southern Ohio, where Southerners had taken their cure at Tawawa Springs and where white Methodists had planted a school; then came the little bishop, Daniel Payne, who made it a school of the African Methodists. This was the school that called me, and when re-considered offers from Tuskegee and Jefferson City followed, I refused; I was so thankful for that first offer.
I went to Wilberforce with high ideals. I wanted to help to build a great university. I was willing to work night as well as day. I taught Latin, Greek, English, and German. I helped in the discipline, took part in the social life, begged to be allowed to lecture on sociology, and began to write books. But I found myself against a stone wall. Nothing stirred before my impatient pounding! Or if it stirred, it soon slept again.
Of course, I was too impatient! The snarl of years was not to be undone in days. I set at solving the problem before I knew it. Wilberforce was a colored church-school. In it were mingled the problems of poorly-prepared pupils, an inadequately-equipped plant, the natural politics of bishoprics, and the provincial reactions of a country town loaded with traditions. It was my first introduction to a Negro world, and I was at once marvelously inspired and deeply depressed. I was inspired with the children,—had I not rubbed against the children of the world and did I not find here the same eagerness, the same joy of life, the same brains as in New England, France, and Germany? But, on the other hand, the ropes and
