A century of Maryville college, 1819-1919, story of altruism

Foreword

It has been a characteristic of the institution of which this volume treats to win the devotion of its teachers and administrative officers to a degree never exceeded in the case of other institutions of learning. The College has always had connected with its management workers who were so zealous that the institution should efficiently serve its constituency, that they have counted no self-sacrifice or toilsome labor too extreme, if only they could see the College they loved realize their ambitions for it. The most conspicuous embodiments of this devotion to Maryville College were President Anderson, the founder, and Professor Lamar, the second founder. It was the writer's good fortune to be at first a student and then a colleague of Professor Lamar, who in turn was a student and then a colleague of Dr. Anderson; and so the writer received almost at first hand the story of Maryville, extending from the days of the beginning down to the time when he himself entered the faculty of the College. This story he has long felt it his duty to recount for the future sons and daughters of Maryville, but not until now has he found time which he could devote to the pleasant task.

If the lines in this character sketch of Maryville should seem to any to be too ardent, let the fact that vi FOREWORD

the writer has been connected with the College as student, alumnus, and professor for forty-three years explain and extenuate somewhat the warmth of his appreciative devotion. He is happy to know, moreover, that Maryville's sons and daughters at any rate agree with him in believing that there is but one unique Maryville in all the galaxy of the colleges, and that no other institution shines with brighter, kindlier, or truer ray !

Although historical, this book is not a history. It is intended, as has already been intimated, to be a character sketch of Maryville College. The century just closing has been one of debate and discord and division in the domains of church and state. So fierce, for example, was denominational jealousy that Maryville College, though itself always liberal to all denominations, was for twenty-three long years denied a charter by the Legislature of Tennessee. Happily those days of narrowness are forever gone. The days of battling "Old School" and "New School" Presbyterians are also gone. Gone, too, is the ecclesiastical and political bitterness engendered by the Civil War. The College has emerged from a stormy but useful past into a more widely useful present, and has before it what seems to be a vastly more useful future. The writer avails himself of his author's license in omitting from this book the divisive matters of the past. The problems and the opportunities of the future are surely large enough to engross all the attention and energy of the old friends of the College and of the new allies that are rallying to their assistance.

FOREWORD vii

The writer takes this opportunity to thank the manyfriends who have assisted in clearing up obscure points of ante-bellum history. The destruction of almost all the ante-bellum records of the College has greatly increased the difficulty of his task ; and so he is deeply grateful to the friends that have contributed information that has been so much the more valuable on account of the absence of these official records. Especially would he express his indebtedness to Mr. James A. Anderson, grand-nephew of Dr. Anderson, Mrs. Martha A. Lamar, widow of Professor Lamar, and Major William A. McTeer.

The accuracy of the book has profited greatly by the criticisms of eight or more friends of the College that have read the manuscript. The excellence and appropriateness of the thirty-six illustrations employed in the volume are largely due to Professor Clinton H. Gillingham, who spared no pains in their selection and preparation. To all who have, in any way, contributed to the value of this tribute to Maryville, the writer hereby expresses his sincere thanks.

Part First. The Ante-Bellum Maryvllle CHAPTER PAGE

I. THE GREAT SOUTHWEST AND ITS CHALLENGE.

The Southwest of 1800 A. D. — The Land of Promise — "The Land of Do Without" — Pioneer Privations — Pioneer Deprivations — And Loss of Best Things — A Wealth of Young People — A Dearth of Education — With Danger of Declension — So Busy Making a Living — In Danger of Losing a Life — The Challenge to the Patriot — The Challenge to the Philanthropist — The Challenge Accepted bt Some 1

II. ISAAC ANDERSON AND HIS VISION. Elect Pedagogues of the Frontier — Disciples of John Knox — Rockbridge County Training Ground — A Scotch Dominie and His Scholar — Isaac Anderson, Scotch-Irishman — His Schooling in the Home — And Under the Dominie — And in Liberty Hall Academy — And Under the " Edwards of Virginia" — The Birth of a Noble Purpose — Westward, Ho, Andersons! — ^To Beautiful East Tennessee — And to a Broad Vision of Service . . 10

III. ISAAC ANDERSON AND HIS "LOG COLLEGE."

School-Days Ended — School-Teaching Begun — "The Log College," Union Academy, 1802 — The Grassy Valley Building — An Early Country- Life Movement — Perpetual Motion — Extension Work in the Saddle — Ambition to Serve Yet More Widely — A Call to Maryville — Translation of the Academy — Sam Houston, Academician — "Chaplain Anderson" in War of '12 — Vocational Work by the Fireside .... 20

IV. DR. ANDERSON AND HIS SOUTHERN AND

WESTERN SEMINARY. Continued Campaigning — Distress at Destitution — Zeal for Education AND Character — Patriotic Statesmanship — is.

X CONTENTS

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The Harvard Anxiety Again — The Prophets' Vision Again — How Secure More Educated Leaders? — Self-Multiplication Impossible — Education OF Imported Students Impossible — Importation OF Educated Impossible — Then Necessary TO Educate Local Students — A Mighty Life Resolve — An Overture by Union Presbytery — Answer BY THE Synod of Tennessee — Worthy Frontier Architecture — Plans and Specifications — Notable Builders — "Dr. Anderson was Duly Chosen" — Genesis 81

V. DAYS OF CREATION. Divine Providence and His

Agent — (1) Let There Be Teachers — (2) Let There Be Students — (3) Let There Be a Local Habitation — (4) Let There Be Food and Raiment — (5) Let There Be Intellectual Culture — (6) Let There Be Moral Character — To These Ends, A College Endowment 47

VI. DAYS OF PROVIDENCE. An Education Provided FOR All — Irrespective of Denomination — Irrespective of Poverty — Help Through the Boari>- iNG-HousE — Self-Help on the College Farm — Board Bill, Three Cents a Day! — Plain Livtcng, High Thinking — A Model Schoolmaster — A Princely Preacher — A Father to His Students — His Good Wife a Mother to Them — "The MaryviLLE Spirit" He Created: (1) Breadth of Human Interest — (2) Thorough Scholarship — (3) Manly Religion — (4) Unselfish Service — A Worthy Output

VII. THE TEACHERS THAT SERVED. The Founder AT First Alone — Then Student Assistants — Then One or Two Colleagues — Usually a Triumvirate — Darius Hoyt — Fielding Pope — John S. Craig, D.D. — John J. Robinson, D.D. — ^Thomas Jefferson Lamar — Dr. Anderson Rests from his Labors — Dr. Robinson, the Second President — Few Pro- FESSOBS but Large Service 78

VIII. THE FRIENDS THAT HELPED. Bricks Without Straw — Professors Without Salaries — How They Existed — The Work of the Agents — Current Hblp — Thb First Professorship Fund — The Shc-

CONTENTS xi

CHAFTXB FAGB

OND Pbofessorship Fund — Scholarship SusacRip- TioNS — Faithful Treasurers — Difficulty in Securing Teachers — The Teachers the Greatest Helpers 85

IX. THE PLANT THAT HAD TO SERVE. The Log

Academy — "The Little Brown House" — The Brick House with Six Fireplaces — The Boarding-House and Farm Buildings — The "New" College Frame Building — "The Brick College" — The Old Stone Church — Dream Buildings on "The South Hills" — Total Property at Outbreak OF War 94

X. CRISES AND THE CATACLYSM. A Continuous

Crisis — Crises Through Attempts at Removal — Crisis of the Fifties — The Seminary Department Dormant — College Department Expanded — Broadening Field — Work of Theological Department — Work of College Department — Work of Preparatory Department — Forty Times One is Forty — Bugle Call to Arms — Inter Arma Silent Scholce — The Cataclysm 103

Part Second. The Post-Bellum Maryville

I. COLLEGE RUINS.— 1865-1869. A Dismal Scene- Gloom and Grief — Dilapidation and Desolation — A War-Ravaged People — A Glimmering Ray op Hope — A Synodical Inquest — Synodical Lamentations — Unsalaried Devotion — The Reopening Amid the Ruins — Small Salvage — Significant Salvage — Maryville's Second Founder — His First

COLABORERS — CLEARING AWAY THE RuiNS — ^ThE NeW

Site and Campus 115

IL COLLEGE RE-CREATION. — 1869-1880. Re-Cre- ATioN NOT "Reconstruction" — Dr. Bartlett, the Third President — Rev. G. S. W. Crawford, a Fourth Professor — Anderson, Baldwin, and Memorial Halls — "Thus High Uplifted Beyond Hope" — The Glories of the Small College — "Contented with Little" — A Decade of Numerical Plenty — But of "Toil and Trouble" — And of Sore Financial Famine — And op Old- TruE Problems Revived 128 xii CONTENTS

CHAFTEB PAGE

III. COLLEGE ENDOWMENT. — 1880-1884. Cbushinq

Burdens — Maryville's Jean Vauean — Endowment Sought — The Weary Years of Strain — And of Hope Deferred — The Final Achievement — William Thaw and William E. Dodge — Preserved Smith and Sylvester Willard, M.D. — A Decisive Victory — But Won at Great Cost — The Lamar Memorials — The Chief Memorial .... 138

IV. COLLEGE EVOLUTION. — 1884-1901. Evolution

Caused by Endowment — Development of Course AND Force — Chairmen of the Faculty — Dr. Boarbman, the Fourth President — Willard Memorial, 1890 — ^The Fayerweather Providence, 1891-1907 — Its Incalculable Service — Its Aid to Permanent Improvements — Fayerweather Science Hall — The Romance of Kin Takahashi — Bartlett Gymnasium and Y.M.C.A. Hall, 1895 — The Heroism of Kin Takahashi 148

V. COLLEGE EXPANSION.— 1901-1919. Dr. Wilson,

the Fifth President — Expansion Seen to be Necessary — The President Enters the Field — Miss Henry Seeks Scholarships, 1903 — Her Brilliant and Beneficent Life — The Voorhees Gift of $100,000, 1905 — Voorhees Chapel and Music Hall, 1906— The Forward Fund of $227,000, 1908— The General Education Board — Generous Donors — Services of Dean Waller — Services of the Treasurers — Major Cunningham — Carnegie and Pearsons Halls — The Bible in the Curriculum — Bible Training Department — The Home Economics Department, 1913 — Growth of Other Departments — Third Stories, Pearsons and Science, 1912-1913 — The Swimming Pool, 1915 — The New Carnegie Hall, 1916 — The Centennial Forward Fund, 1916- 1919 — The General Education Board Again, 1916 — Philosophy of the Expansion. . . . 159

VI. MARYVILLE'S COLLEGE STANDARDS. The Design Involved High Standards — Seminary Constitution Revealed Them — Ante-Bellum Professors Embodied Them — Curriculum of 1866 Advanced Them — Thenceforward a Steady Advance — A Thoroughly Trained Faculty — Added Funds, Raised Standards — Four Years' Preparatory

CONTENTS xiii

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Course — Separation of Preparatory and College — Usefulness of the Prbparatort Department — Standards of the Preparatory Department — Growth of the College Department — Standards of the College Department — Theoretic Standards, Actual Standards — Moral Standards of the Highest — Teachers' Support of Standards — Directors' Support of Standards — Students' Support of Standards 181

VII. MARYVILLE'S STUDENT BODY. "Southern and Western" Students — Mountain and Valley Students — Scotch-Irish American Students — First Women Students, 1867 — Matriculates from Many States — Earnest Young People — Self-Reliant AND Industrious — Lithe-Limbed and Clean-Souled — Literary Societies — Student Publications — The Y.M.C.A., 1877— The Y.W.C.A., 1884— Other Organized Religious Work — Athletics — Other Activities — Esprit-de-Corps — College Colors, Songs, and Yells 193

VIII. MARYVILLE'S HELPING HAND. Maryville Was Founded to Help — Helps by Economy of Administration — Helps by General Inexpensiveness — Helps by Low Tuition Charges — Helps by Giving Board at Cost — ^Helps by Giving Indoors Self- Help — Helps by Giving Outdoors Self-Help — Helps by Renting Text-Books — Helps by Its Loan Funds — Helps by Its Permanent Scholarships — Helps by Its Cubrent Scholarships— Helps by Caring for the Health — Helps by an All-Pervading Altruism 210

IX. MARYVILLE'S MANHOOD PRODUCT. Brawn

Manhood — Brain Manhood — Character Manhood — With Its Negative Qualities — With Its Positive Qualities — "The Maryville Spirit" Again — Developed by the Efforts of a Century — By a Mission-Filled Teaching Force — By a Reverent College Atmosphere — Preeminently by the February Meetings — With Their Unique History — With Their Able and Wise Leaders — With Their Vision GoDWARD — With Their Vision Manward — And with Their Transforming Ideals — That Become Life-Purposes 224 xiv CONTENTS

CHAPTEB PAGE

X. MARYVILLE'S SECOND CENTURY. Rich Heri-

TAGE OF THE FiBST CeNTURY: (1) LOCATION — (2) HIS- TORY — (3) Character — (4) Mission — A Double Jubilee FOR THE Great Past! — All Hail to the Greater Future! — The Policy for the Second Century: (1) Try to Do as Well as in the Past — (2) And Far Better Than in the Past — (3) Let Majryvillb Be a College — (4) A Whole College — (5) And Nothing But a College — (6) And the Best Possible College — (7) Serving All the Needs of Its Constituency — (8) In the Historic "JVIaryville Spirit" — (9) Always in the Spirit of the Great Teacher — The Purpose of the Second Century. 236

APPENDIX. I. General College Officials, 1819-1919 — II. Pobt-Bellum Teachers — lU. The February Meetikqs ........ 249

LIST OF ILLUSTRATIONS

Martvtlle College Neab the Close of the Cbntubt

Frontis'pieee

0PF03IIB PAQB

Dr. Isaac Anderson, Founder and First Presidbnt . . 12 1

Union Academy, "The Log College" 22,

The Semestaey and "The Frame College" 34 ^

Four Generations op Martville Students 48^

Rev. Thomas Brown, a College Builder 62

Prof. John Sawyer Craig 78

Dr. John J. Robinson, Second President 90

"The Brick College" 100

Prop. Thomas Jefperson Lamar, Second Founder . . . 114

Dr. p. Mason Bartlett, Third President 120

A Miracle op College Re-Creation 126

Prof. Crawford and His Successor, Dean Waller . • . ISO

Dr. Nathan Bachman, Father op the February Meetings 134

First Post-Bellum Missionaries 138

Re-Builders op Maryville College 142

The Lamar Memorials — Hospital and Library .... 146

Dr. Samuel Ward Boardman, Fourth President . . . 150

Kin Takahashi: "Let Us Rise Up AND Build" .... 154

XV

XYi LIST OF ILLUSTRATIONS

FACIE

Km AND THE Students: "So Built We the Wall" . . . 158

Kin and the Fir3t Football Team 158

Db. Samuel Ttndale Wllson, Fifth President .... 160 .

Mabqaret E. Henky, the Students' Champion .... 162 v*

Ralph Voobhees, Donor 164

A Group of Views in 1916 170

A Corner in One of the Laboratories 178

Another Group of Views in 1916 184

Some Home-Economic Students 196

Literary Society Halls 200

The Students' Ministerial Association en 1916 .... 204.

In the Cooperative Boarding Club 214

Maryville's General Assembly Quartet 224

Dr. Edgar A. Elmore, Chairman of the Directohs . . 228

" Good-Bye " at the Close of a February Meeting . . 234

"The Place Is Too Strait for Us" 238

"A Bigger and Better Maryville" 244

CHAPTER I The Great Southwest and Its Challenge

Before the Great West had received its name and

had excited the imagination and largely engrossed the

attention of the American people,

^]^®f°;f*J^®^* there already existed, on the one of 1800 A. D. , J »/- . XT /u ^ -r •

hand, a Great Northwest Tern-

tory," and, on the other, "a Great Southwest" region, that were also the cynosure of many eager eyes.

From 1790 to 1796 the region afterward called Tennessee was known as "the Southwest Territory," but "the Great Southwest" included much more than that one territory. In 1800 the region extending from the Smoky Mountains westward to the Mississippi River and southward to the Gulf of Mexico, including, roughly speaking, what is now covered by the States of Tennessee, Georgia, Alabama, and Mississippi, was known as the Great Southwest. Although containing 200,150 square miles of area, it was occupied by a population of only 277,138. By 1810 the same region had a population of 554,512; and by 1820 its population amounted to 967,105. It is with this Southwest that we have to deal.

The Southwest was in that day the land of promise.

It promised immediate benefits. There were cheap

farms and healthful homes for the

ana 01 immigrants and for their children.

Promise ^ ^ , , , .

It was to the more crowded regions

of the seaboard and the adjoining inland country an alluring ultramontane Italy, or a land of Canaan, with vines and fig trees, and milk and honey. It promised not only immediate good but also later benefits. There would be comfort and competence in coming days when the wilderness had been subdued and the land had been filled with homes and, as Livingstone would have phrased it, with "the pleasant haunts of men." And this Southwest land also promised ultimate benefits of great value. It would be a land of destiny, filled with the wealth "of Ormus or of Ind," as the course of empire should press westward. It was, indeed, a land of boundless promise.

However, it was by no means as yet a land of realization, promising though it was. It was rather what

even more than a century later its ■n W'-mT +'' purely mountain communities have

been called — "a. land of do without." In fact all frontier lands have been lands of necessary makeshifts and ingenious substitutes, but

THE GREAT SOUTHWEST 3

especially of the stern limiting of one's wants to his bare necessities and to the even narrower possibilities of the case. This absence of the comforts and the commodities of civilization is the price paid for their precedence by the advance agents of civilization. The Great Southwest was a land of "do-without" luxuries, and almost of "do-without" necessities.

The present-day descendant of the pioneer, if translated by genii to the pioneer times and the log home of

TQ. -n • X- his ancestor, would look in vain

Pioneer Pnvations , , . ' , . , , ,

about the simple cabm and the log

barn for most of those utilities that are now deemed indispensable to the comfort of the home and to the management of the farm. But there were also in the isolated frontier homes of the Southwest many days when even hunger haunted the brave founders of empire, just as there had been years of broken slumber and anxious fear on account of "the red peril" that had menaced them by day and by night. And these pioneer privations were felt the more keenly by some who experienced them, because in their old homes beyond the mountains or beyond the seas they had lived in comparative quiet and comfort.

Privations, however, are not so serious as are deprivations. Privations are usually transient and temporary; deprivations are apt to be more permanent. There were privations involved in

Deprivations '^^ ^^^^ constitution of the log

age; but so long as near the log-cabin home, the log barn, and the log court-house, there were also a log schoolhouse and a log church, the sorest deprivations had not been experienced. But there were many places in the new and wild Southwest where the intellectual and spiritual interests of the people were either entirely unprovided for or very imperfectly provided for. In such communities a pitiful poverty of the best things of life prevailed; the deprivation of the essential conditions of wholesome and normal life prevented those best things of life from being developed. And there were many communities that suffered such pioneer deprivations.

The people of the extensive territory comprised in the Southwest of 1800 had in many sections, of necessity, as a result of frontier conditions and of the breaking of old ties, and by rea-

B^ t TM* °^ ^°" °^ ^^^ isolation and the reck-

lessness of the frontier, lost many of the best things that had belonged to them in the old country and in their first homes in America. Among these best things that disappeared were the traditions of the past — traditions national, racial, and family — traditions that in many cases were laid aside, and, for lack of use, were forgotten, and finally lost. Some of these traditions, it was true, might better have been lost ; but most of them were invaluable and purchased by their ancestors at great price.

There, too, were the education and the considerable degree of culture of the fathers and mothers that were sometimes largely lost to the sons and daughters because these were brought up in an unfavorable environment. But chief of all was the loss a sad and tragic one when a family's religion failed to stand the

THE GREAT SOUTHWEST $

te§t of transplantation into a new and rough country. The Southwest land, however, was happy in the fact that it did not lose its virile stock. Great families of young people who, in many cases, grew up to be stalwart men and strong

^ ^ -n °i women, swarmed about the log

Young People , ' , . , ^,

houses of that period. The country

was but sparsely settled, but a populous generation was scattered all over it and multiplied with great and divinely-blessed rapidity. Whatever deficit of assets might exist in other respects, there was a wealth of assets to be found in the young people that were crowded in the log-cabin homes of the land.

That was long before the days of the free publicschool idea, and the State did nothing for education. Wliat schools there were available, were article, or subscription schools ; and the pres-

f T^ t* ^^^^ °^ ^^^^' *^^ absence of money,

the lack of interest and of interested leaders, and the imperfect supply of even poorlyequipped teachers tended to reduce to a minimum the number of such schools. With few books or no books in the home, and with no school in the community, and with little leisure on the part of the parents, there was many an instance of intellectual famine for the new generation where there had been a sufficiency of education for the older generation. "How can I, except some man should teach me?" was the question of the wayfaring man. Where was the Philip that was to teach the frontiersman?

A real and threatening danger here ! What will

become of the land if its people perish for lack of

knowledge? No schools or poor

of Declension ,. , . , ,, ,

ligence, education, and culture ; deterioration in moral ideals, stamina, and character ; and disintegration and dilapidation of the political structure of the Southwest. By the irresistible logic of cause and effect, illiteracy and its consequence, ignorance, would in their ugly train bring a declension that would, unless checked, ultimately lead many representatives of a noble race downward even toward degeneracy. It would have been unpatriotic and unchristian and foolish in the extreme to ignore the danger that was impending over the Southwest.

The country was yet new, financial capital was yet wanting, and the population, thanks to a kind Providence and a prolific frontier fe- ^Oj^^^sy Making ^undity, was rapidly increasing. The industrious race that peopled the region lived in the days when as yet primitive methods of farming and manufacture prevailed, and when machinery and steam and electricity had not yet come to add to man's efficiency. It was mainly man power, aided by horse power and ox power, and by some water power, that earned man his livelihood. And this making a living kept the people busy from early cock-crowing till after candle-lighting.

So busily were men employed in earning their living that there was real danger in the meantime of their losing their lives. When, in order to win their daily

THE GREAT SOUTHWEST 7

bread, they were compelled not merely to work but

also to labor and toil and drudge throughout the years,

it was easy to be so engrossed as In Danger of ^^ ^^^ ^^ ^j^^ ^^^^ ^ ^^ ^^ ^

Losing a Life , . , ,

that cometh down from heaven.

The daily grind was in danger of crushing the real life out of the soul, even while grinding out bread for the body. And all thoughtful patriots and Christians saw the risk and feared the outcome ; and, pleasant it is to say, some of them rendered invaluable service in attempting to ward off the impending danger from the nascent commonwealths of the Southwest and from their people.

The early settlers of what is now Tennessee were

a very patriotic and liberty-loving people. They

formed for "the Watauga Associa-

?o the pS '"" '". i" '77^. the first written constitution made by native Americans; and, in 1775, they erected the first geographical division named for him who was to be "the Father of his Country," but who had then just assumed the command of the army at Boston; and, in 1780, they established, on the Cumberland River, an independent government called "the Cumberland Compact" ; and in 1784, in the eastern part of the region, they dared to found "the State of Franklin." This determination to have law and order and liberty was a distinguishing mark of the founders of the State; and a high degree of patriotism was bequeathed by them to their sons and successors in leadership. The danger of the occultation, by ignorance and its attendant clouds, of the rising sun of liberty and virtue in the Southwest did not escape the alarmed notice of many patriots of Tennessee and the regions beyond. Tennessee had become a State in 1796, the first State to be carved out of the United States territory, and the patriots of Tennessee wished it to develop into an honored commonwealth; and they saw in the menace of illiteracy a challenge to their own patriotism to seek to ward off that menace.

While stern necessity kept many good men so busy

that they scarcely had time to note the dangers that

menaced them, and while the sel-

5^®«?^?^^^i^^ *^ fishness of a gross frontier materitne Philanthropist ,. , ® . .• 1 •

alism made many others entirely indifferent to the cause of education and religion, there were many lovers of their kind who were sad of heart and who suffered a holy discontent on account of the dangers that threatened both themselves and the rising generation in the Southwest. They saw in the dearth of educational and religious privileges in the region in which they lived the occasion and cause of the breaking open of a Pandora's box of mischiefs in it. Furthermore, they read in this condition of affairs a summons to their love of man and of God to help to supply the needs of their people and to avert disaster to the state and the church. And many worthy lives were dedicated to the work of saving their adopted and already beloved land of the Southwest. The challenge was, as has just been said, accepted by some patriotic and philanthropic men throughout tht

THE GREAT SOUTHWEST 9

region; and, against great odds, these worthies rendered a service whose beneficent influence was so great

as to be beyond the possibility The Challeiige ^f ^^^^^ computation. They Accepted by Some , , . , , , \

planned for schools, and secured

teachers or themselves taught schools, and established churches and secured preachers or themselves became preachers, in order that learning and religion might not perish from the face of the land. The adventurous and brave pioneers furnished some of these men, while the next generation not only found them just as necessary but also realized that they were needed in larger number than before. To the honor of religion, let it be said that it was the church that saved education, and, of course, religion, in that crisis. The debt of gratitude that the nation owes in other sections of the land to the Christian ministry for the keeping alive of education in the early days is fully recognized on every hand; and certainly no one can question that that debt is a great one in the Southwest, where practically all the teachers of the higher grades and many of the teachers of the lower grades were the preachers who everywhere carried with them, as the tools of their trade, the school book and the Bible.

Chapter II

The Great Teacher magnified his profession. He

said : "Ye call me Teacher, and Lord : and ye say

well ; for so I am." Many of his

Elect Pedagogues foUo^grs have tried to do as he

of the Frontier , , ^ ^, j .1

has done unto them; and so they

have taught others the learning both of earth and of heaven. Practically all the early academies and schools of higher education in Tennessee and the Southwest were established by the preachers of the frontier, and, principally, by the Presbyterian preachers. The heaven-impelled preacher-educators, Samuel Doak, Hezekiah Balch, Samuel Carrick, Charles Coffin, Gideon Blackburn, Isaac Anderson, and others that might be mentioned, left behind them legacies of influence as educators that have enriched the past and the present of the region they loved so truly and served so richly.

As almost all of these educators could trace their lineage back, by the way of the North of Ireland, to Scotland, so could the schools that Disciples of ^j^^^ established trace their honor-