We should be
surprised if it were otherwise, because it has been comparatively
recent that the seminaries of America have begun what they term a
reconstruction of the seminary curriculum. The most of these men and
women were middle-aged persons and had taken their courses before the
evolution took place. Of the sixty-four who have had professional
training, forty-five have had the traditional seminary courses which
contained no work in "scientific religious education." I am not at
this point arguing whether they were the losers or gainers. I am
simply stating a fact in terms which all students of religious
education understand. The remaining nineteen had received courses in
scientific religious education, either theoretical and laboratory
exercises, or laboratory courses in practical social service and
philanthropy. 57 of these teachers are ministers.

In this study it was discovered that very few of the teachers of
religious education have chairs of Religious Education. Most of them
give only part of their time to that work and their programs are
divided up to meet the urgent needs of other departments in the
colleges and universities. Three are teachers of education and give
courses in the Psychology of Religion, the Psychology of the Bible,
and the Educational Method applied to the Bible. Those three give the
rest of their time to the college and normal school courses in
Education. Four have chairs established for teaching the Bible and
give almost all of their time to this work. All others are only
occasional religious education teachers, so far as curriculum courses
are concerned.

What then is the attitude of these teachers toward their task? In the
first place we note a large amount of optimism over results achieved
or thought or hoped to be achieved. Sixty-four of them said directly,
in answer to a question concerning their attitude and estimate, that
they were optimistic. Seven were uncertain, and withheld their
opinions and three were very pessimistic indeed. The presidents and
deans answering the major questionnaire were quite certain that the
teachers had the attitude of sustained interest in the work of
religious education.

Teachers and conductors of voluntary religious courses and
organizations were found helpful. Much of the work in religious
training in Negro colleges is done by voluntary organization, some of
the most prominent of which are the Young Men's Christian Association,
the Young Women's