Macon County, Missouri - Chapter 9, 1910

Chapter 9

At a late meeting of the North Missouri school-teachers, held at Macon, there were several instruetors who were characters in the days of the busy bireh rod and the blueback spelling book. Some of these men had taught the young idea, how to shoot, fifty years ago, and were still on the job, in the rural districts. There were no women teachers who had grown old. The early-day instructor of Missouri was invariably a man, and his importance was such that he did not have to take a back seat for eongressmen or senators. He was searee, and valued accordingly. Such a treasure in a fairly large district could command $25 a month and his board to boot. In those days $25 was a heap of money, and the princely salary was as much of an element contributing to the teacher's social standing as his learning.

**On the first day of school it was the eustom of the teacher to read before the seholars a long list of written rules which were to govern during the term," remarked Prof. J. K. Cox, who attended and afterwards taught the Middle Fork distriet school, down on Salt river. "here were as many articles and subdivisions in these rules as in the Revised Statutes, and they were broken about as frequently. I remember one severe law decreed that 'boys and girls shall not be allowed to play together; the boys must play on one side of the house and the girls on the other.'

"A crossing of the dead line by either sex might mean a severe flogging or a long stay after school travailing with arithmetic, according to the method of the teacher.

'Penmanship and spelling were treated as arts by the pioneer school-teacher, and he followed all sorts of schemes to interest the scholars - there were no 'pupils' then - in them.

school that I contracted my first distressing case of love. Her name was Jennie something - so many came after that I have really forgotten her last name - and I thought her corn-colored hair pure gold and that stars had to go to her eyes for inspiration to illuminate the earth. Of course, I had a rival; a slim, smooth-talking fellow who had been reared over about Hannibal and who had about him the fascinating air of having seen a real city. We thought 'Mark Twain's' village on the Mississippi a wonderful place, then - something like we regard Chicago and New York now. My rival's name was Bob Latham, and he not only made me lose sleep about Jennie, but he was some pumpkins as a speller. I rather prided myself on my ability in that line, and so did Miss Jennie, in a mild way.

**Bob had been beating my time fiercely for nearly a week, when the master notified us he was going to close the winter term with a big speling match and give the winner a medal. Glory day to youth! Never did we work so hard to prepare ourselves with the old blue book. At noon on the day of the combat Bob, Jennie and I were still on the firing line, though a score of good spellers had gone down. We were then getting 13-ineh words from the pedagogue's battery, and the excitement was running as high as a tie play between the Cubs and the Giants. Finally the word 'plebeian' came thundering across the breastworks to Miss Jennie, who spelled it with serene confidence, but left out the 'i.'

**Well, the next was your humble servant, and his quick decision in that awful emergency has been a source of gratification to him through all the years.

** *P-Le-e-b-e-i-a-n,' said I, with confidence as irat as Jennie's. Of course, that put me out of the running, and when the word had traveled to Bob he grabbed it exultantly and landed it all right. But when sehool was out there was one thing he didn't land, and that was Miss Jennie. She knew that I could have spelled the word, and as she walked home with me what she said made me forget the cold and the numerous heavy chores awaiting me at home. I don't recollect of her ever deigning to notice Bob after that."

F. Theo. Mayhew was given a district school near Callao because in the eyes of the directors he was red-headed and looked like he was a good scrapper. Mayhew wasn't a large man, and one of the big boys soon brought his capacity to an issue. They fought all over the school room, and at last the red-headed teacher had the boy lying across a desk and at his merey. While holding his victim, the teacher ordered another boy to bring the switches. Mayhew decided he would settle then and there for all time the mastership of the school. The bad boy wasn'ta game loser. While taking what was coming to him his yells resounded throughout the distriet. A big six-foot woodsman, smoking a cob-pipe, sleeves rolled up from arms that looked like hams, darkened the door. Mayhew stopped a moment to glance at the visitor, who he recognized as the father of the boy he was licking. The scholars, too, eyed him apprehensively.

Among the archives of Macon county is a curious document signed by one of the early-day teachers of the county and sent to the superintendent, telling why he wanted to resign his job. It was written by a young man, who had been sent to a rather wild and woolly district in the hopes that he might work a reformation. After trying it for some time he eased his mind along with his resignation, which read as follows: j

"Prof. Thompson - Honored Sir: I am in trouble and want to quit. I am in need of fixing - bad. The school's all right; it's just myself that needs medical attention. The first hostile act occurred when I put eurtains up at the windows. Before I had a chance to see whether they would keep the sun out or not, I was waited upon by one of the directors and the clerk, who curtly ordered me to 'take them things down!' They explained that such luxuries gave the children high falutin notions, and made them feel above their surroundings.

"There is a ladder which the directory uses to fix the chimneys when the wind blows "em down, and they insist that during its period of inaction the ladder be hung up in the schoolroom over the pictures of George Washington and Abraham Lincoln. I remonstrated. They overruled me.

"Then the children began bringing their hounds to school with them, and every day there were six or eight of the beasts lying under the desks, snapping at files or else fighting among themselves. T am a bit nervous, and this annoyed me. I told the children to leave their dogs at home. They said they brought them along for protection, going through the woods. I borrowed an old shotgun and next day there were a couple of good dogs awaiting the undertaker. The balance got away before I could reload. I was haled up before the board and notified that on the next offense the value of the dogs, $5 each, would be taken out of my shadowy salary. The way I figured it, if a few more

"T like the atmosphere out here in the woods. The frog chorus, which sweeps up from the bottoms, is the most soothing music to which I ever listened. I sleep well and enjoy the appetite of an anarchist. There are many things about this job that will appeal with surprising strength to some ambitious pedagogue who is fond of dumb animals and of kids who can yell like a freight engine. I have enjoyed these things, and now I want to stand aside and give some other zood man a chance. It is not fair for one person to hold on to a snap al! the time. So please let me off - right away - or sooner. Faithfully and earnestly yours, D. E. Williams."

"I suppose some of you older teachers have heard of the 'singing geography' system, but it may be new to some of these younger ones. Time was when the pedagogues of the backwoods, despairing of all other schemes for pounding ri nd continents into young hoosiers' heads, found in it a hope and success. Spelling and geography were twin essentials in the pioneer curriculum. Pity their importance is not as highly regarded today. A boy or girl who can spell accurately and is conversant with the physical divisions of earth comes mighty near knowing enough to get through life.

"The chart method of teaching geography was introduced in the schools of Macon county in 1834 by John Thompson, the first teacher the county ever had. This was simply the use of wall charts, the students being lined up to study them. But it was found difficult to impress these charts on the homespun youth, and another and more successful scheme was followed by Prof. Rufus White, who came here from Louisville, Ky., six years later and started a school at Bloomington, which was then the county seat. Professor White's method, which had been first used in Kentucky by John Clark, was called "the association of ideas," a name that nowadays might fit an organization that delved into the oceult, or promoted dress reforms.

"This system can best be understood by reference to Colonel Sellers' diagram of the Salt Lick branch of the Pacific railroad, which he was showing his wife. The various towns, hills and rivers were indieated by pipes, tumblers, salt cellars, pickle dishes, inkstands, candlesticks, etc., placed in their respective positions on the dinner table. A strap or a shoestring served the teacher to indicate the course of a river, a tomato can might be Pike's Peak, a cob pipe might do for Mount Vesuvius and a wasp's nest, dug out of the eorner of the building, would be naturally associated with Washington. Were the system in use now Professor White might find a windmill would serve his purpose better for the latter town.

"The idea that memory of names and places had to be fixed by some extraneous system was so general among the early-day instruetors that they labored constantly for improvement in that direction. Out of this belief developed the praetiee of singing geography. Prof. Abner T. Rollins of Maine came to Missouri in 1844 as a grand master of the singing system. He had something of a voice, and when he started his rival school to Professor White's 'association of ideas' he acquired an early and enthusiastic patronage. It was a good deal easier to sing towns and gulfs and continents into the youthful mind than to carry about a cargo of tin cans, monkey wrenches and bootjacks to illustrate 'where they were at." So the Maine Yankee's academy of vocal eulture became popular. The method was to write this sort of an example on the big blackboard by the stove:

"When a scholar once got that song pounded into his head he'd never have to guess; when you'd ask him where the Atlantic Ocean was he's just begin singing till he ran across it, and then jump in. Of course, the songs were extended so as to cover every important country and physieal division. By the time they had learned them all he was quite a good singer as well as a geographical expert.

"The results of Professor Rollins' instruction ean be found today among many of his Macon eounty students, now grown gray. Nearly all of them remember these old geography lessons, and can recite them readily to the tune with which they were memorized. And though the system has long gone out of fashion, they are enthusiastie in its praise. Pioneer schools by Dr. Gross: Going to school in the pioneer days l of Macon county was not what it is today. The first schoolhouse in i

Northwest Macon county was put up in Roek Creek distriet about sixty years ago. It was built of logs, sixteen feet square. There was but one door, and no windows nor fireplace. It was intended strietly as a summer school, and it was figured that fires would not be needed.

Schools were kept up by subscription. I was seven years of age at that time and enjoyed the distinctign of being a student of Rock Creek. A man of fifty was our teacher. He was a crusty old fellow, who seemed to have aequired his education in Hoop-pole eounty, Indiana. However, what little he knew he taught us. We advanced rapidly in backwoods English, such as reading, spelling, writing and arithmetie. One good rule of the old master's school was that which required every boy to remove his hat immediately upon entering the school room, and to salute the teacher with becoming deference. On Friday afternoons the teacher would divide us up, the boys on one side and the girls on the other, the largest boy at the head of the line and the largest girl at the head on her side of the building. Then, at a signal, the head boy would take the head girl and introduce her to all the other scholars, one at a time, and also to the visitors, if any happened to be there. Then the next boy would take the next girl and proceed in the same way until everybody had been formally and correctly introduced. I was kind of weak-kneed when I went through that performance the first time, but now I can see the importance of it. It enabled the scholars to act correctly when in the presence of strangers, and I am certain that there was a characteristic attaching to the pupils of that old baekwoods teacher not found in many of the more modern schools. He would promptly suppress any rude or boisterous conduct on the school grounds.

Our seats were made of split logs, with the flat side up. "There were pins underneath, legs, you might call them, to hold up the seats. Tn the course of three or four years, however, a new schoolhouse was erected, which had a window, a brick chimney and a fireplace. This was quite an innovation, we thought, because this building was adapted to school work in the winter time. Our teacher here was Nick Langston. The third teacher of this school was William A. Mathis, who yet lives at Callao, now being about eighty years of age.

We were now studying some courses which forced us to put our thinking caps on - algebra, philosophy and astronomy. I have not heard of the last-mentioned studies being taught in a district school since then. : ý

My next school was in District No. 4, which was taught by Dr. Andrew T. Still, the discoverer, or the man who was the first to recognize the great importance of osteopathy as a means of treating physical ailments.* Dr. Still was given a salary of $15 per month. The scholars seemed to make rapid progress under him, as they also did under the other teachers whom I have mentioned. The average boy or girl could only take time for from ten to fifteen months school then; that was thought to be sufficient for them to begin the battle of life.

At the time of which I write the young people seemed eager to secure an education, and they put up with all sorts of inconveniences without thought of complaint. They laughed at snow-storms, rains and muddy roads. They were strong and healthy and glad to be out in the open. Books were scarce; there was no coal oil, and night study was pursued by using grease lamps. Occasionally we were fortunate in obtaining some tallow candles, but I daresay that the majority of the students were driven to the extremity of learning their lessons after nightfall by the use of a torchlight, or by holding their book so that the fires from the big backlogs would illuminate the pages. When the fire burned low, some small sticks or pieces of bark would be thrown on to brighten it. These things were not obstacles; they were makeshifts which served the purpose. The winter winds howled and the storms beat against the tiny window panes, but the children of the household, secure in the stout old log eabin, nestled about the warm fireplace and thanked the good God for sending them the advantages of a district school, and they showed their appreeiation by earnest efforts with their books.

W. A. Mathis, who has the distinguished record of being the oldest school teacher in Macon eounty, was born in Tennessee in 1829; came to Randolph eounty, Missouri, in 1831. "There he attended his first sehool. Noah Gross, who later moved to Macon county, was his first teacher. Mr. Mathis' first school was, of course, of the log-cabin vari- ety, a good deal like those described by Dr. Gross. There was one long window at the back end of the building which rejoiced in a pane of glass. A wide plank was fastened to the wall beneath this window and was used by all the students as a desk. The books were Webster's Blue Back Speller and Pike's Arithmetie. For reading lessons, the scholars brought anything they could get, story books, histories or almanaes. Each student read his lesson by himself. Very few of the teachers were educated men, applying the present-day rule. 'lhey had scant knowledge of English grammar, geography and history. Hardly any of them could master common fractions. Prior to 1850 there were no free schools; all were run by subscription payments made by the patrons. No examinations or certificates were required of the teachers.

Mr. Mathis' next teacher. was the Rev. Nick Langston, who happened to be a thorough student, and the pupils progressed rapidly under him. Shortly after he was grown Mr. Mathis began teaching himself, at the same time attending the high school at Bloomington. The high school was then taught by the Rev. I. B. Allen. Later, Mr. Mathis attended McGee College at College Mound, one term. He taught his first regular school at Rock Spring schoolhouse, in Walnut township, in 1850. The building there was very similar to the one described above, except that it had a blaekboard four feet square. Mr. Mathis received as a wage $16 a month.

beginning of a new era in the cause of education in Missouri. Better schoolhouses were built and more competent teachers employed. Higher salaries were paid. After having taught school in Macon county for five terms, Mr. Mathis was paid $30 a month for his services. In 1857 he went to Howard county, because wages were higher there. He taught five terms at one place, receiving $50 per month; board cost $6 a month. He taught all the branches now being taught in publie schools and several of the higher ones, such as algebra, geography, astronomy, chemistry and physies. A school day then was eight hours in the summer and seven hours in the winter, beginning at 8 o'clock in the morning and ending at 5 o'clock in the evening in summer, and at 4 o'clock in the winter. Mr. Mathis said there were not as many tardy children then as we have now at 9 o'clock.

After the Civil war had been in progress for some time, Mr. Mathis concluded that it was too warm for him in Missouri, so he abandoned his profession for several years, but in 1872 was elected superintendent of schools in Macon county, and in 1875 resumed his professional career as an instruetor of youth. He taught ten terms in Macon county and about the same length of time in Howard county, making in all about thirty terms up to 1893, when he was chosen school commissioner of Macon county. Since going out of that office he has resumed his oceupation as a teacher.

"Great improvement has been made in school buildings, in the methods of teaching within in the last half century, but they have been so gradual that I can hardly note the difference, unless I compare the present with the past.

**Now we have good school buildings in almost every district. The seats are well made and comfortable. The schools are well equipped with globes, maps and apparatus of various kinds. Then the schoolhouses were mere rude huts and had no supplies whatever. Now we have model schools and a state university, where young men and women are edueated and drilled to become teachers and to engage in the various professions and enterprises of life. In my early days we had none of these training schools. Teachers had to work out their own educational systems as best they could. In consequence the supply did not always meet the demands. A great many teachers were imported from the east. Then we didn't have enough books, now we have too many. The minds of children should not be overly-erowded while too young. To over-exert the mind has the same effect upon it as overexertion of the body. We have laws prohibiting the employment of children in mines, factories, ete. We should likewise have laws against the over-erowding of young minds. Many an ambitious child has been ruined for life by his teacher overtaxing him with studies. A fair amount of labor is beneficial, but too much, especially on the young, is disastrous."

At the age of five Mr. Mayhew moved with his parents to West Tennessee, and to Macon county, Missouri, when he was seventeen. He arrived at Callao, April 23, 1859, since whieh time his labors as a teacher, a preacher and all-round man of industry were about Callao and Bevier. A portion of his time Mr. Mayhew was a weighman at the Bevier mines and he also worked as a general storekeeper.

Mr. Mayhew began teaching school in January, 1863. He coneluded his labors as a teacher in March, 1889. Part of the time, while teaching school, he also preached, his first sermon being delivered at Antioch church, near Bevier, May 1, 1867. He taught school at Callao fifty-five months; at Bevier, fifty-four months; Smoot schoolhouse, near Bloomington, seventeen months; Oak Grove, near Callao, five months; Brammer schoolhouse, near Bevier, three months; Forrest sehoolhouse, near Callao, four months; White Oak schoolhouse, north of New Cambria, eleven months, in all making 149 months or twelve years and five months.

Asaminister, Mr. Mayhew officiated at 250 weddings, and from 400 to 500 funerals. He preached all over Macon county and in many adjoining eounties. The greater part of his discourses were made in sehoolhouses, arbors, dwellings, chapels, on highways and in groves. His opportunities for an education were comprised in ten months' schooling.

"The pugilistic style of controlling the youth was then the custom, not because of the teacher's choice, but in deference to publie opinion. The good old seriptural rule, 'spare the rod and spoil the child,' was the law of sehool teachers. Distriet boards sized up applicants by their appearance and their evident nerve. On one occasion a board requested my services to teach in its district. I told the members that it was too far from home; that they could get some one living closer. To this they replied: 'We want you; we like your red face, your red hair and your Irish looks. They tell us that you handle the big boys about right and that scares the little ones into good behavior.' I took the job and did my best to give satisfaction.

** When I took charge of the little old log schoolhouse on my first attempt to teach, I was armed with a certificate which Uncle Thomas White procured for me through his influence with the powers who issued such things. It was a day of great anxiety to me, but I managed to pull through, and, as I studied hard all the time, my scholars made real progress. It was during the early days of the war and it was pretty hard to keep the boys from fighting. There was a constant hurrah for Lincoln or Davis, General MeClellan or General Lee. I finally had to lay down the rule that politics were not to be discussed at school. My salary was $18 a month and board. I stayed with one of the directors and paid him 75 cents a week for feeding me and giving me a bed. The balance of my teaching career was pretty much that of others, whose stories you doubtless have.

"The first teachers' institute in Macon county was held in the Methodist Episcopal church at Macon, in the winter of 1866-67. There were from twenty to twenty-five men present and from five to six women.

"The next institute met at Atlanta; attendance very much larger and greater interest manifested. Here I made my first attempt to speak in publie, and it made them all laugh heartily. I don't recall just what I said, but they seemed to appreciate it. The third educational institute was held at Macon in the summer of 1868. Lon Haynor, now of the Citizens Bank, Fleteher Burch, Dr. Bristow and myself roomed together. This was a splendid meeting. One of our instructors was Professor Watson, author of the National Readers and Spellers. By him we were taught orthography and how to articulate the alphabet with all the variety of sounds.

"Professor Kerl, author of Kerl's Grammar; Professor Spencer, originator of Spencerian penmanship, and also author of works on mathematies and history, and Professor Parker, state superintendent of schools, were among the distinguished visitors. It was one of the most important gatherings ever held in the county. We understood our lack resulting from a want of systematie effort and saw that by organization and getting together there was a great future ahead for the publie schools.

"Prof. W. A. Mathis and I organized a Saturday institute in northwest Macon county about the fall of 1872. Captain Ben Eli Guthrie and a minister from Macon each gave us good leetures. The Rev. William Sears (we called him 'Uncle Billie' then) also addressed the teachers. This was the birth of the association idea in Macon county, a plan which has been followed in after years to the immense betterment of our educational system."

McGee College, at College Mound, was incorporated under act of the 17th Genera! Assenibly of Missouri, approved February 23, 1853. The original board of directors was composed as follows: James Dysart, Thomas McCormack, Stephen Gibson, Isaac Teter, Stewart Christel, Macon eounty ; William A. Hall, Giles Crook, Joseph Turner, Matthew Patton, Samuel C. Davis, Nicholas Dysart, Randolph county; James B. Mitchell, William Holliday, Monroe county.

The act deseribed McGee College ''as an institution purely literary, affording instruction in ancient and modern languages, the sciences and liberal arts, and not instituting any regulations which would render a place in its classes offensive to the reason of liberal-minded persons, whatever may be their religious persuasions." vacancy that may occur in the Board of Trustees; may displace any of the trustees who may become disqualified for their duties by age, infirmity of body or mind, or who neglect their duties from a disregard of the interests of the institution.''

Seventh. ''That the first meeting of the Board of Trustees shall be held in the college on the second Saturday in March, 1853, providing that seven members of the board shall be a quorum to transact any business of the corporation."

College Mound is in the southwest part of Macon county, on a beautiful eminence, giving a broad view of the picturesque landscape in almost every direction. The college building is a large, commodious brick structure, one of the finest and most imposing of its class in its day. Two majestie towers corner the building on the east. The town was situated on a stage line running from Huntsville to Des Moines, Iowa. Soon after the establishment of the college it grew to be quite an important place. A number of boarding houses were erected and several other structures. The attendance, previous to the Civil war, was about 200 students, coming from the various portions of Missouri and surrounding states. "The Rev. James B. Mitchell, member of the Board of Trustees, was chosen president and filled the office as long as the institution was operated by MeGee Presbytery, with the exception of two years (1865-6) when the Rev. John M. Howard, who came here from Ohio, acted as president.

When the war eame on many of the students enlisted, some on the side of the Blue, and some on the side of the Gray. 'The school was closed until the war ended. In 1867 it was reopened and Mr. Mitchell was recalled to the presidency.

W. J. Patton was professor of mathematics and Ben Eli Guthrie, a former student, was chosen teacher of languages. Miss Kate Davis had charge of the primary department; Mrs. Kate Hendricks, whose husband had been Lieutenant S. M. Hendricks of the Confederate Army, was instruetor of musie. Lieutenant Hendrieks was a student of the college previous to the war. He was killed while guarding an embankment on the Mobile & Ohio railroad near Corinth, in 1862.

Following the war for several years the school prospered; its attendance increased from 200 to nearly 300. Some men, who afterwards beeame widely known in the west, were enrolled on its books. The rapid construction of the railroads throughout Missouri was partially the cause of the college's abandonment. It was twelve miles back in the country, while other institutions could be found more advantageously situated on railroads. For some time the handsome old build- ing was in disuse, but finally was purchased by the Holiness people and is today being successfully operated by that denomination as an educational institution.

The Rev. ''Jimps Dysart' was among the earnest promoters of MeGee College. It was his land on which the town and college were built. During the school's existence, except while the war was going on, he was a member of the Board of Trustees. It seems there is no complete record in existence of the enrollment of MeGee College. Not long ago the late Robert G. Mitchell, son of President J. B. Mitchell; Major B. R. Dysart and Captain Ben Eli Guthrie furnished the following list of the living alumni from memory:

Within recent years a handsome Memorial Chapel has been erected by the Presbyterians near the old college building. The structure cost about $5,000, and is a beautiful piece of architecture. "The chapel was dedicated with imposing ceremonies. The Rev. B. P. Fullerton, of St. Louis, who had attended the MeGee College, officiating.

At the beginning of the Civil war Dr. F. W. Allen was conducting an institution known as the Macon College. The doctor was a gentleman of means and had a wide acquaintance throughout the state. Many who afterwards beeame prominent were among his students. Former Governor A. M. Dockery was a student and great admirer of Dr. Allen. On the 13th of June, 1861, Mr. Dockery was reciting the Latin lesson to Professor Allen. The incident which terminated the college occurred soon afterward and is thus described in a letter from Mr. Dockery, written when he was a member of Congress to a friend in Macon:

"The closing of Dr. Allen's school at Macon occurred about the time of the breaking out of the Civil war. I recited the last lesson at a late hour on June 13, 1861. The lesson was Latin and I was the only student of that class present. All the scholars except myself had gone home, and I had just entered upon the recitation when attention was attracted by some hurrahs in the southern part of the city. The windows were raised to ascertain the cause of the commotion. Professor Allen and I looked out and noticed the passing of a long train on the Hannibal & St. Joe railroad. The men on the train were cheering. My first idea was that the people on board were Mormons on their way to the West, as they had been passing over in great numbers of late. I was soon undeceived, however. Shortly after our attention was called to the train we noted that the Confederate flagpole was toppling and about to fall. Then we saw that the people on the train were soldiers, and learned afterwards that they were a part of the 16th Illinois Regiment. The troops left the train and headed at once for the Confederate flagpole, which was located immediately north of Bagwell & Johnson's store. It was the work of only a few moments to eut it down. I was told later on that the troops eut the pole up into small fragments and earried it away as souvenirs. Our recitation terminated abruptly.

* At that time passion was high and everybody was laboring under more or less excitement. Professor Allen had some diffieulty during the evening growing out of the strange situation, and the school was not opened. I remained in Macon until the fall of 1861, when I moved to Keytesville. Professor Allen went to Monroe county for a time. The next we met, as I now recall, was in the St. Louis Medical College during the winter of 1862-63. We there attended medical lectures together.

A little closer inquiry into the incident concerning the Confederate flagpole disclosed the fact that Dr. Allen rushed down into the town . and voiced his protests against the destruction of the flagpole. Most of the soldiers treated it good-naturedly, merely laughing, but a citizen, A. T. Turney, took the matter up on behalf of the government, as he supposed, and in the encounter that followed was knocked down by Professor Allen, who at that time was a small man but very quiek and nervy. The Federal forees cheered the professor for his gritty stand for his cause on that day.

"Talbot, now Bishop of Pennsylvania. The Rev. Dr. Talbot had been appointed rector of St. James parish two years previous. He was a man of indomitable energy and before long the school aequired a high standing as an institution of learning. It was run in connection with St. Agnes Hall, a school for young women. When the Rev. Dr. Talbot was appointed Bishop of Wyoming and Idaho, the school passed into other hands and had a varied experience until it passed into the control of Col. F. W. Blees, in January, 1892. Colonel Blees had recently come to Macon and was appointed head master of the Academy to succeed the Rev. C. G. Davis, who had resigned. With the appointment of Colonel Blees as head master of the institution, it was made nonseetarian. From that day on down to the present the name of Colonel Blees has always been associated with Macon's development and progress. The patronage at first was mostly local. The courses of study were as follows: Commercial, English, seientifie, elassieal, shorthand and typewriting. The tuition was $42 a year, payable semi-annually in advance. In his first advertisement Colonel Blees stated that St. James Military Academy would reopen Tuesday, January 5, 1892, at 8:20 a. m.

There was a sale of the academy property on April 22, 1892, and it was bought in by the Board of Directors. Colonel Blees continued as the head of the institution.

The directors were E. McKee, H. S. Glaze, John Scovern, F. W. Blees and T. E. Wardell. Following were the officers: E. McKee, president; H. S. Glaze, vice-president; John Seovern, treasurer; Col. F. W. Blees, superintendent.

The school began its next term in the fall, with a patronage of about 80 students. The buildings had been overhauled and repaired inside and out. The faculty was as follows: Col. F. W. Blees, superintendent ; J. O. Felker, instruetor in commercial department; J. B. Fairchild, methematies and natural science; A. C. Parker, commandant, instructor of English and drawing; Miss Tillie Holtekamp had eharge of the primary department.

For several years Colonel Blees successfully conducted St. James Military Academy and placed it in the front rank of the educational institutions of Missouri. While in the midst of his work sad news came to him from the Fatherland. This necessitated a journey to Germany to be with his parents in their last illness. The school was temporarily abandoned. With the death of his parents Colonel Blees came into possession of a large sum of money. Returning to Macon, he immediately began to build up and foster enterprises of all sorts. It was due to his urgeuce and assistance that the town was supplied with such a complete sewerage system. Factories were established, buildings improved and Macon soon took on the appearance of a modern little city. But Colonel Blees's great ambition was to construct here one of the finest academies in the West. To this plan he devoted a great deal of time and thought. The splendid prestige of Blees Military Academy stands today as a monument to his love for Macon and her people, and is typical of his life work, which was always along educational lines. The Academy and grounds cost something over a half million dollars. The place is regal in its appointments. If it were placed in a great city like St. Louis or Chicago it would be marked for its stateliness and beauty. The Academy was opened in September, 1899. The arrangements were not quite complete at that time, and Colonel Blees, always quick to aet in an emergency, purchased the Palace Hotel and quartered the students therein until everything was ready at the Academy for their reception.

Major M. Von Binzer was the rirst commandant. With characteristie energy Colonel Blees took eharge of the Academy and pushed it to the front. On its opening he made an address to the students and visitors which was illustrative of his philosophy of life. A portion of this address was as follows:

"The eyes and the hearts of millions in America are turned today to New York where homage is being done to the greatest hero this generation has produced, Admiral Dewey. There they are celebrating the triumph of American armies on land and on sea. But in this they are likely to forget some things. They may forget that this is a triumph of trained physieal manhood and courage over mere brutal audacity. It is a triumph of the trained mind over the intellectual sloth. In the excess of our enthusiasm for the great sailor who has brought such signal success to our cause, let us not forget that back of the hills of Vermont there is a schoolmaster who took hold of the life of a child and school master has much to do with the success of Manila Bay. Likewise it is for the culture of hand and mind and heart, for the making of. men who are ready for the opportunity when it comes, that Blees Military Academy is founded." i

The Academy was dedicated with imposing exercises in January, 1900. For that occasion a three-coach special was run between town and the Academy every half hour, and the train was filled nearly every trip up until midnight. It was estimated that from three to five thousand people visited the Academy during the day.

Home Of

**Some eight years ago I was called upon to take charge of the St. James Military Academy. It was under eireumstances most discouraging. A few months afterwards, when I first had the opportunity to give an aceount of my stewardship of that institution, I promised the people of this community that within ten years they should have the strongest military institution in the entire state of Missouri. I see not only a few, but hundreds of faces in this gathering who were present on that occasion, and the applause at that time was just as hearty as it is now, although it was evident there was some skeptieism; some applauded merely as evidence of good wishes, with but little expectations that the pledge would be carried out. As to how it has been redeemed you may be the judges.

** Now, I have the pleasure and the privilege of weleoming you here to see what has been done, and I trust that your presence may be an evidence of your intention to stand by this institution as you stood by poor old St. James Aeademy in its misfortunes. I sincerely appreciate your confidence in the past and bespeak for its continuance in the future; with the approval of the Almighty Helper and your good will we cannot fail. For your presence today and kind greeting I again return a grateful acknowledgment. Thank you, thank you all."

Superintendent W. W. Clendenin also spoke and Mrs. M. Von Binzer sang a solo. Those taking part in the dedicatory ritual were Bishop D. T. Tuttle, Col. F. W. Blees, Superintendent W. W. Clendenin, Commandant M. Von Binzer and Architect R. J. Kirsch.

The Academy steadily developed until it beeame one of the famous institutions of the nation. It has had, of course, its periods of ups and downs, but has thrived through them all and has become an established fixture in the educational scheme of the country.

'The most unfortunate thing that has oceurred in the Aeademy's history was the death of its founder, Colonel Blees, whieh took place in the Southern Hotel, St. Louis, in September, 1906. Death was due to heart failure. Other hands took up the work of Macon's earnest friend and it has gone on uninterrupted. Mrs. F. L. Liebing, who was formerly Mrs. Blees, and who was always her husband's friend and adviser, and shared with him in all his ambitions, has seen to it that the founder's wishes and poliey are being carried out. The following is the present staff of the academy:

Captain R. N. Whiteford: ....--.- nn eee eee eire ots nie asia vlan English Captain P. E. Werkshagen. ... Modern Languages Captain J. M. Swan... rere ERES Commercial Branches UAP S. Kelsey. «2-222 nee ela History and Manual Training

One of the most interesting edueational enterprises in Macon county is the consolidated high school at Elmer. This splendid building was completed in 1905. It was the first and is yet the only consolidated school in this section of the state. It was constructed to serve the three distriets of Elmer, Mercyville and Gunnels. Since its erection Elmer and Mereyville have been incorporated into one town known as Elmer. Including a two-years' high school course, the school has ten grades and is doing work in all of them. Prof. A. F. Smith was the first principal. The present faculty is as follows:

J. W. Finnell, principal; Lizzie Parry, Ethel Shumaker and Ora J. Epperson, teachers. The consolidated school building contains 6 rooms, is heated by steam, and well ventilated. It is built substantially of brick and makes a handsome appearance.

The largest public school building in the county is at Macon, known as the Central High School. It was erected in 1906, at a cost of $40,000. The building contains 17 rooms, including a large auditorium for associations and teachers' meetings and the like. This building has all the modern appliances and is one of the most favorably situated and imposing edifices in the city. In the south part of the city is a ward school, where primary work is done. There is also a large publie school building for colored students.

Professor S. E. Seaton is superintendent of all the Macon Publie schools. Prof. H. J. King is principal of the high school, and Prof. C. W. Summers, principal of the grades. Prof. E. W. Perkins is principal of the colored school. The assessment in the Macon school district is $1,282,802, The tax levy for the support of the schools is $1.15 on the $100. The schools are operated nine months in the year.

A central high school building was completed in Bevier in 1908, nta cost of $18,000. It is a large brick building, containing 16 rooms. Miss Mabel M. Richards is the superintendent; Miss Ethel Carter, teacher of the high school. 'There are 13 teachers. All of them are women.

Prof. W. E. Moss, the present county superintendent, has done a splendid work in developing the distriet schools of Macon county. He makes it a point to visit them regularly and to encourage school boards and teachers in keeping up the appearance of the grounds and building and in looking closely after sanitary conditions. From Superintendent Moss' last oflieial report the following statisties are taken:

Number of pupils (rural) graduating in state courses of study, male, 26; female, 84; total, 110. Number of districts in county having libraries, 110; volumes in libraries, 7,347; value of libraries, $4,125.

Number of teachers holding life certificates, 5; limited state certificates 3; normal diplomas, 7; normal certificates, 2; county certificates, 188.

At the last meeting of the Macon County Teachers? Association, in November, 1909, there were present 155 female teachers and thirty-six male.

The Western College is an institution for the education of the colored people. It was established in January. 1890, and for a portion of two years was conducted at Independence, Mo. In the winter of 1892 the school was removed from Independence to Macon. The building is located pieturesquely in the northern part of the city. The original eost of the site was $5,000. This including three buildings and other improvements put up since the school was removed to this city make the present valuation of the property about $20,000. The objeet of

Western College is **to prepare young men and women to become factors in the elevation of their fellows and themselves for lives of high purpose and usefulness.'*

Following is the faeulty for 1909-10: James Henry Garnett, president, theology, psychology and ethics; Charles Bertram Johnson, prineipal of English preparatory department; Malinda Francis Lewis, mathematies, assistant in science; Rosa Belle Johnson, English and head of primary school; James A. Gay, ancient languages and the sciences; Ida Lee Garnett, secretary and assistant in English; Mary L. Sanders, matron; Mamie A. Richardson, instrumental and vocal musie; Dora Crow, domestie science.

"There is an intermediate ehureh school, Seventh Day Adventists, in Drake township, just north of Goldsberry. T. J. Roach is the principal. He has one assistant. The building contains two large, wellfurnished rooms, and during the school sessions is a very busy place. The school was established in the fall of 1909.