Читать книгу: «The American Missionary. Volume 43, No. 06, June, 1889», страница 5

WORK AT HAMPTON

REV. H.B. FRISSELL

You will be glad to know of the missionary work that the students are doing in the community. Our graduates have started a Young Men's Christian Association in the town of Hampton, hired rooms, chosen one of their number secretary, paid a large part of the expense out of their own pockets, have fitted up the rooms prettily and made an attractive, pleasant place for the young men of the town. They have social, literary, musical and religious gatherings there. A boys' club has been started in connection with the Association. The colored pastors have became interested in the work, and take turns in conducting the Sabbath afternoon prayer meeting in the rooms.

Our Holly Tree Inn, on the school grounds, is now in active operation. It is under the direction of our school temperance society. Coffee and rolls are furnished for five cents, with a pleasant room and open fire in winter. The result has been that some of our students who used to be tempted into saloons and doubtful places, find a comfortable, pleasant room on the school grounds where they can get what they want. We consider it a valuable object lesson, to the students, of what they can do at their own homes.

The work of the students in the Sunday-schools about is continually increasing. The school at Slabtown, started by the students with twenty scholars, had over a hundred last Sabbath. The school-room given by a generous friend in New York is fairly ready to burst with its living contents. During the week, teachers and normal school scholars go out and teach the women and children how to sew.

Another Sunday-school, at Little England, is conducted very largely by our Indians under the direction of teachers. The Indian boys hold services at the jail and furnish music for an afternoon service at the Soldiers' Home. You would be interested to be here of a Sunday morning and see the happy groups of missionaries going forth in every direction, on foot, by boat, by wagon, to jail, to poor house, to the cottages of the old and sick, carrying the good news. Every colored Sunday-school in the neighborhood has a large number of its teachers from the Normal school. We consider this missionary work of the students most important in keeping up their interest in their own people, and in developing the Christ-like spirit of work for others.

Our school for Bible study, though cramped for room, is exerting an important influence on this community. Almost all the colored pastors of the place have received instruction in its classes. All the white pastors of the place, with one exception, take part in the instruction of their colored brethren. This school has sent out colporteurs under the American Tract Society into the country about. With what knowledge they have received here, they have been able to unite the office of teacher and preacher in the country districts; they have earned their way by the work of their hands and so secured a chance to preach. In this way, they are able to stay in one community during the whole year. One of these men went over to the eastern shore of Virginia last year; worked on the railroad during the day, taught a night school in the evening, got together a congregation, put up a comfortable church, building it largely with his own hands, and came back to school in the fall with money enough for his next year's expenses. One of the class sailed last spring for Africa.

DEVELOPING PATRIOTISM AMONG THE COLORED PEOPLE

REV. G.S. ROLLINS

The security of any nation rests largely upon the patriotism of its people. America is in danger, not from foes without, but from within her own borders. How to Americanize the foreign element, is the problem which confronts the people of our great cities; a question which more directly concerns the Northern portion of our country.

Here in the South is a different case. We have eight million negroes— born Americans. The one all-absorbing question is, how to fit them for citizenship—how to make patriotic citizens of them.

Is patriotism in danger among the colored people? Yes, and mainly for two reasons.

First, because of their ignorance of our country; its history, constitution and government. Some will think that this is a danger which will soon pass away, as the older and more ignorant ones die. It is true that the number of those who were advanced in years at the close of the war is rapidly decreasing, but there is an astonishingly large number of those who were young at that time and are now in the prime of life. They are ignorant of our National history previous to the Civil War. What they have learned since, has been politics rather than patriotism. They look upon our nation as two great political parties, each struggling for the mastery. One they regard as hostile, and the other friendly, to them. This is the extent of their knowledge of United States history. Although they have been told that we are a great nation under a beneficent government, such a fact is difficult for them to comprehend, since all they see is the by-play of party politicians. They know they have a right to vote, but how can they respect a government that does not always and everywhere protect them in the exercise of that right?

A second reason why patriotism is in danger among the colored people: They are not surrounded by that intensely national spirit which prevails in other parts of our country. By this, I would not take one iota from the loyalty and patriotism of the Southern people. The fact cannot be denied, however, that one in the South hears and reads but little about the United States of America. Much is written and said about the State, but little genuine enthusiasm for the whole country is displayed. A general spirit of distrust of the Federal Government is constantly coming to the surface. Newspapers and men talk as if they were constantly afraid the government would overstep its bounds and encroach upon the rights of the States. The Southern press is ever complaining of the sectionalism of the North. And when confronted with the necessity of teaching United States History in the public schools, it rejects the current school histories. It is not the present object to remark further upon this than to call attention to the fact that there is a state of public sentiment which is not productive of warm patriotism. Two years ago, the writer, while attending an anniversary in a Northern city, witnessed a scene that will not soon be forgotten. Fifty thousand people were gathered on a public square, and at a given signal a beautiful new flag was unfurled, and the band struck up "America." Fifty thousand voices took up the tune. Men cheered until they were hoarse. One gray-haired Irishman with tears shouted, "Thank God I live under the American flag." Such scenes develop patriotism. They are rare in the South.

In the midst of indifference toward the national government, the colored race is developing and multiplying, and that so rapidly that it is a most important factor in the political affairs of the nation. Like begets like. Indifference toward the government on the part of the whites, breeds the same in the Negroes.

Now, true patriotism is a positive power. A new generation of colored people is growing up. Upon these rests the future of the race. These two defects, lack of education and unpatriotic surroundings, will best be remedied by the education of this new generation.

United States History should be a prominent study, even in the primary departments of our schools. The vast majority of the colored children can remain in school only long enough to get a knowledge of the elements, and among these should be American history. What if children cannot pronounce the names of all the cities in Siberia? Teach them to speak intelligently of Lexington, Bunker Hill and Yorktown. Hang the walls of the school-room with pictures of great Americans. Let incidents from their lives be used as illustrations of moral lessons. Explain the principles and form of our government. Dwell upon the extent of its domain and its vast resources. Define simply the privileges conferred, and the duties imposed, upon the citizens of our government. Four things should be taught them: the three Rs and American history. What is needed among all our citizens, is a great lifting up where a broad view of our great land can be had. Make the children feel that they dwell in a great and goodly land, that they enjoy great privileges under its government, and they will learn to love it.

When Independence Day arrives, arrange for public gatherings of the people, and in short addresses explain to them the meaning of the day. Let it be a day of opportunity for instructing them in the history of our country and in the duties of citizenship. These are some of the ways in which the colored people may be aroused from their apathy and indifference toward their country, and inspired with a patriotism, not blind and spasmodic, but intelligent and permanent.