was widely quoted through the South as a strong indorsement of the popular view regarding the mental incapacity of the negroes, and their inability to understand or appreciate the higher branches of education. Later developments, however, and the results arrived at by this and other schools, seem destined to bring about a modification of that view: for, while the course of study is almost as advanced as that of many of the white colleges, including, as it does, the Latin of Cicero, Tacitus, and Livy, and the Greek of Homer, Demosthenes, and Plato, trigonometry and surveying,' history, English literature, mental and moral philosophy, and approved text-books in political economy and the sciences, the students, by the testimony of the whites themselves, perform their work with commendable success. Witness, for instance, the confession contained in the report of Senator Joseph E. Brown, chairman of the first board of visitors appointed by the Governor:

"At every step of the examination we were impressed with the fallacy of the popular idea (which, in common with thousands of others, a majority of the undersigned have heretofore entertained) that the members of the African race are not capable of a high grade of intellectual culture. The rigid tests to which the classes in algebra and geometry, and in Latin and Greek, were subjected, unequivocally demonstrated that under judicious training and with persevering study, there are many members of the African race who can attain a high grade of intellectual culture. They proved that they can master intricate problems in mathematics, and fully comprehend the construction of difficult passages in the classics."

Note also the report of the committee of the board of visitors of the University of Georgia for 1874: "The progress made by the students, as a whole, is highly satisfactory, while there were not wanting many instances of superior merit and proficiency among their members."

Soon after the close of the Civil War, an unnatural feeling of hostility sprang up between the whites and the blacks in the South. A mutual sentiment of distrust was the inevitable consequence. To add to the difficulty of the situation, a horde of adventurers came in from other States, seeking wealth and political preferment through the instrumentality of colored votes. They were in many cases sharp and unprincipled, and fanned the slight flame of race prejudice into a mighty blaze, which it required years to subdue.

When, therefore, the whites were restored to power in Georgia, and the Legislature appropriated the money to Atlanta University, much dissatisfaction was manifested by the people of the State. It is even

Mathematics is only studied through the Freshman and Sophomore years.

2 Objections have been urged against Atlanta University, on the ground that such a "movement in favor of university education for the colored people is far in advance of the demands of the present condition of colored society;" and that "the money thus expended should be exclusively devoted to instructing and training teachers specially for the work of elementary schools." (State School Commissioner Orr's Report for 1875.)

11409-No. 4-10

stated that some influential persons endeavored to prevent the appropriations to the school. The secret of this dissatisfaction lay in the cir cumstance that the teachers employed at the institution were all Northerners, who, it was alleged, sedulously instilled in the mind of the colored pupil feelings of dislike for his native State, and of bitter hatred for the whites.

But better counsels at length prevailed, and the State board of visitors adopted the rational plan of allaying the feeling of animosity on the part of the colored people. Their attention, in this connection, was first called to the manner of instruction in the school. They noticed the sectional books in use, and urged upon the president the propriety of changing the tendency of the teaching. The aim of the instructors, they said, should not be to alienate the affections of the pupils from their country, and induce a feeling of opposition to the whites, but to cultivate kindly relations between the two. They had enormous power over those who controlled almost one-half the votes in the Empire State, since their pupils were eminently "clay in the hands of the potter." The pupils trained there would go forth and exercise a great influence on the others whom they might teach; and it was highly incumbent on the instructors to make faithful, devoted citizens of them. Such arguments had their weight with President E. A. Ware, and bore in time the desired fruits. The committee of visitors for 1877 reported: "Members of the Board thought that the animus of the pupils this year seemed much better." Again, in the report of the board for 1878-79, we find it announced that "the objectionable sectional books have disappeared from the library, and your committee are assured, not only that those Northern teachers do not try to alienate them [the pu pils] from old masters and homes, and from their native State, but that every effort is used to counteract any tendency towards such alienation."

The reports on the educational work accomplished at Atlanta University have continued to be favorable to the present time. In all of them is evinced a sincere faith in the capacity of the colored race. In the report for 1883 occurs this passage:

"We confess to some degree of surprise and gratification at the proficiency exhibited by many of the pupils in every department of study in which they were examined before us. This was particularly true in relation to those studies which pertain to the higher culture."

Thus has this institution, in the brief period of its existence, become a large and influential medium for the education of the colored race. Commencing with only a preparatory and a normal department and eighty-nine students in 1869, it has by gradual steps risen to its pres ent status1 of five courses of study, and an attendance of four hundred and thirteen. Its faculty, which in its early years consisted of but nine 1 Catalogue for 1886-87.

2 Of this number, one hundred and seventy-five were boys and two hundred and thirty-eight were girls,

teachers, is now numerically more than twice as strong as it was then.1 Its curriculum, while somewhat restricted in its compass at the start, is now as complete and advanced as that of not a few of the older white colleges in the South. The school, though indebted to Georgia for its principal patronage, has extended its constituency beyond the limits of that State, and its one hundred and sixty or more graduates may be seen engaged from Washington to Texas in spreading the influence of the Atlanta University.

RESOURCES OF THE UNIVERSITY.

A word now in regard to the general resources of Atlanta University. The institution, as has been seen, owes its existence almost entirely to donations from liberal Northern friends in the American Missionary Association, and is very largely beholden for its support to the same generous source. In the financial statement of May, 1872, for the preceding twelve-month, it appears that out of the thirty-one thousand dollars which had been received, fourteen thousand were donated by the American Missionary Association. In the printed register of gifts of twenty-five dollars and upward, all except a small fraction came from the North, the New England States furnishing, on an average, about two-thirds. In a similar list for 1886-87, out of sixty-five hundred dollars in round numbers, the entire amount, with the exception of six hundred and fifty dollars, was contributed by Northern and Western States.

It was a New York man, Mr. R. R. Graves, who chiefly founded the library of Atlanta University, and permanently endowed it with five thousand dollars. This library now contains some six thousand volumes, and through the aid afforded by the endowment fund is experiencing a steady growth. The John F. Slater Fund has, for some years, appropriated fourteen hundred dollars a year to the school. Mr. Tuthill King, of Chicago, and Mr. J. H. Cassedy, and the late Hon. William E. Dodge, of New York, have each established scholarships of five thousand dollars. The Plainfield and Garfield Scholarship Funds are smaller than the others. Mrs. Valeria G. Stone, of Malden, Mass., who has deeply interested herself in the intellectual improvement of the colored people both North and South, having, it is said, donated over one million dollars to that object, built what is known as Stone Hall, and has given fifty thousand dollars to the University. The building here alluded to was erected in 1882, and contains the chapel and library, the schoolroom, recitation and lecture rooms for the more advanced students, and

There is no regular president of the faculty. Its acting president is Rev. Horace Bumstead, D. D.

2Of recent years nearly one-half of Georgia's one hundred and thirty-seven counties, and from five to ten States, have been represented on the University register. According to the board of visitors' report for 1887, sixty-four counties of Georgia and eight other States were represented at the University.

the philosophical' and chemical laboratory. Of the Knowles Industrial Building, likewise an individual gift to the institution, we have already spoken. The annual appropriation from the State has, until its recent discontinuance, invariably been confined to the payment of teachers' salaries.

Atlanta University is now in the twenty-first year of its corporate existence. During that period it has acquired a vested capital in lands, buildings, library, and valuable appurtenances fairly estimated at two hundred thousand dollars. The college structures are four in number, consisting of the two buildings just mentioned, and the two dormitories, which are respectively designated as North Hall and South Hall. There is also a large barn on the premises. It was erected in 1882, and furnishes facilities for the development of the farm work of the University. These buildings are situated on high ground in the western part of the city of Atlanta, and are surrounded by about sixty acres of land be longing to the institution.

ATLANTA BAPTIST SEMINARY.3

This seminary, for the education of colored ministers and teachers in Georgia, is sustained chiefly by the American Baptist Home Mission Society, the headquarters of which are in New York. Established in 1867, it was located for a time in Augusta, under the name of the "Augusta Institute," where it struggled with many difficulties until 1871. At that time an unworthy party, Seigfried, by name, who was at its head, was dismissed; and the institution was organized in a more effective form by his successor in the office of principal, Rev. J. T. Robert, LL. D. Doctor Robert was a Southerner by birth, although long a resident in Ohio and Iowa, and had been strongly recommended to the society by the white Southern Baptist ministers as a suitable person for the conduct of the enterprise. Eight years of prosperity and progress followed, and, in 1879, the seminary was transferred to the capital of the State, at Atlanta, and now bears the name of Atlanta Baptist Seminary.

We are informed that during the ten years of Doctor Robert's adminis tration, ending with 1881, three hundred and seventy-one students had received instruction in the school, of whom one hundred and forty-two contemplated teaching, and two hundred and twenty-nine had the ministry in view. Of the eighty students then in attendance, fifty or more

1 Instruments for surveying and engineering purposes, and an excellent telescope, may be enumerated among the philosophical apparatus.

2 Report of the Board of Visitors for 1885-86.

3 History of the Baptist Denomination in Georgia, with Biographical Compendium, etc. Compiled for the Christian Index. Atlanta, Ga., 1881. Page 242.

The Baptist Encyclopædia, by William Cathcart, D. D. Philadelphia, 1883. Pp.

47-8.

Catalogue for 1886-87.

were pastors or candidates for the ministry. According to the 1886-87 catalogue, the number in the seminary was one hundred and forty-six; eighteen being in the theological department, thirty-two studying for the ministry, and forty-two preparing to become teachers.

The present faculty consists of five instructors, of whom the Rev. Samuel Graves, D. D., is president. The studies pursued in the seminary are comprehended in the normal, preparatory, collegiate (which includes a classical and a scientific course), and theological departments. The theological course has been extended so as to embrace two years. A library is attached to the institution, which now contains upward of seventeen hundred volumes.

CLARK UNIVERSITY.1

Founding of the University. This institution is supported by the Freedmen's Aid Society, a charitable organization of the Methodist Episcopal Church. Bishops Clark and Haven were chiefly instrumental in founding it. From the former, in consideration of his distinguished labors in its behalf, the University takes its name. It was begun in 1869 as a primary school, with a department for the training of preachers. It was not chartered as a University until 1877. The college was located at Atlanta. For the first few years it occupied a small building on Whitehall Street, and was afterward (in 1880) removed to its present desirable position at the southern end of Capitol Avenue.

In 1872 the institution passed under the control of the city, the understanding being that the latter would pay the teachers' salaries and furnish the necessary buildings. The other funds were then applied to the establishment of a theological department, in accordance with the wish of Bishop Clark, who had left, by will, several thousand dollars for that purpose. The city failed to comply with that part of its agree ment providing for the erection of buildings, and new arrangements had to be made.

Through the hearty co-operation and generous contributions of its Northern friends, Clark University has been liberated from all embarrassment and placed upon a firm and excellent basis. It has fine college buildings,3 situated upon a tract of some four hundred acres of land

1 Henderson's Commonwealth of Georgia, p. 279. Catalogues for 1885-86 and 1886–87. 2 This city was chosen, as it "might give character and influence to our movement,” writes A. W. Cummings (Early Schools of Methodism, p. 410); "for Atlanta is the gateway to the South, and exerts a controlling influence over it."

3There are three of these structures. Chrisman Hall, a cut of which is here appended, was erected at a cost of twenty-seven thousand dollars, and was dedicated in 1880. It bears the name of Mrs. Eliza Chrisman, of Topeka, Kans., that lady having donated ten thousand dollars toward the building fund, the balance being raised by subscription in the North. The Gammon Theological Hall, opened in 1883, was com pleted and furnished at a cost of thirty thousand dollars. It is built of brick, with stone trimmings, and is one hundred and ten feet long by fifty-two feet wide, and is four stories high. Rev. E. H. Gammon, of Batavia, Ill., beside contributing eight thousand dollars to this object, has recently added a gift of two hundred thousand