and critically reviewed. From these the spirit of religious
education, the attitude towards the work, their aim, their own ideas
as to value of results obtained from such instruction may in a large
measure be determined.

The last means resorted to were the reports of denominations on
education. These reports appear in various forms, sometimes in year
books, and at other times in the quadrennial reports, viz: the General
Conference reports of the Methodist Episcopal, the African Methodist
Episcopal, the A. M. E. Zion and Colored Methodist Episcopal Churches.

I. RELIGIOUS EDUCATION IN PRIVATE AND DENOMINATIONAL COLLEGES AND
UNIVERSITIES

Let us first direct our attention to the work as it is being conducted
in private and sectarian schools. The most important factor in this
study is the teacher. What is the type of teachers in Negro
institutions, for the progressive socialization of the individuals
whom they instruct? The student's religious life will be conditioned
very likely, by the teachers in the colleges. The preparation of the
teacher then requires careful consideration.

There are 86 teachers of religious education in some form in these
institutions. Of these 86 instructors, 64 have had some degree of
professional training for their tasks. Thirty-one of those who have
received professional training are graduates of first rank
institutions. The institutions in which they were trained are among
the best in the country and of long standing. The distribution shows:
Yale College 1; Yale Divinity School 3; Drew Theological Seminary 3;
Oberlin College and Divinity School 2; Ohio Wesleyan University 1;
Columbia University 1; Union Seminary 1; Boston University 2; Colgate
University 1; Rochester Theological Seminary 2; the University of
Chicago and Divinity School 3; Princeton University 2; Newton
Theological Seminary 2; the Chicago Bible Training School 2; Grinnell
College 1; Hillsdale College 1; New York School of Philanthropy 1;
Andover Theological Seminary 1; Union Theological Seminary 1; and the
Chicago Theological Seminary 1. The remaining 33 teachers were trained
in Negro seminaries and colleges, the most of them coming from the
older institutions for Negroes, such as Wilberforce, Howard, Lincoln,
Talladega, and Fisk.

Though these latter have had some type of professional training, it
still remains for us to see the types. The classical theological
course claims most of this number as its representatives.