Women of distinction/Chapter 79

CHAPTER LXXIX.

MISS ANNA HOLLAND JONES.

The subject of this narrative has been fortunate as to heredity and opportunities. Her father and five uncles were graduated from Oberlin College in the '40's and '50's, when colored graduates were few. In those early days they were designated by Henry Highland Garnet as "the most educated colored family in America." She was born in Canada, and at an early day was sent to Oberlin. She graduated from the Oberlin High School, and later graduated also from Oberlin College in 1875. She was one of the youngest in a class of sixty students, among whom there was only one colored member beside herself. During her college course she rarely stood second to any in scholarship, and in her junior year was elected class essayist. After graduation she was made assistant principal of the Wilberforce Institute in Chatham, Canada. Severity of climate led her to seek employment in the States. She was appointed to a position in the city schools of Indianapolis, and afterwards in the schools of St. Louis. In these she taught with success and acceptance. She later accepted a position as head of the normal department and instructor in Latin and geography in Lincoln Institute, Jefferson City, Mo., where she labored for four years. In 1885 she accepted the position she now holds as lady-principal and instructor in the English language, literature and history in Wilberforce University. Though teaching especially these branches, she has been called upon at times to teach zoology, logic, German and elocution. The long time which she has been engaged in teaching, the branches she has taught and the length of time she has held important positions in one of our best schools, Wilberforce University, is sufficient evidence of her worth and success as a teacher. She regards her work in the classroom, in stimulating young men and women to take a high stand and live a pure and useful life, as of far more importance than a mere training in books for the sake of intellectual development alone. She regards it a mistake to seek mental development at the neglect of the moral and practical side of the student. Upon one occasion she said, "He is not a true teacher who is not both a true friend and teacher." Her class-room is said to be more characterized by enthusiasm and zeal than by military order. She is yet a hard student, working as hard as she ever did in college. She has written some articles and sketches for magazines and periodicals, but writing almost entirely under a nom de plune. The whole tenor of facts relative to her life and works present a clear proof not only of the ability and ambition of this rising star of the West, but a forcible setting forth of her good traits of character as an educator. She is a scholar, a profound teacher, a race lover, a Christian lady, struggling hard to make practical leaders for an oppressed people.