The Omaha guide., 1937-08-07

enrolment of 25. Ninetees mere enrolled in the Preparatory
Department and sixteen in the College Department. 1t was con
sidered marvellous that l could enteq the Preparatory Depart
ment without preliminary instruction.
was the first to enter the public school system opened by
the Recons Spction governments of The South, at the age Of
five, in 1868. With such preparation as l could muster from the
rural schools and the Fairfield Institute, es, ablshed by the
Presbyterian Board of Missions for Freedmen, I yab enabled to
enter The Preparatory Department with advanced standing.
This indicates the general type of Negro education in the South
at that time. The ciTiculum of the Preparatory Department, as
well as tina of the College Department, consisted chiefly Of Lat
in, Greek, mathematics and English. There were four profess
sors in college; only one Of whom was colored The curriculum
was of COURSE not so expansive as that of today, but the in
strucion was no less thorough and The instructors were devoted
to their tasks under the dynamic impulsion of spiritual motive.
The material outfit consisted of recitation buildings, boys
and girls dormitories, and a building for the Medical School.
The secretary-treasurer, with his student helper, transacted
the entire volume of business.
There were three members in my graduating class Of 1886,
Rev w. l. A. Palmer, a distinguished minister of the gospel in
the Methodist Episcopal Church, who died two years ago; Mrs.
Josephine T. Washington, retired dean of women at WILDER
force University, and myself. These meager beginnings project
ed against the expansion of the present day seem striking by
contrast. The Science building, costing $4,000, secured by Pres
ident Thirkield, has been supplemented by dorbnitories, class
room edifices and service buildings to the extent of four mil
lion dollars; and President Roosevelt, in his address at the
dedication of The Chemistry Building, assures that there are
more to follow.
k0HN'HN nus NdHN4 std*ANlfNo Il hAohh HtlclCt EAt may Bt
a measure of power, but not always a true measure. The grow
ing and expansion of Howard University is paralleled by that
of other institutions for the higher education of the Negro.
Howard University graduated in June more Than fifty times
the numge1 in my class of fifty years ago. In student body,
faculty, grounds, buildings, income, salary list, pay roll and
annual budget all Negro institutions of higher education have
expanded amazingly during the past few years. 80"
Negro colleges and universities fifty years ago were sup
ported wholly by charity and philanthropy 1t was hoped that
the race would shortly be able to support its own higher learn-
ing but, alas, this expectation was doomed to disappointment.
The race is no more ready to support its own colleges and uni
versiies on the elaborate scale on which they are now project
ed than it was half a century ago. Philanthropic foundations
with studied calculation rather than spontaneous enthusiasm,
now come to the rescue. The Federal government is providing
handsomely for Howard University. How long these sources of
support will continue we may not prophesy. The missionary
spirit which formed the promoting motive has gone with the
wind which bloweth where it listeth, and We hear it, but can
not tell from whence it cometh op whittier it goeth, White fac
uty members have been generally displaced by Negro teach
ers. The spirit of sacrifice, conservation, devotion to the spirit
ual ideals have been lost TO the present day generation. TIL
dominating motive was to Christianize the Negro; impart t.
him as much of the higher learning as he was able to carry
Undue him with a sense Of sacrifice, devotion and service, an
send him foth as an intellectual, social, moral and spiritul
leader of his race. AS I look back over a vista of fifty year