full to overflowing, and there are students unprovided for. As long as there is not enough room in any State institution (created for scientific purposes) for the students, science can not be considered a favored child. Here in Austin we need special buildings for science. Texas can not afford to have any other university superior in anything. Until this is the case the State's duty has not been fulfilled to the fathers of Texas, who laid the foundations for a university of the first class.

OTHER INSTITUTIONS.

There is much of the pathetic in the decay of many of the earlier educational institutions in Texas, quite as affecting in some respects, perhaps, could their records be disclosed, as the action ascribed to the venerable president of William and Mary College, Virginia, who for so many years, as the story goes, repaired to its vacant halls and had the old college bell rung as a formality to retain the college charter in the hope of the revival of its fortunes and eventual renaissance of its wonted prestige and usefulness, a hope which but a few years ago was realized by the action of the State in its behalf.

Among the institutions of learning for which charters were granted, and which have ceased to operate or were not operated at all under their grants, are Herman University, chartered in 1844 and granted 1 league (4,428 acres) of land by the Republic of Texas; Marshall University, chartered in 1845, to which the Republic granted 2 leagues, and the Matagorda and Nacogdoches universities, also chartered in 1845 and given 4 leagues each by the Republic. Ruterville College, chartered in 1840; Wesleyan, in 1844; McKenzie, in 1848, and Soule University, in 1856-institutions established by the M. E. Church, South-were, in 1872, merged into Southwestern University, which succeeded to all their charters and adopted their alumni. Other institutions chartered by the State embrace Fowler and Marvin colleges, a female college at Waco, and Centenary College at Lampasas; and in addition may be named the Texas Military Institute, which was operated for ten years, up to 1880, at Austin, and has but recently been revived, as before noticed, under new but very different auspices at Llano.

Marble Falls Industrial College, projected by a local lodge of the Farmers' Alliance in 1890, was operated for only a short while in charge of Rev. Marshall McIlhany, ex-president of the Centenary College at Lampasas, having succumbed on account of some miscarriage of the arrangements with Mr. Mcllhany, who undertook to get the college endowed. The farmers, who were expected to promote the enterprise, either did not respond as freely with their patronage and contributions as was necessary for its support, or preferred investing their means in more profitable channels, and, as a consequence, some 30 acres of ground (donated conditionally by an improvement company) and a frame boarding hall and large stone school building reverted under mortgages to the donors and builders. President McIlhany was paid for his brief services by Gen. Adam Johnson, and returned

home to Lampasas. General Johnson, Captain Badger, and Messrs. Dawson, Roper, and other citizens of Marble Falls arranged with Mr. McIlhany's son, Harry McIlhany, to continue the school as an academy, and it has been conducted as such ever since by Professors Collins, Austin, Bruce, Folk, and Rogers, as successive principals of the school.

Marshall University, at Marshall, of which Col. J. A. Morphis, author of a history of Texas, was for some years president, has long since collapsed, the building being used for the Marshall High School. Herman University was a project of some German citizens of Caldwell County. It was not operated as required by the charter, which was consequently forfeited, and so remained until Judge Julius Schutze, member of the twelfth legislature, had it revived. The institution, however, was never organized.

INDIVIDUAL SCHOOL ENTERPRISES.

[From Scarff's Comprehensive History of Texas.]

The schools at San Augustine.-The town of San Augustine is situ ated on a beautiful and fertile strip of red-land country running in an east and west direction through the counties of Sabine, San Augustine, and Nacogdoches, which was well settled with good farmers as early as 1840, and from that time to 1850 that town was one of the largest and best improved towns in all eastern and northern Texas. It was situated 30 miles west of the Sabine River, on the old King's Highway, leading from Natchitoches, in Louisiana, through Nacogdoches and Bastrop to San Antonio. The wagon road made along or near it, commonly called the "San Antonio road," was the principal thoroughfare along which immigrants came to Texas by land, and it was the route of the first stage line through eastern Texas.

A master builder, a Mr. Sweet, erected a large two-story frame building and sold it to the county of San Augustine for a league of land that had been given to the county for the erection of an academy, though the school had the high-sounding name of "the university.' A small school having been taught in it for several years, in the year 1843 a gentleman by the name of Montrose, of medium size, about 30 years old, and of apparently good manners and intelligence, appeared at the hotel, and learning that there was a large school building in the town, let it be known that he was a teacher. The board of trustees were soon assembled and sent for him. He was a man of few words and very positive in his utterances. He said, in substance: "All I ask is to give me control of the house, and I will build up a large school that will attract scholars to your town."

They complied with his request, and before the end of the second session he had verified his assertion and had a large school, with numbers of scholars from a distance. It so continued for several years.

One of his great merits as a teacher was his control of the scholars in school by a regular system and the anxiety he produced in them to attend school punctually and an ardent desire to attend to their studies. He did not seek to acquire favor in the community, except through his scholars, and was seldom seen upon the streets of the town or otherwise in communication with its citizens. He taught school as a business strictly, and had no difficulty in collecting his tuition through his scholars, although there was a great scarcity of money in the country. After his school increased, his plan for assistance was to engage some of his advanced students to teach classes under his direction. The school soon became the pride of the town and surrounding country, with a united recognition of its advantages. It may be instructive to tell how discord and contention were produced, that ultimately led to bad consequences in reference to that and other schools in that place:

A Methodist preacher came there, fresh from "the States," as the United States was then called, and preached a sermon in favor of "perfect sanctification on this earth," the most numerous denomination of Christians there being Methodists. Professor Montrose, being a Presbyterian and a good reader, had occasionally read sermons as a layman to a few Presbyterians and others on Sunday. By their urgency he was induced to read in public a sermon opposed to the doctrine advanced by the Methodist minister, who promptly challenged him for a public debate on the subject. Professor Montrose, though not a preacher, was pressed into the debate by his religious friends; moderators were chosen to regulate the debate, and it was held before a large audience. Professor Montrose simply read extracts from books when it came to his turn to speak, and he did it with such impressiveness as to make it appear that he had achieved a victory over the challenger. At once a religious storm was raised. There being a number of prominent Methodist preachers and other leading citizens of that denomination in the town and in the surrounding country, it was readily determined to put up in that place a Methodist college. A large three-story frame building was erected and an excellent teacher, as well as preacher, was brought from Ohio to take charge of the college. His name was Lester Janes, a cousin of Bishop Janes. Other Methodist preachers were engaged to teach in the college and several Presbyterian ministers were engaged to assist Professor Montrose. Both schools prospered for several years, with scholars in each to the number of 150.

San Augustine claimed to be the Athens of Texas. There are two prominent citizens still living who were educated at one of those schools-Col. Frank B. Sexton, who was a member of the Confederate States Congress, and Col. J. F. Miller, of Gonzales, ex-member of the United States Congress. Doubtless there are others living of the

many since prominent men who received their education at one of those rival schools. The rivalry that made a spasmodic success for a time for both schools could not last long. Professor Janes left the college, and it declined and was sold to the trustees of the so-called university for a female institute. Professor Montrose, hampered with assistants, contrary to his own plan of getting them by engaging his advanced students, left and afterwards taught at Nacogdoches, and at Anderson in 1857. His only son, Thomas Montrose, is a prominent lawyer in Greenville, Tex. The university, as it was called, struggled along for a time under its trustees, but gradually declined, and that place has never been able to keep up a good school since its failure. Both of the buildings have been burned, and the vacant places where they stood attest the sad calamity of a religious rivalry entering the management of the schools of a community, where it assumes the character of bitter partisanship.

Schools at Gilmer.-For a continuous period of ten years, previous to the summer of 1870, Prof. Morgan H. Looney kept an excellent school at Gilmer, averaging largely over 200 students annually of all classes, male and female, young men and young women, as well as the minor children of the town and neighborhood, during ten months of each year. The school was attended by advanced scholars from a hundred miles in every direction. His pupils were taught from the lowest to a high grade in the English and ancient languages, in mathematics, and in composition and other studies. He was a man of medium size, vigorous in speech and action, had been thoroughly educated at the college at Middleville, Ga., had taught school as a profession, and had two brothers that were teachers. One of them, Mr. Bud Looney, assisted him part of the time at Gilmer, though his assistants were generally scholars that he had educated, consisting of two young women who taught classes of girls and two young men who taught classes of boys.

Professor Looney taught classes of both male and female students together. As a teacher of both high and low classes he had an extraordinary capacity of explanation that made even the dullest student understand him. He artfully excited a lively interest in all of his pupils to learn, and with many of them to become well educated in the higher branches of learning. Equal to any other of his remarkable powers as a teacher was that of the systematic government of his school in the schoolrooms, and of his students when not in the school building. He took general supervision of his students everywhere, day and night, from the time of their enrollment till they left the school. Nearly every residence in town received his students as boarders, and any misconduct there, or upon the streets, or in the public houses, would be reported to Professor Looney, his school and its management being the leading business enterprise of the little town.

As part of his government he had a set of rules regulating the conduct of his pupils, both in and out of school hours. Some of them were: That there must be no arguments leading to contentions about politics or religion; that there must be no criticism upon the dress of any pupil, whether it was coarse or fine; that everywhere young men were to act as gentlemen, and young women as ladies; that they must govern themselves according to his rules, otherwise leave the school; that while attending his school they must make learning their exclusive business as a regular occupation. To enforce these and many other requirements he opened his school every Monday morning with a brilliant lecture upon one or more of the rules, which were illustrated by interesting dissertations upon government generally. So interesting were these lectures that citizens of the town who had leisure would attend them frequently, and some of them regularly. A feature and object of the lectures was, that if any of the larger students had been guilty of any violation of the rules or other impropriety during the previous week, it would be discussed, without naming the guilty party, in a way to make such improper conduct look extremely objectionable, and sometimes ridiculous or odious, according to its magnitude. It had a wonderful corrective effect. If he became fully satisfied that any of his larger students would not voluntarily comply with his rules he quietly gave them notice in person to leave the school. There were no trustees and no trials for misconduct, and it was not publicly known why the student left. One of his rules was that there was to be no familiar communication between the girls and the boys. That rule was suspended occasionally, with permission for the boys, large and small, to call upon the girls Saturday evening (not longer than 9 o'clock at night), and accompany them to church on Sunday, which was generally done in the most genteel manner. None of the churches was particularly favored.

Composition was taught as a special study each Saturday forenoon by Professor Looney himself for an extra tuition fee of $5 per session. Those students who sought to be taught composition were divided into three classes-first, second, and third-according to their advance in education, each class being taught separately. The manner of teaching was as follows: Professor Looney would write upon the blackboard a subject, it usually being a sentence taken from some book, either very simple or otherwise, according to the grade of the class present. He would divide and subdivide the subject as might be necessary. The members of the class, with paper and pencil, would copy the subject as presented on the blackboard. The professor would then deliver a lecture on the subject, making pointed explanations of each part of the subject in the hearing of the class, which each member of the class would reproduce and read before him at a given time, for his verbal