Associations to have the classes sustained each
fmr with am increased efficiency, but all of the institutions
testify to the fluetuation caused by the human element in the pro¬
blem,
fhese courses are mostly mapped out, even to the assigning
of specific tefcts by specific authors, by the International Asso¬
ciation. They have the advantage of having something definite
with which to work, to say the least.
4. Peligious Services
Worship has always played an important part in the life of
human beings. Whether man is in Babylonia worshiping the stars,
or in Egypt at the Isis-Osiris shrine, or whether he ascend? !.Tount
Olympus with Homer, he is a worshiper. He may ascend to the in¬
describable, unthinkable realms with Plotinus or he may with twen¬
tieth century enlightenment claim allegiance to the God depignat-
ed father of all. Tet he worships. It will prove interesting
to note the stimulation of this instinct under the supervision
of the Hegro colleges and universities.
The chapel services claim our attention first because it
was unanimously denoted in the questionnaires as one of the ser¬
vices which these institutions emphapize in the life of the stu¬
dents; many of them ;fpoint out lts significance even for the teach¬
ers. Every one of these institutions require daily chapel attend¬
ance, which averages one-half hour among the thirty-eight insti¬
tutions investigate^. In nine-tenths of the announcements or bul¬
letins sent from these institutions to prospective students, the
chapel attendance is strerrea as on« of the rigid requirements of
21
ITO& *:U<; : - .
i*»tltutionB. IB fcur-fffthe of these same institutions, chap-
t f: , 1 .
#i attendance Is taken by ecme member of the jfr»eulty or so me one
deputised by the authority vested with that right.
What value is the chapel service to the religious develop¬
ment? This cannot be anewcreg indiffcriminstely. The answer de¬
pends upon the chapel activities. One should ark what happen* at
the chapels. One student snrwered that question by the following:
^The chapel is the place where the president get? us all together
to give us all a genwlil cussing out instead of taking us one by
one*'1 This expresses the sentiment of several hundred students
in those colleges included in our study. During thi? investiga¬
tion, I visited and had reports from 21 chapel services during
periods of several deys. Out of those 21 chapels, 19 were ex¬
hibits of *the "cuseing out act", with the president or his vice-
president or the dean performing the stunt effectively. ?ut it
would be a gross injustice to even the twnety-one institutions
referred to if we should leave the impression that the sue total
of chapel services is described in the remarks relative to repri¬
mand?. A professor of one of the leading ITegro colleges, in de¬
fending the chapel service paid the ''calling down" is merely the
introduction and conclusion of the chepel exercises to give op¬
portunity for ex-offlcio display.
There is another condition which obtains in ?Tegro institu¬
tions which perhaps doe? not suffice as a legitiiaate excuse for
the "calling dOTTi" act but at leapt explains it or is provocative
of it. I have in mind the indi?-crimiate aspembling of students
from the high school and preparatory department and too often
22
fro* the granar •ohool with the college students. Very often
■" i:- Vi:
the official "caller down" aires his remarks at some grammar school
9T high school character of notoriety, but is democratic enough
to Include "some of you students? There are only two of these col¬
leges ©f the entire 38 where the high school students are separ¬
ated from the college student?3! for chapel service. X mean that
they allf except these two, assemble in the same auditorium at
the same time with the same privileges and under the same circum¬
stances. The most prominent index of distinction between a Junior
college student and a Junior high school student in chapel is
the locus of the seats.
fhe eh^el exercises are led by the president, chaplain or
university pastor, or sosie member of the faculty. Occasionally
local ministers and visiting ministers are asked to serve in this
capacity. ^There the members of the faculty lead they either come
in their "turn" serving one morning, or whenever chapel services
take place, and then are relieved until the other members have
done likewise; or he serves for a designated period of time. k
week Is the average time served in those colleges which have this
system.
The nature of the service varies very slightly in these col¬
leges and universities. One might readily get the impression that
they all had the same model. They all begin with religious music
selected in most cases by the one who has the music of the insti¬
tution under supervision, reripture reading or a brief morel,
gtV
aesthetic, ethics 1 address follows. Then prayer usually clos¬
ing with the Lord's Jrayer. In seven of the institutions the
scripture reading follows the prayer. A song usually closes the
devotional period, Hot till ® Chapel 6X6TCiS6B» Ztl i8 SUbf 6^H,©nt
to this song th&t the moral admonition undisguised usually follows.
TMs is tli© time when visitors of distinction and otherwise, enter¬
tain or detain the-students.
file attitude of the students has much to do with the reli¬
gious value received from tbe chapel service. All of the author-
ities have estInsted that their particular chapel servicer? have
excellent effects? upon the student? judging from fcheir attitude
at chapel which they describe as fair. They are confronted however
with the problem not so easily solved in answering the question/
It is extremely difficult for them to distinguish ^ust what part
of that attitude comes from the influence of rules and regulations
regarding chapel attendance end what part comes from choice.
One of the common religions agencies among L'egro college?
is the college church. Twenty-nine of these colleges have church
services on every rundty, either merging, afternoon or evening;
In twelve institutions they have preaching twice a day. All of
them require attendance at church. The nine which have no preach¬
ing service at their pieces every Sunday have it occasionally
and Bake up the deficit by requiring the students to attend a
neighboring church , in most cases?, a church of the denomination
under whose auspices the institution is operated. The students
attending so far as the requirement? of the colleges are concern¬
ed are those who live in college dormitories. In no esse has
this requirement affected students living in the community, outside
ef Shi Half of isispus control. This means that the attendance at
the college church aside from that given by those under dormitory
supervision is voluntary. A large proportion of the s tudents
attend^ other churches, the whore and why of which Is
nef known by the investigator. Hie proportion attending the col-
leg© churches however is ascertained. | Hie "boarding" students
number of college student?? living in the dormitories of these
various institutions is 651 or just a fraction over one-third of
the entire number enrolled in the thirty-eight prdvate institutions
The other students, thirteen hundred end one go whither they please
so far as the institutions are concerned, and no data are avail¬
able on the number attending the college church. In these church¬
es the pastors are the presidents, some other member of the fac¬
ulty, usually. In two instances the pastors are colled chaplains
and, have other religious functions during week days, at &he s chool
In four cases, the pastors and presidents are identical. This
assures the college church which operates on the basis just stat¬
ed, a good pastor.
There are eighteen which have these pastorp. Eleven have
no pastors or chaplains but invite ministers of the city or neigh¬
boring cities to conduct their religious service? on Sunday. This
service is had at the time vhich is most convenient for pastors
of local churches. The most frequently usefl hour Is from three
or three-thirty to four-thirty cf five in the afternoon. The es¬
tablished churches have prayer meeting during the week on one of
the following nights: Tuesday, "'ednesday, Thursday or Saturday.
Just why Friday night is boycotted one is unable to s?y. The "luck
psychology may not have had any part in establishing the tradition
along that line. Here again we find the law cf the "Medes end
Persians" working effectively in securing corporeal attend? nee.
The students are required to be there and are there in body et
are the church goers so far.as the college churches are concerned.
25
least. The times for convening these prayermeetings are chiefly
two. Just after supper in 9 and at the close of the "study" per¬
iod in £5. Four have the hours between 7 and 8 P. M. or there¬
abouts.
The Sunday school is a prevalent religious agency among the
ITegro colleges and universities. We find a Sunday school report -
ed in thirty-seven of these. In these Sunday schools the teadh-
®n? who reside at the college dormitories constitute a part of the
Sunday school faculty. Some of the advanced students are used
as teachers and officers.
Another phase of religious service prescribed by several
colleges is the Toung Peoples' Society. They are all of the same
general nature. They take different names such as the Bpworth
league, the Baptist Toung Peoples Union, the Allen Christian En¬
deavor and so forth, depending in the main upon their denomination¬
al affiliation. Thirty colleges expect their boarding students
to be present at these meetings. These thirty institutions have
388 students of college rank who live in the dormitories of these
respective institutions. Thus three hundred eighty-eight students
attend these Sunday afternoon or Sunday evening meetings.
Five colleges which are co-educational have the "quiet" hour
for girls on Sunday afternoon. It was designed to be religious
or serai-religious at least. Each girl goes to her room and re-
aalns there quietly for a designated period of time. D iring this
time she is expected to read her Bible or some religious book, or
engage in some meditation which is in keeping with the holy day.
Where this idea originated the writer is unable to say. F$, with
those who have observed this mystical quiet fro*r, is puzzled con-
£6
oeraing its religious effict cy. One naturally asked thope in auth¬
ority why not & "quiet hour" for the boys well, "fhere seems
to he either a very high compliment paid to the "boy? or quite an
unpardonable insinuation on the inherited tendencies of the girls.
Whieh is it?
The nature of the Suhds.y services and the Sunday school is
evident without further elaboration. Perhaps a more detailed des¬
cription of the prayermeeting and the Young Peoples meeting is in
order.
A common element ie seen in the prayer meetings, "sentence
prayers" and singing. Several students think I should add a third,
namely, sleeping. Another very frequent acitvity is testimony of
religious achievements, disappointments and hopes. Eleven col¬
leges have topics which are posted each week prior to the meeting.
These topics are religious in the orthodox sense but three of the
eleven have pushed far away from the shores of orthodoxy e nd dis¬
cuss current topics of tfitsl interest. In these three institutions
the meeting resembles a forum where every one expresses his opin¬
ion, and exhausts his steam on favorite themes.
The Young Peoples' meetings without exception,—according to
reports—have two common phases. The first is the study rnd dis¬
cussion of the specified topics, accompanied of course with music
end prayers. This might be called the devotional phase of the
meeting. Then there is a change in program in which the literary
side is given precedent. !..usic of a classical nature constitutes
£he feature of the program. One of the all important interroga¬
tions in this connection is the feeling of the students concern¬
ing these religious orgainzations mentioned. Do they function
ill the lives of the students? Do they feel that these orgaAiz^-
27
tions are vital to tliem or do they feel as one student in an east-
era university, Then interviewed lie said: ,T0h, well, I guess they
are pretty good, I sup, ore they are among the nedessary evils of
college life." (JJ An extensive interview of the students at seven
institutions revealed some interesting facts. The presidents
or deans from the thirty-eight colleges gave some data and much
opinion on the benefits which the students derived from these or¬
ganizations, according to the students? testimonies as well as from
the observation of these president? or deans. I am not inclined
to plaee too such emphasis upon the students testimony to the
presidents. Because, the psychological situation of a student who
is asked by a college president vfost he thinks of the church ser¬
vice, Pun day school and Epworth League is not od nducive to frank¬
ness. This is especially true cf students who know what the pres¬
ident wants him to say. It is a sort of begging the question.
The average college student is apt to have too much respect lor
the president's feelings to be frank in such case. He likewise
has a keen sens© of self-preservation. Ee doesn't want to t!get
in had", with "prexy". In the case of five other institutions
1 had students, Y. M. C. A. workers interview the leeders of var¬
ious rctivities in these college? *w1th a view of getting their
candid opinion and the reflection cf the opinion of the other
students. In these various v;ays we secured data vrhich represents
a high degree of probability to say the least.
Kinety-five per cent of the students in Eegro college? reck¬
on the church service on rundey s beneficial egency lor religious
functioning. ?hey vary greatly as to the degree of good derived.
28
In #leven institutions the singing and liturgy are placed first
in the rank of importance and the prayer last. These same col¬
leges think the sermon taker second place, 3y many of this same
number congregational singing is given a very high place. The
general complaint against the sermon is that it is too dry. I
think what is meant by this is that the sermon lacks enthusiasm.
There may be two reasons for the impression of the dryness of the
sermon, if the complaint is justified. In the first place, &
large number of the college pastors, or supplies, begin their
sermons on the assumption that student*s religious life is
essentially different from that of the average person in a con¬
gregation eight blocks away in another church. Perhaps it is,
i
and perhpas it imtMn I am not discussing that now. That assump¬
tion conditions his sermon in character of composition and espe¬
cially in delivery. He works on the assumption that the college
man will be interested and benefitted by science, philosophy rnd
so forth regardless of how it is presented. In the reaction
against excessive emotion he too often swings to the other ex¬
treme. This is offered as one of the explanations for the so-
called dry sermon. And the conclusion is based on observation
and experience, ff Again the college students in there universities
have come from such a great variety religious environments.
It would be a safe estimate to say that in ell^egro colleges
90 per cent of the students are lef tists and Ilethodists. ^he
registrar's records from these 38 organizations show the follow-
ing: 983 Baptists; 790 Methodists; and 179 divided among the o-
ther denominations. This gives the Baptist ?.nd "ehodists 90.8
29
per cent of the total enrollment in these 28 Institutions. This
means then that 90*8 per cent of these students have had a Bcp-
tist-^ethodist environment. mhey have had this environment for
eighteen or twenty yearn more or less* 'Tell, what does that
matter bo far as the estimate of the value of sermons delivered
to them? It means that at least it lively that the im¬
pression through childhood, youth snd young manhood or wonienfcrood
will he easily of feet by the eollege religious environment in
one, two, three or four years. Ideals theoretical of course
change re ma rkablfcjp but inevitably some elements of satisfaction
^gfforded by the earlier environment will be demanded in the col¬
lege environment, by the students. Then the Baptist-Kethoaist
environment among the^egroes is on enthusiastic environment,
to express it mildly. The sermon is one of the conspicuous feat¬
ures. It is the steem generator. Evidence of this is portrayed
L
in the habit of the church goer arriving ftfst prior to preaching
and retiring soon after, feeling that he has been present at the
most important part of the service. A student affected by such
\
an environment wwmlJt nedessarily demand all of the crudities
but he feaH like the swing to the other extreme.
It is the opinion of students and teachers that the Sunday
school is beneficial. Irom asnwers received it is calculated
I
that 98 per cent of all the college* stu3ents believe in the Sun¬
day school's beneficent Influence in student life. Several In¬
cluded in their remarks criticism of the literature used.
The Sfme beneficent functIonioning was attested to in be-
half of the young people's mertingp.
Xhe hammer falle hearily cn the mid-week prayer meeting.
A very tev Bee any good coming cat of the prayer meeting, Pne
tertifie? thet"the prayer meeting, the driest derde?t event, tnkes
place just at the time irhen it is meet difficult to he interest¬
ed in such." llsny other similar e>:p re priori concerning the
prayer meeting were made. Torever it rap mo ted th?t the pchoclp
-rhich had varied the fartherert from the traditions! prayer
meeting had the roost good to ssy in behclf of the prayer meeting.
In the great majority cf instance? the opinion is that the prry-
er meeting is a bore and phould te absndcned. A student in one
of the southern colleges, exprepsing vfhst he had reapons for be¬
lieving was the student's attitude tov^rdp prayer meeting?, raid
"It isn't interesting and inn*t even a good sleeping place be¬
cause one cannot stretch out ss he derirep.n
The general attitude towards the services on Sunday, then,
is good. These services are beneficial. The ptudents feel thr.t
they are mor&l end religious pupportn. And in ell case? they
believe vrith plight rnodificationp they could be more effective.
A greet premium ip pieced upon congregational Ringing and the
liturgy in the services.
'/Ls univereal as the national holiday? $he rre^k of prry-
er for colleges has become in these institutional They affect
the regurlr routine of Pchool rork in 22 colleges and universi¬
ties. This give? some ides of their estimate of the vrl uo of
puch a Ferirs cf servicer. It is conducted variously. In Fome
they conduct s series of prpyer md rong service? offering op-
.--/L ifL i /
portunity to those Fho h^ve-n-21 irsde & decision for the Letter
life to do fo openly, ""heir names are recorded. And they be¬
come members of the college church, rrhere there in cne. Other-
31
t&ey are provided for through other means* Those who fail
to make decisions are made epwcial objects of moral and religious
endeavor during the following months. In other cases^18 col¬
leges , a religious survey is mede of the etudent body, usually
through the Young L!enls Christian Association and the Young ^om¬
en1® Christian Association. This survey is made sometime]® prior
t© the week of prayer and personal workers are selected to do
campaign work which is to culminate in decisions during the week
of prayer. The week of prayer service is conducted by the pres¬
ident, college pastor, or chaplain usually assisted by the mem¬
bers of the divinity school There there is one connected with
the institution.
Hine colleges have this convocation led by some strong min¬
ister from the community. Four surrender the whole affair to a
professional evangelist.
The students and officiary of these colleges report some
very significant results and all of them are agreed in this?: the
week of prayer is * very valuable harvester for gathering the
fruits of previous endeavor, as well a? a decision promoter it¬
self. There is no unanimity of opinion relative to the beet
way of conducting the week of prayer, except that the method will
vary with conditions. Plight college pastors and cheplaine de¬
clare it injurious in the lonp run to have professional evangelists.
The others except four 'did ft'-* knowvthey had never given the evan¬
gelist a test. They were fit lesst dubious about ranking the ex¬
periment.
Some of the reaults rerortrd from the reek of prayer £-re
a8 follows: For the scholastic year 1916-1917 three hundred and
• ^ cL*
twenty-two confessions for the bette"** life^. The most of /h\t<ese
32
were followed by what the presidents of these colleges denomina¬
ted religious growth. In these colleges there were prior to the
week of prayer three hundred^ninety confessors*• This means then
that subsequent to the week of prayer sixty-eight non-eonfessors
remained among the college men and women. This *fhows also thrt
prior to the week of prayer one-fifth of a student ho$y of 1952
were non-confessors* The week of prayer was the occasion of trans¬
forming 82.5 per cent of that on-fifth into confessors. Thus the
^legro colleges subsequent to the week of prayer 1916-1917 were
96.5 per cent Christian as a result of the week of prayer, in
part at least. Just how much the personal work, the Christian
environment and other factors during other times prior to the week
of prayer played is conjecture.
Perhaps it will suffice to state that each of these col¬
leges has morning devotions every day at the breakfast hour. They
are very terse consisting chiefly in the Lord's Prayer, a bles¬
sing sung or recited. Seventeen have night devotions closing the
study your escept on the night appointed for the weekly prayer
meeting. The benefit of the dining-room is not easily detected.
The enthusiasm often manifested mry be due to anxiety to dine.
The interest due to that desire, and that due to the religious
/W'
stimlli, then and thereafter are not easily discernable, one
from the other.
Jr. Voluntary religious services^
Thooo ocrvlcftF^ nr* conducted under the auspices of the v©l-
^untary religion* organizations in the colleges and universities.
These organizations present quite e vcriety in name. "Rut most
of them are very similar in function. Some of the organizations
32
which were included in the study of required religious services
vfll find places under this topic because while they are requir¬
ed in some they are voluntary in other colleges.
The orgainzations are the Young Men's Christian Association,
the Young '^omen's Christian Association, Missionary Societies,
Temperance Societies, The student Volunteer movement, the Cir¬
cle of King's Daughters, The "Thite Cross league, snd Young People's
societies of Endeavor such as we studied under required services.
Also we should note the te? cher training class which is voluntary
in several private institutions end in all of the state colleges.
The Young Ken's Christian Association is the most popular
among the men of the institutions, and the Young ^omen's Associa¬
tion is the choice of the ^omen. The reasons for trie state is
fairly obvious. In the first place,the Young '"en's end Young
women's Associations have been stimulated more by the interna¬
tional Associations than any other similar parent organization
has stimulated its offspring. There is a continuous program,
and alert men whose business it is to see that these associations
go. They are paid good salaries for that purpose. Then the
verjr fact that the Y. M. C. A. is international in scope and sys¬
tem hag its bearing upon the loc? 1 branches in the vrrious col¬
leges. n?hat has been asserted concerning the :f. C. a. might
likewise be said about the I. f. 0. a. Hf there is, no doubt,
another reason explanatory of the popularity of these associations.
Those who are in authority in the international Association have
studied student life with an eye Pintle to meeting the needs of
men and women so environed. Perhaps then, there orgpnizations ap¬
peal more to men and women than the others. In 1916-1917 these
colleges had enrolled in the Y. M. C. A. and the Y. VI. c. A.
34
1252 students* They estimated an average attendance at their
Sunday meetings of 940, This includes men and worsen, These in¬
clude the reliable students of the colleges so far as religious
propaganda is concerned. These meetings are about an hour long.
One feature which the men respond to very readily, according to th
reports, is the participation in the discussion of the topic after
Ct.'PV-
a leader has opened it. There is a-waite! lack of accurate re¬
cords of the effect of these services upon the student life in the
institutions. Howard University, Fisk and Talladega College have
made the »©st progress along line.
11even colleges reported temperance societies which have
occasional services. These are Lane College, Fisk University,
Howard University, Conroe College, Mward ^aters College, living-
stone College, Hew Orleans University, Texas College, Bo^ger-
Williams University, Samuel Houston College, Shaw University,
^ilberforce and Bendiet have Student Volunteer services.
The following twelve institutions have missionary societies
which have services fortnightly: Howard University, Morgan Col¬
lege, Korris Brown College, Sew Orleans University, Bust College,
Samuel Houston College, Shaw University, Hwift Memorial College,
Virginia Onion University, ^ilberforce University, Spelman Sem¬
inary and Virginia Theological Seminary and College.
Bight of the thirty colleges under consideration encourage
the young peoples' Sunday evening meetings but they have not made
attendance compulsory believing they ti*ey say t that there should be
e©rae opportunity for choice in respect to attending some of these
meetings. Thei'i*fore tliey-be^e-rirrta attenfr nee optional. They
report a large attends; nee and think that compulsion would a an very
little to the attendance and detract perhaps from the effective-
35
ness of such meetings. r'hy this point of view bold true
in respect to the Sunday school which is repaired by there same
institutions* one 1p at a loses to say,
Expressional activities of the Begro Colleges and
TJniver?»lt1 e*.
We have investigrted the Knowledge ot religious education
derived from religious education courses in the curricula of
thirty-eight colleges as well as those offered by voluntary asso¬
ciations. Likewise have we reviewed the preparation of the teach¬
ers of these courses, the time given to the teaching of the®, ©nff
the attitude of the teachers towards them, Then we noted the
character and amount of worship given by these students, it now
remains for us to examine the expressions! activities of there
students, what opportunity have they for the expression of their
religious thought and devotional attitude in a etual service ?
The means to that end are not feo he viewed lightly, if the educa¬
tion principle, no impression without expression, is worth any¬
thing in the process of religious growth, fhe religious 3a hor¬
atories must he a^vital for the stuS^tr, as the chemical or bio¬
logical laboratory.
Thirty-five of these schools report Sunday work of some
kind for 360 students. This work is of the general kinds, fhere
are many who teach in the college Sunday schools. One hundred
and eighty-seven tbesbb in Mission Sunday schools in the vicini¬
ties of the college. Four hundred teach vacation Sundry schools
in the various localities to which they go during the summer va¬
cation.
"doing jsdnetay fcendoi. work during the
36
the scholastic year are students in twenty-three institutions*
fhere is a likelihood of more colleges furnishing tfcachers for
this work hut they have not reported it because they keep no re¬
cord cf that work, The schools reporting are the following: Allen
University, Atlanta University, Clark University, Spelman Semi¬
nary, Morehouse College, Morris Brown College, Howard University,
Fiek University, Lincoln University, Edward Water'f College, Lane
College, Claflin University, Conroe College, Benedict college,
Livingston College, Morgan College, Bodger ^illiams University,
Shaw University, Virginia Union University, Tougaloo University,
Talladega College, ^ilberforce ^niver«ity, and Rust College.
Fiek University and Virginia Union conduct mission Sunday schools.
They seem to have unique places relative to the Sunday school
service.
Boys Clubs are not unmerous among the activities participa¬
ted in by the Jlegro college students. Only four report such an
organization. Wilberforce has a local boys ^out Club conducted
under the auspices of the Young Men's Christian Association. How¬
ard University, Fisk University and Morehouse College conduct
boys Clubs and some of the men find excellent opportunity for
service.
The following make visits to prisons and render service to
the prisoners: Knoxville College, Benedict College, Virginia
Union University, Atlanta University, and Morris Brown College.
There are several institutions that minister to the poor
and dependent^ through the various voluntary organizations. "11-
berforce distribute a limited number of bibles, and other neces¬
sities to the community in which it is situated. It does this
37
through the Young Women's Christian Association. Morgan College,
fisk University, Morris Brown College, Benedict College, Morehouse
College, Kdward Waters College, Virginia Union, Talladega College,
and BAddle University do similar work for tlr poor.
fhe colleges and universities doing other social service
work such as work among the boys at the reform schools, visiting
and ministering to orphans, assisting at Old Folk's homes and:asy¬
lums, are: Fisk University, Atlanta University, Morehouse Col¬
lege, Morgan College, Howard University, Talladega College, Tir-
ginia Union University, Shaw University, B&ddle University, A1-
1
len University, Bishop College.
Fisk University has a university settlement house, the Beth-
elhem Mouse which operates under the social science department,
fhis affords the Fisk students a splendid opportunity to serve
society at first hand.
All of the tMrty-ei|$ht colleges and universities give op¬
portunity for service in the college churches or in the churches
where the colleges worship. The services are to wit: All hrve
some students serving in the choirs. In the churches, which
'2-
are college churches in the real sense of the work,— Lmecn by- ?
flart_ regularly organized with pastor and officers—the students
are the-presidents officers largely. Thirty college president?
think this is splendid expressicnal activity.
Five institutions use their missionary societies to help
support some one whom they know on the foreign mission field. The
other seven which reported organized missionary societies all
1. ITone of these does all of the things described but all
Qt them do at least some one of them,
38
have what Might be ©ailed foreign mission rallies ?md give the
proceeds to foreign mission work, in the most of these oases, the
money goes to the foreign field through denominational channels.
Service in the y. m. c. a. and t. wm C. a. as charimen tn&
members of committees gives a small number epportuni ty for ex¬
press ion&l activity of a kind, fhe same may be said for the o-
ther voluntary organizations.
The financing of religious education in these colleges
is significant. Question number fourteen in the general ques¬
tionnaire is : Does your college have a special appropriation
for religious work, tfiz; for the Y. M. C. A., for ehaplain, col¬
lege pastor and so forthf All of these institutions except four
answered this question in the negati^*. Morgan college has an
appropriation for the chaplain and special appropriation for a
teacher of Bible. Fisk University and Lincoln have Bible chairs
endowed. Howard University has special appropriations for the
Y. M. C. A. fougaloo has a part of the college pastor's salary
appropriated by the American Missionary Association. £he others
have no appropriation which pertains to the special religious
work, fhis mean® that the religious work in these colleges has
a decided financial handicap of which they are all very conscious,
fhe speical work is financed by fund*? from subscriptions, funds
raised by entertainments, and the ac nations of the students and
teachers, fhis means a fluctuation from £me to time depending
upon the generosity of the donors. An endeavor to secure funds
to carry out the programs of these voluntary organizations usurps
meh of the time and energy of those who lead them.
Religious-Edueftt i on in t t e C olleges -and- -Mi ver si ties
39
II. Heligious Education In state Colleges and Universities
This study embraces the following state ins tt tut ions which
offer complete college curricula or do college grade of work:
Florida Agricultural and Mechanical College, Georgia State College
for Colored Touths, Alcorn Agricultural and Mechanical College,
Alabama Agricultural and Kechanical College, Agricultural and
technical College of Borfcfc Carolina, and the rest Virginia Col*
sionally trained* They are usually laymen who are teaching in
the other departments of the institution.
The time given varies but averages fifty-five minutes per
week each.
Their attitude towards the subject of religious education
is optimistic. The very fact that alio of them are volunteers
save three shows that there is an interest in the process.
r<Bz Curriculum com see*-Four state colleges offer Teacher
Training courses but they are all elective as might be expected
since they are state colleges. In all cases these colleges would
have to make the most of these courses elective in order to avoid
& conflict with ^tate constitutions. lote, however, that Florifia
Agricultural and Mechanical College offers courses in social ser¬
vice which are required.
The number of college students enrolled in these s ix state
institutions is 225. One hundred thirty-one of these are enroll¬
ed in the religious education courses. This is more than one-
third of the entire number, a larger proportion than in the pri¬
vate institutions.
- ,e ktpte colleger Lave vol 4nt**ry eii^oup organizations
these institutions are profes-
40
9t th& conductors are professionally trained, These courses
of the same type as those found in the private institutions,
except for the denominational featares, fhe Young Men's Christian
Association, the Toting ^omen's Christian Association and the Tem-
peranee Clubs are those found in these institutions, Two hundred
thirteen men and women are enrolled in these three organizations.
Alcorn A. and B. College has five men in the mission study
class and five in the Bible study clr ss. Florida . and I!. Col¬
lege has .eight in the Bible ptudy class and three in the mission
study, fhe Georgia state College Ifcs ffcenty in the Bible study
class. The Alabaaa .Agricultural and Mechanical College has six¬
teen in the Bible study class. The /gricultural and Technical
College of Greensboro, II. C. reports none in Bible classes nor
mission study class.
Beiigious services are not foreign to the state institu¬
tions for)|egroes. They are the chapel daily, Sunday morning
preaching, and Sunday school, Sunday afternoon or evening services
or devotions, and week prayer service.
i fhe chapel exercises are asade compulsory for the students.
The nature of the service is akin to that in the denomina¬
tional and private institutions described above.
T&e^at ti tude--ef—the— s tudeiit s" s-e-emt* to be about the game as- the
attitude-^f^tuteQtS" in the other colleges.
fhe Sunday services are as conspicuous in these ^fcate col¬
leges for negroes as they are in the private and denominational
institutions. Attendance is required by every one of the ^t&te
/
institutions being considered. Two of these have chaplains; the
Agricultural and Mechanical College of Alabama and Alcorn ?gri-
41
cultural and College of Mississippi. The others attend
iteighboring churches in two instances and have ministers from
the outside come to them in two instances*
Sunday school is conducted at each of the ^tate colleges
/
and attendance is required.
Sunday evening each has some kind of meeting which the stu¬
dents are required to attend.
She prayermeet ing in negro colleges, ^tate as well as pri¬
vate and denominational is a permanent organization. Kach of th e
tate colleges report that the students are required to attend
the prayer meeting. One hundred eighty-seven represents the num¬
ber of boarding students in the .^Itate colleges of college rank*
This means the attendance at Sunday services and prayer average
about one hundred eighty-seven, fhe other one hundred and thirty-
eight attend services promiscuously.
fhe week of prayer for colleges is observed by all* end all
regard it a valuable asset to the religious life of their student
bodies. In 1916-1917 prior to the week of prayer 119 of the 325
students of college rank enrolled in these ^itate colleges were
not professed Christians. Subsequent to the week of prayer 24
were left of the one hundred nineteen. Thus before the week of
prayer there was 63.3 per cent professed Christians. The week of
prayer was instrumental in reducing the percentage of non-con¬
fessors . After the week of prayer 92.6 per cent of all of the
students were professors of Christianity.
Here as in the otfekr institutions the morning and evening
devotions are daily for terse periods. They precede breakfast,
tkm dining halls and at the close of the study periods.
42
y ij £h# services of the Y. M. C. A., the Y. W. C. A., and the
V *
temperance societies (three in number) are very similar to the
services of these orgenizaticnp in the denominational snd private
leges ana universities.
y: The students in state colleges have feelings similar to
'* • ^
se in private colleges about religious services. Tery few are
awxenders of the week prayer meetings.
V
Expressional Activities at State Collegef 7,^. X\
4i The slat colleges report searvice rendered in the college
church and voluntary religious organizations. Seventy-seven teach
Sunday school. Five of these eolt*&es are situated in the rural
districts and there are students who serve the rural communities
In church work. All of them do some extension work of a religious
nature. Periodically the students are sent out to investigate
conditions among the poor and 4© offer services to relieve these
conditions. Under this social service are lictures and demonstra¬
tions portraying ideals which are genuinely religious. The great
majority of the students of college grade are assistants to the
professors in this work. Five do special social service work dur¬
ing three holidays, thanksgiving, Christmas and lew Years Day.
fhey take food, fuel, clothes and money to the needy in their
communities.
Financing the religious education is done in about the
same fashion as we noted in the private institutions and the de¬
nominational colleges. The state furnishes Alcorn Agricultural
and Mechanical College a chaplain. The Alabama Agricultural and
Mechanical College has a chaplain who is sakaried by subscriptions
solicited each year from the friends, teachers and students of
m
fh« other colleges have donations tafeen fro® various
but air# niy s®all# in th# net ore of collections end fo
XII. the Conception vf Religious Ifducation in
Uegro Colleges
An exhaustive psychological analysis of the conception of
religions education is not the aim of this part of the study.
But from certain data which has come out of the study one is ahle
t©^£*i ideae concerning the view of the educators on the aim of
religious education and the degree in which this aim is being
attained. We note in the first place that all of these who ans¬
wered the questionnaires were cognizant of the. religious Botive
in education. Perhaps a few typical quotations will emphasise
that. "X think such personal good is done, "fhe student gets a
clearer idea of the Bible and its value in the world today. *
"I regard the course in religion as vital and essential to any
thorough education.w "The religious value of the courses given
is inestimable." "The religious training through these courses
gives education the impetus which pjishes it on to its goal."
"The religious courses are regarded a s "valuable adjuncts to the
educational institutions." "I have abunS«nt data from graduates
of this institution and other individuals of our constituency
confirming our opinion of the abiding gains for character snd
efficiency through the influence of these courses end their ex¬
pression in service." "Experience is the basis of the conclusion
that the religious work in the colleges gives systematic training
for efficient service. More attention nust be fiven to our cur¬
ricula in this respect." "The students who are most exemplary
in worthwhile endeavor are prominent in there courses and organ-
44
"I have a high estimate of the actual work dose "by
tfeftse students sad of the development of their own character.n
la examination of the statements concerning the religious
alms and privileges published in the catalogues of these schools
shove that, theoretically at least# they hav begun their task
in directing the educative process with a consciousness of the
choice place of morel and spiritual culture in the task. To il¬
lustrate, let us note the following: "fhe aim of all the reli¬
gious work in our institution is to build up a strong Christian
character, to develop the spirit of service, and to^train in the
methods and the habit of religious work." -aims at teaeh-
. &
ing colored young pjfople how to w%u* the best things in life, and
at training them in ability to get those things by skill ©f hand
and power of raind. Character and efficiency are thus the twin es¬
sentials of the ideal." #L ^wotild enable its pupils? to make
a sufficient living, teach them to live efficient liver and inspire
then to render society sufficient service. ?c held such an aim
tho roughgo ingly is to be positively Christian." "fo all who are
inclined to respect the Christian religion and its institutions,
the welcome hand will be heartily extended; but to those whose
influence will be prejudicial to religion and good morals, no
protracted stay can be allowed; since the success of an education¬
al institution is strictly proportional to its moral tone."
"Self-mastery, symmetrical character, high ideels and purposes
are regarded as the chief ends' of education. Special attention
is given to the spiritual need? of the students. In the life
and discipline of the school, constant effort is made to inculcate
Christian principles." These are some of the typical statements
45
published la catalogues?, announcements and in other college ad-
Xi)* :■■■■■
vertizing media.
0»e will note that although the great majority of these col-
lege* and universities ©re sectarian they have refrained, theore¬
tically at least, from obtruding «%**©tarianism in the religious
eiaeation. I think that the investigation proves that they have
aa&e sectarianism take at least a secondary place, fhis i®,farth¬
er strengthened by the feet that there are 36 Catholics in these
denominational schools who apparently have met no offensive media
of instruction.
ftoe results Justify the fallowing statement concerning the
conception of religions education in fegro colleges ani universi¬
ties: fhey conceive religious education to be no quantum of doc-
tttfa* hut a life lived efficiently being animated by the social
service motive. Thus religious education is? social evolution,and
ninety-nine one-hundredths of those in charge of thepe institu¬
tions have conceptions of religious education becoming more ef¬
ficient than it now is- As protff of this, I may cite the results
of their answers to question fifteen in the general questionnaire.
This question is: "In your opinion are the legro colleges meeting
the needs of definite religious training?" Every one's answer
except one might be summarized to wit: «*ome good has been accom¬
plished but we are far from the real goal. **e need reconstruction
and a new impetus.
The emphasis which they are putting on expreesional activity
does seem to indicate that they reg^rc? self activity as an esren-
tial in the process of religious e ducat ion. ^erever the social
iervtee was very scant the cne reporting felt it his duty to give
46
ter the actual conditions and express a hope of better
Remits in the future# This showed that they felt it the vital
factor ia the progressive socialization of the individuals. The
place ef prominence given to worship, to religious services ob
Sunday and in the week is either an index to their conception con¬
cerning the value of worship or else an index of their habit to¬
wards orthodoxy. Circumstances surrounding these schools would,
suggest the former for the larger namber of there institutions.
XT. Some Current Conceptions of Religious Education
in delation to General Education.
Bellgicrm education is considered a part of general educa¬
tion and is included under that g*»*s. ^hat is general education?
for a long time education web defined in terms of intellect, but
that ground is no longrr? tenable.
Spence* dJLscribed education as follows: "Education is the
preparation for complete living." Modem educators reject this as
an inadequate statement of education, Education doesn't merely
prepare for something in the future. It endeavors to fill one
full of life, and human experience during the i&aeative process.
"Education must be expressed in social terms. James denotes ed¬
ucation as the organization of acquires habit? of conduct and
tendencies to behavior, ffeis wmphssizes the psychological side.
It was thourht that the aim of education could be expressed
in purely individual t^rms. It was said to be the harmonious
development of all the powers of the individual. Dewey attacks
this definition showing that thers is no criterion for telling
wfeat is meant by the terms used, *"e do not know what a power
iaj we do not know what is meant by development, nor harmony.
47
"if.IAN** 16 a 'fMHNnr*ltti reference to the use to whleb it is put,
tirif 'fanotlw'lt-'ll** to serve*. There if? nothing in the make-up
of huHsn taken in any isolated my which f ami she® con¬
trolling #nds and serves to mark out powers?, Unless we have the
aim supplied by social life we have only the old faculty psycho¬
logy to furnish us with 6doss of powers^lin general or the spe¬
cific powers. Dewey defines education as the reguJa tion of the
process of coming to share in the social conseiousneps. Ant the
mjority of educators use social terms to define education. Soar®* i
has this conception in mind when he gives the following defini¬
tion of education. "Edue?:tion is © scientifically directed pro¬
cess of developing progressive socialized personality* " But to
achieve personality one must achieve sympathy and sympathy is
one of the concerns of religion. Hence all true education involve* b
religion*
What is religion? Wright in the Amerldan Journal of fheo-
logy Tol. 16, page 585, quotes? Leuba as defining religion as a
belief in a psychic superhuman power* Wright has ob Sections to
this definition on the ground of its narrowness* He attempts to
add breadth to the definition in: "Religion is the endeavor to
secure the conservation of socially xecognized values, through
specific actions that are believed to evoke souse agency different
from the ordinary ego of the individual or from other merely bu¬
rn? n beings * ana that imply a feeling of dependence upon this ag¬
ency. ''Religion is the noci^l attitude towards the non-human
environment.'' This is not synonymous with sectarianism, creeds,
dogmas or ceremonies. Creeds and ceremonies have to do with ec-
©losiasticism not with religion per pg. Creeds are developments
1. Dewey: Ethical Principles Underlying Education.
48
of theology and dog-ma is rn outgrowth of religion and not reli¬
gion. diodes of worship developd into rites and ceremonies are
ecclesiastical means of fostering the religious spirit hut not
religion,
Beligion is not a feeling* to he imposed from without. Be-
ligion is a life end a life long process. "The religious life is
x
the response tha heart of mn mskes to 0cd, as the heart of the
unive rse. The religious perron is one who is conscious of his
devinity beceuse of his kinship ri th the universe through God, end
who because of this consciousness seeks fellowship with God i?nd
the &odly.Tt
Having arrived at th© conclusion concerning education and
religion which aCre given by some of the most representative stu¬
dents of the subjects, let us ascertain Home conceptions of reli¬
gious education. As indicated in the beginning of this topic,
religious education is not regarded as a separate entity, It is
a part of the process of efficient education* 'The human orgsMsm
is a unit. life is a whole and connects physical, ciental and re¬
ligious phases. The whole personality is? the object for consider¬
ation for the educator. The emphasis in education varies from
physical to mental and from mental to religious, or social, rhen
the emphasis is placed on the sod***, or religious phase the pro-
ceedure taay be called properly religious education.
1
Professor Hartshorn carries the social idea to en rdecuate
conclusion. "Beligious education is the process by which the in¬
dividual in response to a controlled environment, achieves a pro-
1. Ideals in Religious Education—E, A., June 1917, p.185
49
CfcMhJ&i* oon&cloite eoeial order baised on regrrd for the worth and
illlffny of erery ittiividuel.
1
Peabody states the zaatter In the following- words:
nH*llgitflfe£'iHlueatloti i« the drawing out of the religion? nature,
the and strengthening of religious? ideele, the enrich-
ii^g and rationalising of the sense of God ...The end of reli¬
gious education is service"
Bewey1 e idea of education is much aMn to the current con¬
ceptions of religions education. ,,1The moral trinity of the echool
is social intelligence, sooiel power and eocial interests. Our
r^sourees ere, (1) the life of the echool an a social inn ti tut ion
in itself (%} methods of learning and Aoing work, and > 3) the
Z ■
curriculum.
fh© goal of general and religions education 1s the sane;
namely, the getting of the individual into the highest and meet
desirable relationship with both the hmsen and non-human elements,
in his environment. The standard of each If found in the func¬
tional relationship of each to society. Modes of expression and
emphasis may very hut the ideal? for both are the same. "Dr. Eas-
3
lett has given an unique feprepentation of this conception. "
Heligious education is closely related to secular e due at icn and
is largely dependent upon it. The fundaments! llawe sM principles ?
of psychology and of education require to be recognized ap cen-
4
tral." Prefe«r#®r Coe reminds us, however, that religiona educa-
1. Ideals in Religious Education--}*. E. A. June 1917, p.M
2. Dewey: Ethical Principle? Underlying Education
3. Pedagogical 3ible School, page 207
4. E# E. A. April 19. 1917, page 122
BO
ilii £* »@t and e&naet &e a mere application of any generalities
W%kiefc til# university departments of education deal." "It is
fcot & Mia*# paiH^milay that gets its meaning or finds itr test in
the Bellgious education deal© with original data and
wfWproblems that rarely appear in the instruction that
in aalled * general' and that grow out of the specific nature of
©nr educational purpose. In the analysis of these data and in the
determination of the method, we can and must use matter contained
ft hzj^k
in general eoursee of education. 3ut thet religious education^.
b
•f-ifiirt r\f «ti?*y is not exhausted the re * but is so specific and
yet so fcroad as properly to constitute a recognized branch of ed¬
ucational practice, ^e religious purpose in religious education
yield© the point of miew and the principles of elagnlfication
that are iiapertfcnt fox religious ©dusters."
fhe conceptions of religio w education just parsed; in re¬
view ism.Bt certain deductions. Any institution which meets ad¬
equately the re qui rements of religious education must h^ve genuine¬
ly religious men and wonten in the entire teaching and official
force. Such persons will determine the atmosphere and spirit of
the institution.
These teachers should have clear conceptions of the ideals
of religious education* The blind cannot lead the blind.
The students must be trained along three fundamental liner.,
of the religious life. First, he must have some of the intellect¬
ual vlLlue of religion. He must hsve aociel knowledge. He must
haye the opportunity of expresrin* u^c devotions! attitude in
worship. He must have the outlet of religiouf energy in social
service, -he duty of the college will be far from discharged un-
51
X#«i %t makes provision for laboratory religion where there is a
wtrnflftng place for each member. Religion is a life ana the college
afcoult he * society where this li\% my be lived in its fullest
extent* #»eemraging practical altruism and giving #he protection
which an ideal society affords ggainst demoralization.
lm Evolution of Beligious Education in legre
Colleges and Universities.
The problem of religions? education in Hegro institutions
is real* On the basis of the investigation we are able to point
out some prominent phases of the problem.
The first element of this problem is the teacher. There are
ZZ te&chere of religious education in legro uoilegee who have had
no professional training for the work. This means that one-fourth
of the entire corp of teahcers of Religion in these institutions
are without the prestige, at least, of even the semblance of pro¬
fessional training. Two main causes account for tlis. These in-
stitutionst ^these who are professionally trained on their
faculties and funds to procure the service of such
persons. In the next pltce they winic it "ipa-'-t necessary.
Sixty- four have had professional triAing varying from the
lowest to the highest type. Thirty-one of these sixty-four have
received their preparation et standard institutions in the IJorth
Eest and rest. This guarantees academic preparation in a fairly
commendable way. The other 33 were trained in the older insti¬
tutions of learning for Ilegroes, such as Howard University, Lin¬
coln University, Talladege College, "ilberforee University and
Flsk University. Sut at these we find © large share of the men
and women who wear® mentioned above as receiving their training
52
• f* 1 !"■< . -
1* Bbrthern. aad Western institutions. Therefore, we
*ey say that three-fo or th 8 cf the teachers of religious education
are profe88^B»lly trainefl uni one-fe urtli^MM^'laokin* in this
respeet. ^ Jo
^^j/oint of Tiew-^^y'^fliat the teacher eoneeives the goal of
religious education to be is qualified by Ms training. Jortfc-
fiv© of these ins tractors are heirs of the "old line" theological
fseiaimry where religion and salwtion were taught in terma of
individualism; instead of the ideal of personal and social redemp-
tion* nineteen enjoyed courses in scientific religious education.
The majority of them have regained true to their seminary ideals.
Out of sixty-four teachers only foux &ive their time to the teach¬
ing of religious education in these colleges, exclusively, Theft*
four have Chairs of Bible. This means a handicap to the cause of
V ligious education because it is in the most of our legr© col¬
leges an appendage of some other department and ae such gets on¬
ly an appendage's attention. There are some teachers in Hegro
colleges who can direct the religious education effectively a nd
who would do so were it not made impossible by the large space
which other subjectr take on their programs. Thus in most Hegro
institutions religious education is not efficiently conducted.
Then we re; ch the voluntary courses bad matters are worse
by far. Very little professional training shows itself here to
the great disadvantage of those taking the courses.
The majority of the courses in religious education h? ve been
loosely selected, very little attention ie given to gradations? or
the relation of one course to another. In too many instances the
eonreee have just been stuck in that it might be said that they
fca** stllgiotts #du«ation courses in the curricula. Examination
. ray*- ,T,
repealed that four Fegro institutions have arrangements of courses
whicli migfet r#as©nabl* be called standardized ana which lead to
&eflitlt# end?. The president?? of these other colliges fol* Negroes
admitted in their answers to the questionnaire that reconstruction
was necessary and desirable,
The religious services seem to be very effective in the main.
All evidence points to the Sunday school, preaching services, and
Young Peoples' meetings as significant for the students? in the
development of religious personalities. They seem to be signifi¬
cant in proportion to the participation in them by the students
themselves# The Sunday schools and the Young Peoples' meetings
are the most significant servicer for the students. They do the
things which are significant for them. And after all that is the
matter of vital concern. The services that are not made signifi¬
cant to the student himself are valueless in producing desired
results*
The prayer meetings are failure? if they are to be measuredl
by the impressions which they make upon the studentr. And here
again the pragmatic test must be applied. Te cannot thrust our
religious experiences upon the student? from without. Tftey mast
achieve their ova religious experience in contact with the environ¬
ment in which they live. The pray** meetings in alle xcept four
institutions follow a program which wae effective for these who
lived in another civilization. The traditional Ilegro prayer meet-
etndent. "Tiere modifications r re made such &s those afeaemention-
** batter results are obtainable. Physiologically at lesst the
function religiously in the life of the ITegro college
54
praywr Metlag semdBg at the end of a long study period functions
i'ila'Mt .tte3»atie» «f morphine, It is conducive to blumber and the
iir uMeslral)!©.
of prayer for colleger? is proving to be a very sue-
eessful religious asset, especially where work along personal
lineB has been going on systematically prior to the observance.
It elicits tfcie co-operative spirit from the students in a fashion
which is beneficial to the religious life of the students.
^he chapel services In raany of the institution!? have their
objectionable f#aturei?f but on the whole, they are wholepome and
unifying to a large extent.
fo on© connected with legro colleges? has been able to demon¬
strate either through theory or practice the religious value of the
"quiet hour" fer girlr on Sunday afternoons, while at the same
hour the boys* ere out having a good time. It is one of the re lie*
which might well be dispensed wita.
One of the big problem# of religious education is compulsion
In regard to religious? services. -There should that stop. ?*any
are beginning t© think that the religious* velue of the services
is often nullified by the compulsory attendance. There are many
conscientious objector* among the students who think the remove!
of compulsion would be conducive to better religious development,
lut the likelihood of pome swinging from one extreme to the other
1b very great. It is f*till a problem left for the religious ed¬
ucators in the college?? to solve. The solution muet result in
the conservation of the good found in the compulsory eyetem end
the good to be founa in freedom of choice.
i?;a JjL KxpweaiGBal activities are increasing in Hegro colleges
b«t witb few •gocytions these are inadequate in schpge and number.
It t$. ttwi. tffat enough students are able to share in the so¬
cial mvp.*t# frojeots* This is really one of, if not the most
3^fjrtpnt factors in religious education* Ken gain religious pow-
•r a.®tins °ut their beliefs, allowing their convictions to flow
out i A - -•
in Hegro colleges. Frequently we find several organizations attempt- -
img to do the same thing and each aakes a miserable failure in the
attempt* More than that, this lack of co-ordination and correla¬
tion results in duplications which surely mans wasted energy and
boh-effectiveness* If all of the religious agencies were super¬
vised in such a way that m ch would know Mb specific task and
would net overlap that of other agencies, mueh more effective work
would he the result*
Squally or more unfortunate is the deficiency in reeorde re¬
lative to religious education in Hegro colleges. There has been
no adequate attempt by any Hegro institution to keep reliable re-
c.A /vwrV
cords of all phases of religious education. Of course this iiH4.
confined to legro colleges, but nevertheless it is a ft gn of in¬
efficiency. The most of these organizations in the colleges and
universities cannot give records showing whether they are making
progress or sliding down the hill. They have very little by which
they rosy cheek present results. These records themselvep aight
be used as religious agencies.
The fin&fccing of religious education in Kegro colleges end
uaiversities is exceedingly pocr. But I doubt if we should be sur~
56
that might go fancier **&& #&y th« financing
fi^^ltlifmtlitf * lH Wegro colleges with three exceptions is? poor, and
in" b©case■ 10"'it adequate to present ieupm&f?.
'* ift# appropriation of funds for religious e dacetion hae been
IllfW thai! that for several other purposes. The need of funds
for this work, has not been impressed upon these who appropriate
the fund® in mqbt c&®e?> . fteds are mot available in laany
fhis lack has handicapped the whole religious education
process* Without adequate seans adequate teachers and coutb&s c®n~
not b® h&d^^tequatc' expression In thwarted.
£a denominational Bcheola which have always had th® religious
motive prominent, the funds are ©till lacking. fhe idea of reli¬
gious education-hel# by the® ie often responsible for lack of funde, »
fhey must be converted to the idea that religious education is
more than beginning at Genesis and going to tevelation. Whm they
re$eh that conception more funds will be available for the pre®#-
out!on of the work of religious e dueation,
The state colleges whdeh were considered in our study eoae
up to the average denominational allege in religious services
end expreesicna1 activities. But they can through their extension
department affect the lives of thousands in the rural section®.
This opportunity for social service ie unlimited.
tfhere are eigne of hope in the religious education of theee
legro colleger. 3*he almost unanimous recognition of the religions
motive in efficient education by the educators and the ranifeet
«©mseicttene«?s of nefcde of better religious education have been
Outlook for Improvement
57
mentioned. There are others. An increasing number of treinod
teachers from the Northern, Eastern, and ^estern colleges end uni¬
versities is evident. These men and women are coming from the in¬
stitutions? where the points of xjiew end training represented in
the previous chapter are found.
The summer schools of the various colleges and universities
in the northt Hast and Test are offering many of these modem re¬
ligious educe,tion courses and larger numbers of the teachers' of
religious education are av&lling themselver of the opportunityes.
Kuch literature of religious education published recently
is finding its rey to these schorls* the most notable of rhich is
the Beligious Education Magazine. The teachers in the TTegro colleges?
have, for the most part, the religious motive, ^Mch they hrve
met in these colleger and universities from the very beginning of
their tenure of office. There privyte rnfi denominational schools
came into existence as a result of religious convictions put into
practive.
AITE1JDIX
-Allen University
^ tlcnta University
Arl&nsas Baptist College
Middle University
Benedict College
Bishop w
lane «
Claflin University
Clark "
€onroe College
T!award Waters College
Fisk University
Howard University
Hartshorn College
^noxville
Lincoln University
Livingstone College
Morehoupe n
Morgan n
Morris Brown College
lew Orleans University
Paine College
Texas n
Podger Williams University
Bust College
°triight College
Samuel Houston College
flhaw University
Shorter College
I ."tate University
./Swift Memorial College
—Talladega College
—^illotson
/ Tougaloo University
Virginia Union University
—-^ilberforce University
iSpelman Seminary
la. Theological Seminary t College
H~Florida b. and IT. College
. Georgia Htate College
/Agricultural & Mechanical College
Agricultural S Technical Col., of 3. C.
^-Alcorn A. and K. College
Klest Va« Collegiate Institute
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