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THE STORY OF

TEXAS SCHO OLS

By C. E. EVANS

Presidri~t Eitrerit~cs

Sorrhvest 'Texas State 'Teachers College

THE STECK COMPANY AUSTIN

Copyright 1955 by

The Steck Company * Austin, Texas

AU rights reserved. No part of this book

may be reproduced in any form without perlllissio~l in writing from the publisher, except by n reviewcr who wishes to quote brief passages in con~lectio~l wit11 a review written for inclusion in a magazine or newspaper.

1 ~W~WJS~ Texas Stirk Lri iersi* ]

I

Sari Ma~os, Texas 7.3 ;56

PRINTED AND BOUND IN THE UNITED STATES OF AMERICA

To Allie Maxwell Euans

my Wife

Preface

Tlze St01.y of Texas Schools portrays the historical develop- ment of the public and private educational systems of our commonwealth, from the beginning of the Spanish Empire in

1519 to the middle of

the twentieth century. Education in Texas represents more than fow centuries of growth; the influence of Spain, France, Germany, England, and other nations in aclminis- tration; the transmission of cultural elements; and file effects of social, industrial, and racial qualities through the years.

The chief source from

which ow early educational ideas came to America and Texas was England. The pauper school, appren- tice education, private and church schools, Latin grammar schools, and the colleges were of English origin. The French theorists in education influenced the school program of

Thoinas

Jefferson. After a visit to European schools, Horace Mann gave enthusiastic approval to Pestalozzian methods, normal schools, and the trained teachers of the German schools. America has appropriated, conserved, and improved the heritage which came, and has continued to come, from across the seas. Theoretically, our forty-eight states administer separate school systems; knit together, however, through common objectives in citizenship and through the transfer of excellences from state to state, these states have developed a national school system in spirit. The National Education Association has proved a force for the nationalization of our public schools in the thinking of American people. Each chapter in The Story of Texas SclzooZs gives backgrounds of education in other states. The reaction of the South against the corruption, extravagance, and imperialism of reconstruction, 1865-1877, left Texas with the coilstitutioil and laws of 1876. The impossible community system, with its annual disorganization, lacked both the system and funds for good schools; the schools of the iilcorporated cities and towns, organized under Article

XI, Municipal Corporations, of the con-

stitution, could levy the necessary school taxes by a two-thirds vote. vii \6

Tm STORY OF TEXAS SCHOOLS

The people of Texas, gradually coming to an appreciatioll of fie tax discrimination against the common school districts of fie state, in fom separate elections in a period of tllkty-seven years removed the shackles from the common SC~OO~ districts heby gave these districts adequate authority to tax their own propsty to educate their own children. Not until 1947, however, were the state colleges by constitutional amedment granted authority to issue bonds for essential building. In 1949, by the enacbent of the Gilmer-Aikin Law, Texas consolidated its gains through the years and organized a state scliool system that ranks with the best in aU America.

Out of the studies and experiences of more

than Gfty years as a teacher, principal, superiutendent, or college president in thc schools of Texas, the author attempts to relate the story of the administration and history of the schools of his state and to make consb-uctive suggestions for their improvement. He has visited many of the early schools and colleges; he has talked with a number of the pioneers of these schools and has obtained infor- mation of conditions from hsthand contacts. In state and district conventions of school men and women, the author has proEtecl by the discussions of our best executives. He has found many values in the development of the schools and colleges, public ancl private, from visitation and study on the grounds of these schools. If The Story of Texas Sch00k records the essential facts of our schools and colleges in their historical growth, and if this account will help us to profit alike by errors and achievements, the author will feel that the years invested in these studies have been abundantly worth while.

Son Morcos, Texas

Janwly 1, 1955

Acknowledgments

I AM TKAN~L to a number of friends who have kindly conbibuted information and assistance to the making of this book. I hereby express my gratitude to the following persons who discussed with me the content of a chapter or chapters, or who have furnished essential books or catalogs: Dean A.

H. Nolle,

Graduate Dean Claude Elliott, Secretary to Graduate Dean Hat- tie Roberts, Dean H.

E. Speck, Dr. W. C. Pool, Dr. Pat H. Nor-

wood, Dr. Joe H. Wilson, Dr. L. E. Derrick, Dr. Leland S. Burgum, Registrar J. Lloyd Read, Assistant Registrar Blanche Nix, Librarian E. B. Jackson, Assistant Librarian Adeline Neigh- bors, Assistant Librarian Ethel Davis, Assistant

Librarian Isabelle

Meyer, Museum Director Lillian Thomas, Assistant Professor Ruby Henderson, and Assistant Professor Joe Bill Vogel, all of

Southwest Texas State Teachers College.

I am indebted to my daughter, Mrs. E. L. Soyars, for splendid criticisms, to Dr. \V. C. Nunn of Texas Christian University for checking two chapters, to the Librarian of The University of Texas for use of dissertations and theses, to the Librarian of Southern Methodist University for use of references including master's theses, to the Librarian of

Baylor University for use of

references and theses, and to County

Superilltendent George

Wentz.

Contents

I. II. VI. VII. VIII. IX. X. XI. XIII. XN. XVI.

XVIII.

XIX.

Spain in Texas 10

Mexico

in Texas 21

The Republic of Texas 40

Annexation to Civil War

57
Civil ,War and Re~nstruction :-~e 1

Years of Recovery, 1877-1910 92

Years of

Progress, 1911-54 117

The Academy ancl the Public

High School 140

The Junior College, or Community College

159

The Education of Women

168

Equalization 180

Special Eclucation 191

Education of Negroes

208

The School Survey 225

Publicly

Coiltrolled Colleges ancl Universities * 247

Privately Controlled Colleges and Universities 308

Statesmanship

in Education 374

Miscellaneous Problems

388

Acknowledgments

I AM TKAN~L to a number of friends who have kindly conbibuted information

and assistance to the making of this book. I hereby express my gratitude to the following persons who

discussed with me the content of a chapter or chapters, or who have furnished essential books or catalogs: Dean A. H. Nolle, Graduate Dean Claude Elliott, Secretary to Graduate Dean Hat- tie Roberts, Dean H.

E. Speck, Dr. W. C. Pool, Dr. Pat H. Nor-

wood, Dr. Joe H. Wilson, Dr. L. E. Derrick, Dr. Leland S. Burgum, Registrar J. Lloyd Read, Assistant Registrar Blanche Nix, Librarian E. B. Jackson, Assistant Librarian Adeline Neigh- bors, Assistant Librarian Ethel Davis, Assistant

Librarian Isabelle

Meyer, Museum Director Lillian Thomas, Assistant Professor Ruby Henderson, and Assistant Professor Joe Bill Vogel, all of

Southwest Texas State Teachers College. I am indebted to my daughter, Mrs. E. L. Soyars, for splendid

criticisms, to Dr. \V. C. Nunn of Texas Christian University for checking two chapters, to the Librarian of The University of Texas for use of dissertations and theses, to the Librarian of Southern Methodist University for use of references including master's theses, to the Librarian of Baylor University for use of references and theses, and to County

Superilltendent George

Wentz.

Introduction

ALTHOUGH the fifty-five members of the Constitu-

tional Convention were college-bred, the Constitution of the United States, wrought by that assembly, makes no mention of education. By implication only, the Tenth Amendment reserves education for state action, making the development of education a state function. The states~nen of the Confederation and of the Constitu- tional Convention devoted their talents to the task of estab- lishing stable government for the states, leaving with the separate states the building of school systems suited to state needs. Yet, from the adoption of

Qe Constitution in 1789,

education has been a matter of regular federal concern.

In the Ordinance of 1785

the Congress of the Confedera- tion laid the foundation of a future national land policy by reserving Section 16 of every township for the maintenance of public schools within the township. The Ordinance of

1787 states a fundamental principle for the Northwest Ter-

ritory: "Religion, morality, and ltnowledge being necessary to good government and the happiness of mankind, schools and the means of education shall be forever encouraged." In the sale of lands to the Ohio Company in 1787, Section

16 of every township was reserved for schools; two complete

townships were reserved for a college seminary; and Sec- tion 29 was reserved for religion. In the settlement of a dispute with Tennessee, Congress granted a reservation of "640 acres for two colleges within the state."

By the

middle of the nineteenth century the sixteenth

section had been granted to each of the twelve states carved out of the Northwest Territory; the thirteen states admitted

to the Union from 1850 to 1890 received two sections in each 1 2

THE STORY OF TEXAS SCISOOLS

to~mship; and the tluee states admitted after 1890 received four sections. The thirteen original states did not participate in the grants of land for the common schools; Maine, West

Virginia, and Texas did not share

ill these grants. Attempts to equalize land grants so as to include all states have failed. Cubberley estimated 145,000,000 acres (226,562 square miles) to be the total of federal grants to the public schools, which he says is an area "nearly four times the area of New England, five sixths the size of the state of Texas, and a tenth larger than France."l hloehlman states: "Oklahoma, upon admission to the

Union,

was granted the sixteenth and the thirty-sixth sec- tions in each township and five million dollars to compen- sate for the exempted land of Indian territory. A section was set aside for the higher schools and another section to eleemosynary institutions and buildings Inheriting from the colonial period schools fashioned after the models of England, with varying adjustments to pioneer American conditions and to different nationalities, the early fathers gradually developed school systems in the several states along native lines. By 1850 the basic principles of American education had been formulated and were fairly well established. Morison and Commager list them as follows:

1. Free public elementary and secondary schools

should be available to all children.

2. Public schools should not be exclusive, private

and church schools being permitted.

3. Higher schools, along with professional schools in

law, medicine, divinity, and engineering, should be provided by both state and private agencies. IE. P. Cubberley, Public Education in the United States, Houghton

Mifain Co., Boston, 1934, pp. 91-94.

3.4rthur B. Sfwhlman, School Administration, Houghton Mifain Co.,

&astm, 1940, p. 812.

INTRODUCTION

4. Professional training is indispensable for teachers

in the schools in the state.3 By 1900 public sentiment for schools had made rapid strides, conserving the achievements of

1850 and progressing

along other lines. Draper summarizes the results as follows:

1. Free elementary schools and free public high

schools should be accessible to all the children of the state.

2. There should be free land-grant colleges in every

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