ellect as the only part of man that required special
training.

The abolition of slavery and the consequent endeavor to enlighten the
freedmen gave rise to a new phase of educational activity. This new
ideal was the training of the body and the soul along with that of the
mind. This system naturally reduced the length of time usually devoted
to mind culture in proportion as time was required for the training of
the hand and the cultivation of the moral side of man.

Foremost among the early teachers to inaugurate this system were Mrs.
Frances Ellen Watkins Harper, Mrs. Sarah J. Early, and Bishop John M.
Brown. As a result of their efforts in this direction we have
Wilberforce University, the first school by Negro teachers to follow
the plan of the Great Teacher. Since the establishment of Wilberforce
in the North, many similar institutions have been founded in order to
give the "brother in black" an opportunity to show to the world what
the Negro teacher is doing and can do towards uplifting his race.

It is a difficult matter to estimate the good that a true teacher can
do, be he of whatever race-variety. But to calculate on the noble work
of the majority of the self-sacrificing and virtuous Negro teachers is
a task beyond the ability of man. Bishop Daniel A. Payne, the apostle
of an educated ministry, is known throughout the country for the noble
work he did in teaching the people at large as well as his immediate
pupils both how to live and how to die. Almost every educated Negro
preacher has at some period of his scholastic career served in the
capacity of a teacher, and therefore, after his advent to the gospel,
ministry has continued to instruct the people under the same
principles of teaching.

To be a teacher in the strict sense of the word requires the
possession of certain qualities of mind and soul, and the power to
exercise these qualities in such a manner as to awaken in the mind of
another thoughts similar to those of the person assuming to teach, and
thereby causing the mental activity on the part of the learner to
become knowledge and power. We, therefore, hold that the Negro teacher
has acted along the method here described, and has thus been the means
of enlightening the masses of the colored people that lay claim to any
degree of education whatever. What the Negro teacher has accomplished
has been done not from a selfish motive or a mercenary point of view,
but primarily because he has endeavored