OC-NBLf rilim $e J A" ' .-«fv\ * vvuv^o:^ Past and present school activities and scnool program of the . ethodist Episcopal Church, South, in seven centers of its Mexican Work Clarinda Corbin A.B, (Occidental College) 1918 THESIS Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in Education in tJie GRADUATE DIVISION vttt^a- of the UNIVERSITY OF CALIFORNIA Approved . . /n \6: .Yl i V-KU t^.% Instructor in Charge Deposited in the University Litirary , Date Librarian iiviJos Xooiioa .Jnsaeiq biie J-s j i •,,.v DUCATION DEFT. EDUCATION oiij n X '^- 'ur QTA'XS-ri' COHTENTS Page Introduction • • I !• Varloufl Attitudes Towards Mexico I 2* Statement of the Problem •• II 3. Procedure In Attacking the Problem •.•••••.. Ill 4 • Definition of Terms IV A. Clylc Education IV B* Democracy V Part I. An Historical Sketch Chapter I. The Entrance of the Methodist Episcopal Churchy South Into Mexico , 1 1* Some Fundamental Teaching of Methodlm 1 2. Ale Jo Hernandez Opens the Way for Southern Methodism to Enter Mexico • • • 2 3 • Sostenes Juarez 4 4. Bishop Keener Initiates Southern Methodist Work at the City of Mexico . 6 5* Development of the Work along the Border and In the Interior 9 Chapter II. The Initiation of the Educational Program •♦.♦pt H Chapter III. The Establishment of Laredo Seminary •♦^••» 14 625247 TOi*: J if sa- Page Chapter IV. The Founding of Colegio Ingles ••♦••. 28 Chapter V. History of the Methodist Schools at Monterey •••••••••••••••••••••••• 50 A* Laurens Institute •••••••••••• 31 B* Colegio Ingles Espanol 36 Chapter VI. The Extension of the Educational Effort to Durango 38 Chapter VII. Southern Methodism Enters Chihuahua The Establishment of Palroore Col- lege •«•«••••• 43 Chapter VIII. The Educational Activities Begun at El Paso ....•••• •• 50 Chapter DC. The Further Development of the Educational Work at El Paso •••••••• 56 Chapter X. The Establishment of Wesleyan * Institute ••••.••••••*•••••••«•• 59 Chapter XI. Summary of the Civic Values of Past School Activities of Southern Method- Ism in Seven Centers of Mexican Work A. Developmental Contributions.. 64 , B« Projective Contributions •»«• 6i (1) Training at; Laredo ••••^i* M (2) Vocational Tralnifig ••••• 64 (3) Diffusion of the Spirit of Nelghborllness 65 (4 ) Development of Sense of Responsibility 65 Part II. The Present Status of the Schools Introdt;ictlon •••••••• 67 Chapter I. The Questionnaire •••.. 68 « « * « » * Stl^. ^ to 1^,;^ rj •< * » » » ^ 4- * ^s; ^ Xv » • • # yioW nsa^xaM lo 8i9>Jf. X J : r? f- •^■f , '%> I l ,, =• r . J -I" Chapter III. Three MOveawnts whieh have Affeeted the Present Status of the Sehools .•• 98 1. Post War Effects 92 2. Zoning of the Missionary Territory •«•••• 94 3* The Missionary Contenary •••• 97 Chapter IV. SuBUDsry of the Present Status of the Schools ••••• 102 Part III* The Future Educational Progran of the Methodist Church, South » for Mexico Introduction •••••••,#••••••••••••••••••••••••••••••• 104 Chapter I* Soae Outstanding Needa of Mexico 105 !• Political •••••••• •••••«##••• 105 2. Beonofflie •••• ••••• 106 3* Educational •• ••••• 109 4. Social 110 Chapter II* Suggest! cms for the Future Education al Prograa of the Methodist Episcopal Church, South, in Mexico •••••«•• 115 1* A Svirvey of Rational and Educational Conditions •••«••••••• •^msmmm 114 2* Appointment of a Superintendent of Education of the Southern Methodist Sehools ••••••••••••*•••*• ••*• 114 3* Specific Suggestions which could he Put into Effect at Once •*••• 115 A. Integration and Differentiation AS Deteminants •••••••••••••••••»• 115 B* The Master Objective of CiTle Education ••••* 116 C* Seven Objectives for the Attainment of the Master Objective •• *•• 116 :^^cify iO It' $ttm Page (I) ItoAlth 117 (2) CooMLnd of th« I^iuida- ■ental Proeessea •••••• 118 (3) Worthy Home Membership . 118 (4) Vocational Training •••• 119 (5) Citizenship 122 (6) V.orthy Use of Leisure .. 124 (7) Ethical Character 124 4. Conclusion 126 'SI .c r k\ .o) iBOlH^ INTRODUCTION Because of her wealth of reeoiirces, her mag- nlfloent seeneiry^ her varied climate, her quaint custcma produced by the mingling of Indian and old-world races , her civilisation which was already old and well-established when the Spanish conquerors landed on the shores of the new world, Mexico, through legend and story long has been regarded as the land of El Dorado* Then came the cataclysmic revolution led by the Ill-fated Madero, pliinglng the nation into ten years of strife and chaos; pushing the features which once fascin- ated and delighted far into the background and revealing In their stead grave weaknesses and glaring Imperfections. There have been varying reactions to this changed Mexico* Some have had their faith shaken In her ability to develop Into a self-governing nation* Some have washed their hands of her and turned away In dusgust* Other have concluded that all Mexicans are cut-throats and bandits and that as a nation, Mexico should be annihilated or subjected Still others have maintained that what Mexico needs Is op- portunity; that If she Is given co-operation and friend- liness of attitude she may yet take her place among the II nations* The following titles of publications which have Appeared since the downfall of the Diaz regime are indic- ative of these various attitudes: •miat is the Matter with Mexico?" ''-*' ' "Is Mexico ?iorth Saving?" "Day-break or Delusion in Mexico?" "Barbarous Mexico*" ^* " "A Tonic for Mexico." "Mexico is Our Vext Job." "The Plot Against Mexico." "Understanding Mexico." ^a# *The Other Side of the Mexican Problem." It is significant that the expressions from the pens of men who represent various Protestant Church Organ- izations in Mexico, have insisted vigorously that Mexico must be allowed to work out her own salvation as a nation, and have urged the necessity of a sympatheile and patient attitude on the part of the United States, instead of a drastic military policy. The leaders of the Methodist Episcopal Church, South, are among those who have believed in Mexico and who continue to believe in her in spite of the dark pages in her recent political history; regarding the decade of revolution Just past as incidental in her strixggle to '^oil. ^-.OdlX; ■'# a[m- d bnm %7.i. Kit .^x^ijaiMi r ■; ': <■ t iW i Ill establish herself as a republic; considering it as the Siitci ©l¥i^ e blind groping of a weaker nation to find her way aloog the "road to democracy." Uere sympathy and feelings however » drift into a weak sentimentality unless they be tempered with express* ion in vigorous constructive action. The question then arises: Has the Methodist Fpisoopal Church , South, made any contribution to the civic advancement of Mexico? An examination of the entire field of activity of Southern Methodism is too extensive for the purpose of this study, therefore the subject is limited to a consider- ation of a portion of the educational phase of the work. It presents, A Study of the Past and Present School Activl-^ ties and School Program of the Methodist Episcopal Church South, in Seven Centers of its Mexican ?>ork. The purpose being to determine whether the Schools have contributed in the past to the development of civic progress in Mexico; to ascertain if the present institutions are contributing to Mexican Civic education; and finally to suggest whet the procedure of these schools must be if they meet their future responsibility of stimulating, guiding, and co-op* erating in the development of Mexico as a democracy. The method of attacking the problem ila throtagh an examinaticxi of the history of the schools with the ob* jectives of finding what the motives were in founding them. -V -aaaTiqxs JISB"^ ■2 fi*-* »lv al aol .-* ?Tiif^*' '•K^O "K) br* **• . ;%?T 1 Jb n J JUJ -dt,. ?v how they developed, and the ways the cause of civic educa- tion was advanced through them* Detailed quotations are made from the sources, which coisist of personal letters, from some of the founders of the schools, and the diaries and scrap books of the Rev. J. F. Corbin, a veteran mission- ary of the field, because much of the data here presented have been available to only a few individuals. Following the historical sketch, the further pro- cedure is a consideration of the present status and policies of the schools and their relation to civic thought as reveal- ed through replies to a questioxm&ire, ti:^*0Mgh current catalogues, through courses of study and through other church publications. Having coi.sidered the past and the present, the next phase deals with the future problems and the factors inherent in these problems. The conclusion consists of specific suggestions based on modern educational theory re- garding the future contributions the schools of the hSethodlst Episcopal Church, South, may make in the advancement of Mexico toward the goal of deinooracy. Definition of Terms It is essential that certain terms be defined at the outset. Civic education is to be regarded as a part of the wider term social education, and as meaning preparation VI •ao'jbs iUBQ Bsi>i 9fAw 9ii$ fees .«;■■ o a>(oocf I3i>X£. ■"3 i %o ',*s »0l: for worthy group membership. The form of group life in Mexico is nominally that of a democracy. Since 1821 when Mexico freed herself from the yoke of Spain , she has been endeavoring to establish herself as a d«nocracy« In the face of inconceivable odds the people of Mexico have clung to the ideal of popular gov- ernmei^t. Vile are Justified then in defining civic education for Mexico as preparation for group life in a democracy* The terms civic education and education for democracy may there- fore be considered as interchangeable. "Democracy is fundamentally a set of progressive ideas, ideals and purposes* It is a creed > based on the thesis that every human being is of infinite worth and has the power of growth. Government in a democracy is the mechanical means by which this creed is expressed* It is government of the people, by the people and for the people*" Corrollaries of these facts are the affirmations; That all human beings have the power of choice after deliberation* Upon this rests the belief in popular sovereignty* That all are potentially free. This forms the basis for the principle of equal rights under the law* That co-operative action is essential for the realisation of the highest good to the greatest number* This gives rise to the concepts of loyalty and responsibility. ^DlOilO to «£iJ *soi: iMic * ax ii VI both of which are fundamental to group welfare," Inseparable from American interpretation of democracy are the principles of liberty of coib cience, freedom of worship, separation of church and state, free- dom of speech, freedorri of the press, and equal, though not necessarily identical, opportunity for education. a of ^f mm^ pr^a^Msii^ ^.i^^-u w^j ^.u-:^ Ea.i vi-* il^ i yi'- he w^' "■ , .:i^ tmr^m «i ^*/f X "-4 r fill 1. Lectures of Dr. Alexis F. Lange, University of California 1922. Course - Civic Educationl^l * *^ , ^ii. ,i:ciJi..; . .... ... ... . : ^iCuM oiviD - eeiuoO -1* PART I All HISTORICAL SKETCH CHAPTER I The Lntrance of the Methodiet Episcopal Church, South, Into Mexico. Since the days when John fiesley, the founder of Methodism, cane preaching a message directed to the heart of man, and at the same time proclaiming "The world is my parish," {Methodism has been both subjective and objective in character, Lesley tai^ht that religion in its subject- ive aspect was a "heart experience" of man* That the in- dividual owed supreme love and devotion to God, but that he was a free moral agent and no force could compel him to yield this allegiance. The objective aspect consisted in the teaching that once man placed himself in the right relation to God, his outward life became characterized by moral rectitude and love of neighbor as of self, and that he would seek to extend to others the privileges and oppor- tunities he himself enjoyed. The Methodists believed and taught that * the gospel wa& needed by all, meant for all. t( 4^v. aqoOBiql SBlhOfi^BM I 1© lOM *■ ^'^ *' ^*5 aidd &^al and adapted to all." Thus Mothodism from the beginning had a world-prqgram. Though the chiirch has only partially realized the significance of this teaching, and though her plans have often been but feebly executed, the ideal has remained at the very center of her doctrine. It is natural, then, that American Methodism with these principles as an heritage should have expanded its work to the field of Mexico when the opportunity pre- sonted itself. The nan who opened the way for the Methodist Episcopal Church, South, to enter Mexico eras Alojo ..ernandez, Hernandez was born in the state of Aguas Calientes, and because his parents were wealthy and belonged to the Church party, they planned to educate him for the priest- hood* He was sent to the Seminary and later to College* But he turned against the church, adopted infidelistic views and determined he would never become a priest* He ran away frosi college. Joined the army against I^axiniilian, was later taken prisoner by the B'rench and after much suffer- ing and many hardships he found himself on the American border near Brownsville, Texas, ^hile there, Seymoure's "Evenings ;iith the Romanists" fell into his hands* He saw it was opposed to Romanism and consequently supposed it to be against all Christ! unity* He read it expecting it to co.^irm his infidelity* It's caistant reference to the '9X0 \ '-^ asv .... . . to ^da4a 6 ■: aid ^*sJ"8L -3- Blble aroused a desire to secure a copy In Spanish. This he succeeded in doing, and came to a knowledge of the Gospel. In addition, the allusions to protestant Christianity by Seymoure led him to go to Brownsville in search of a protest- ant service* Describing this experience he says: **I was seated where I could see the congregation, but few could see me. I felt that the Spirit of Ood was there, and, though I could not understand a word which lik#1l^# X felt my heart strangly warmed. Never did I heal^ ill" olrii^' pliy iore sweetly, never did hunan voices sound so lovely to me, never did people look so beautiful, as on that occasion. I went away weeping for holy Joy." ^ Hermandes went back to Mexico to work among his people, but everywhere he met with abuse and opposition. Finally an American friend suggested that perhaps he would be better received if he should identify himself with some church. Acting upon this advice he returned to Texas and joined the Methodist Spiseopal Church South m% ClMP^IiOhristi. In 1871 he was received *'on trial" by the West Texas confer- ence. He was ordained by Bishop Marvin and appointed to establish a mission at Laredo, Texas. In 1872-^ be was appointed to Corpus Christi from which place he was sent in 1 Scrap-book I of Rev. J. F. Corbin. Page 4S, cols. 1 &: 2, . tsqsoO srii lo ©gf^Xwoail » o^ smuo tea ,3|aJto& al .& as' ^ ..-...■- ^'.■■.- -..,|^*tO''^ I -4- 1873 by Bishop Keener to initiate the work in the City of Mexico. A second man who played an important part in the entrance of Southern Methodism into Mexico was Sostenes Juares* Before Hernandez had come into touch with Protest- antism on the border, Juarez had come into possession of a Bible in French, brought over to Uexico by a priest in Haximillian's army. Upon reading it he said to himself, "This is & better weapon with which to fight the "Clero" ^ than the Sword •** ^ Re organised a group of seven of his friends for the purpose of Bible study and worship. This voluntary ssbociati ai was known as "The Society of Christian Prieixls." They held services every week with Juarez as teacher and preacher. When Bishop Keener visited fi4exico In 1675 with the purpose of establishing a church, at the Bishop's in- vitation, Juarez identified hiaself with the Methodist Episcopal Church, South, and became a pr— nhT» remaining on the effective list till his dostn in 1891. The Bible and small desk which he used in the days of his ministry to the "Society of Christian Friento,* together with the 1. Clero - clergy. 2. Winton. A New Era in Old Mexico. Page 190. I o4 *ieno€ M^- c ilboijJm^ 3ffl&8#': 34 BM Xf5 'lata J '- • OeX 9BS«[ .ooix8M 5X0 nl J^ «M iCl S « -5* original raai^uscript regulations under which the group was organized, are now in the mission rooms at Nashyille, Tenniissee*^ The following letter by Bishop John C* Keener gives an account of the beginning of the work 111 the City of Mexico* Be says: v.,t "Some thirteen years ago, (1675) I started fron New Orleans for the City of Mexico. The purpose was slowly foraad but unexpectedly to me durXm i^ JUmU^oi^Rry anniver- •ary of the Louisiana Conference* Bishop Pierce had Just finished speaking. 1 arose and added somewhat and alluded to the field of Mexico a% ^S^ ^ ^® ^'^▼^■^^ •: 4i^n4 Q9t- • fiC'.-in _?£? -7- arranged for repairing the chapel, had placed Ale Jo Hernandes in it and returned home." ^ Bernai^dea and Juaxes ...ade u ^e*t impressioa u^on Methodism in the United States. That one should have to come out of his native land in search of Christianity, and that the Bible was not aooessible to the pibp^e ^llf iixloo, stirred the church to action. Appeals for men and money^ t^ prosecute the work were sent throughout the church and met with success. ' ft' had been feared when Hernandes was sent to Mexico City that the work along the border would die out entirely. But this was not the case for when the West Texas Conference net in 1874 three Mexican men who had come to a knowledge dr the gospel presented themselves requesting admission "on trial." They were accepted and the Border Mexican District of the West Texas Conference nas organized with Rev. A. H. Sutherland as Presiding Elder. ^ '' ■^^m.^um^^i, i«^K^.q: American Missionaries began entering the field both along the border and in the interior. These men came^ifl^ ®*^ * response to a deep religious impulse and under the conviction that Juarez and Hernandez were typical of a group; that there were hundreds throughout Mexico who woal^ accept the Ch^i€lan 1. Scrapbook ( J.F.Corbin) , Vol. I, page 13, col. 2. ' **' ®^^^^ 2. I.G. John, Handbook of Missions, page 255. ^■.•- ' . . . '^^i in 2, tie 1*1;,. aoi^. jasa sis® i. -1©;;: i. siasi iisa^i i^^iii.j 11 3%aoIa sC*xo*^^ " , -v-- mite- Ia. oi^^Olvno ' 9rf^ :.i.4ai-itiAD &i ■'« oii%- ^*©fcr^. -8- faith If they were but given the opportunity* The very nature of the teneta of the Christian faith which these ■•n sought to promulgate^ together with the heritage of ideals which was theirs ^ because they were citlsens of a country where freedom of worship, liberty of conscience, access to the Bible, and the education of the people were inalienable rights, made them cry out against the conditions which they encountered in Mexico, The following illustrates the point in question: "There is a class who are longing for the light. They are stretching out their hands and saying, 'Oive us the light;' the Bible they hail as a book sent from Qod and read it with an avidity which would put us to shame. They are sick of Rome, weary of their heavy burdens and longing for something better. We submit when the teachers of the dominant religion of a nation publicly burn the Bible, endeavor to keep the people in ignor&nce and encourage their blind dupes to assass- inate ministers of the Gospel. Kexico is in need of mission- aries. In the name of religion these teachera have withheld knowledge of the true God, taught idolatry, impoverished the people, enriched themselves, blimted the intellect, destroyed the conscience and Impeded the progress of the nation at every step." ^ 1. Article signed "A Missionary." Scrapbook (J.P.Corbin) Vol. 1; page 45; col. 5. JC 3A^^.tl ^ t ^ , , * .... „ , .. . — . ^. ^1 I lit >? X^aj i. ^D( ilicflO0,^*V) Ji0©cl ^ r 'V :• +^r -9- Tha plans to dTingilisi texioo and extend the work and influence of the Methodist Episcopal Church, South, sere far-reaching from the beginning, as is stown by an early report of A. H* Sutherland: "At the earliest possible moment I want to occupy Saltillo,the capital of Coahuila , and Chihuahua, capital of the State of the saae name. I may safely say that there are fifty places shiri' ia nailfy mission- aries could be advantageously introduced in the four Stattfi'"^^ of Uexico immediately bordering Texas —Tamanli pas, Huevo Leon, Coahuila and Chihuahua. Besides, I am very anxious to extend our operations to the Pacific Coast along the b orders ^^^ the tvo nations*** ^ The work developed rapidly and by 1684 there were 52 "mission stations** in the Mexican Border Mission and in 1885 it was organised into the Mexican Border Conference. ^ The Central Mexican Mission with head quarters in the City of Mexico had under the leadership of Rev. J. T. Davis and later \uider Dr. 1. M. Patterson a correspondingly rapid development. The report for 1684 shows that six districts had been organ- ized under the direction of six competent Presiding Elders; that there was a membership of 1,614, a working force of 1. I .a. John. HandBook of Methodist Missions, page 256. 2. I.G.John. BandBook of Methodist Mission^, page 269. td$uc 'il4 ikH s "» «-'^' ** ^*^ "^ «T-9 |^«|j^g SAO 1 ^ ' ---V ^N < ii!%. r^ lsjtll# ;#W %■» f W^ r1« ^ f»> >* *-; *S-. i^a tfi :aw mix ^ii4,^'«*iW*« das .9* It© .oioov -10- 6 mlssicnaries, and 61 native preachers. This too was organ- ized into a Conference, in 1886. Thus not only were the religious teachings extended twills to Mexico, but also the methods of discipline and organization of the i.ethodist Episcopal Church, South, were transplanted. For the Mexican preachers this meant experience and partici- pation in the governmeat pf tiie -cJaui^ch. r For the church it meant greater effectiveness in the prosecution of its progran . All of the forces were now marshalled for a greater advance. All was in readiness to make effective the conditioa so vividly expressed in an old Moravian version of the Lord's Prayer which substitutes for the phrase "Thy kingdom come", the expression "and that of H^^s kingdom there shall be.no frontier." ^ i#0 Im iMi 1. I.G. John. Hand Book of Methodist Mission, page 248 2. J. A. Francis. Christ's Mold of Prayer-. •• . X.. -.-.. .i . - .. , ... .......... .. -^ . -..ap',.' ^ bsbnsixQ sgnirloesi sj^joI^IXsi ed^ ^rt®;. .^ . ... >> c^ -'., ^ L'_/ ^ JiB'l^O-.. ....... -11- CHAPTER II The Initiation of the Educational Program. So rapidly had this work Of the Methodist Episcopal Churchy South, among the Mexicans advanced, and 80 Bwny were the demands for the establishment of churches and the religious «ork» that the General Board of Missions had had neither money nor workers for any hut the purely evangelistic phase of the work* The mission- aries had hardly entered the fi»I# until they began to urge the need of schools. It was iapossihle f or 4lift General Board to meet the demand » but there was an organ- isation which had been developing anong the woiaen of the church which was destined to meet this need • This organ- ization had grown fron a sn&ll local Bdssionary society into a number of^cconectional societieHiV a)^ fii^l^y had gained such proportions as to be fully authorized aud empowered by- the General Conference of 1876 to organise under a constitution. The original name of this body «•;• ''Xte 0ez)M:*eltuJ^»»aut4ve Board"; this gave place later to the title *'WoaMkn*8 Board ^ of Missions." ^ 1. Haskin. Women and Missions, pages 20-21 • >i. %im;.'iiQ •n; ■om mi * li. > L^iaoi*? I AC Urn 14 bad £ioiigsi ad c ^J^^4 -12- Aa early as 1679, A.H. Sutherland, who was in charge of the Mexican Border District, began urging the great need of Christian education .and pleading that the children of Uexico should be included in the plans and purposes of the Woman's Board of Missions. Rev. Joseph Norwood took up the plea, and in 1880 Mrs. Norwood at Laredo and Mrs. Sutherland at San Antonio received some girls into their homes for instruction as a preparatory step towso^ds the establishment of a school. ^ Circumstances arose which made Laredo the place chosen for the school. Laredo had been the place selected for the establishment of the first religious effort when Alejo Hernandez began his labors, and it was but natural that it was chosen as the place in which to initiate the educational program. Throughout the entire history of the schools it is noticeable that the way each time for the establishment of the schools is blazed by the church. No sooner was the boundary of the religious effort extended and another outpost established than a correspond- ing development took place in the educational work. The de- velopment in territory to which this discussion is limited is bound up with the story of the development of the Lloxican Border kisbion alone, and consequently the discussion of the 1. Holding. A Decade of ^/ii as ions, page 1. -^i- 'li^ii'f ^si4 i^n^ »i4d©rw fnc-^i*^ S-: -.hn.>'-!r;svT«'- - ?> i^A.-O fs^f t:* f -f if fikJM ;^ A M'i&Jl Att) ^f&Mj- bfiflff-^- -0 -13- development in the Central Mexican MisaloTi is omitted* Laredo Seminary was the first school established, end the story of its development claims just attention. 5*J*i^i- ^u'*. if *lr --^^El* Oct, %l :m in fmj_^ ^ag CHAPTER III The Establishment of Laredo Seminary. In 1661 a piece of ground at Laredo, Texas » «B« donated to th#ll It was from this group that 5 of the first pupils at Laredo were drawn. 1. Personal letter of J.F.Corbin. Oct. 1922. 2. Scrapbook. (Rev. J.F.Corbin) Vol. I; page 1, col. 1 Sept. 25, 1861. -:6X* III ■■mb ri^-. ftBfflOf^ aX-Us aJ JKf»l10f iOl lOOfi fens ofe«te.i ?il locr Bili^ -a •lOOllDt OS ac ii-.Xl ;f»» t'«i> « ^■ ' am U«r nK? ^a afrso« It S«« i» «i^ > ^ 'J A v» 'AV -■■ » "» -15- ItTPie building was oompleted and turned over ictBk,,^-$ occupancy Oct. 15, 1882* We spent some time lu furnishing It and trying to make ready for the opening of the fall session vhloh opened the seoond UoqAfiji In November* We had only 9 Kiexlcan and 4 American children at the beginning , but In a short time the school Increased to 16 » 7 boarding and 11 day pupils. The first few nonths were very trying for ^ difficulties confronted us at every turn." ^ ^ Before the end of the year the enrollment Increased to 28 with 16 of these being boarders. Mrs. Sarah Burford had been appointed to assist in the work. The school work now embraced English, nusic, readings writings arlthBetlo^ grammar, spelling 9 grography and sewing. Because the S«Blnary was located in a suburb of Laredo and planned to cater to boarders. Miss Toland oontlnued the day school which now hiMl an enroll- ment of 60 pupils and was self-supporting* At the end of the first year kiss Willfams was married to the Rev. J. F. Corbin and Miss Toiand mm placed in charge until Miss Nannie Holding of Kentucky was appointed Principal iii 166d. Bishop H. M. Mcl'yeire visited the school in 1884, the following quotation giving the impression he received concerning, ^aredo Seminary; "It is a busy place, ililrty children and more mrm 1. Scrapbook, (J. P. Corbin) Fol. I; page 7, col. 5. »tx- bnB yuilh'^T&nd r ^8X O^' fcasaa^roftl loo /tan sifi ,:-iii« a ;t i 'iO'I ,3^ I '-^•'14 l^Tt^V iilij .^Ta . -ifil aJ » r .J, ^W aOM:. i^Jt^l^^i 4v--i,; ii^ iq bi , sj f r't - li- S!^ r {■ rU OJ J f ; «■ f^ *■'■<. '^ " 'l^ raeking it lively in their own »ay» some playing in the sandy yard, some at recitation and one is nearly always at the piano .^practicing* It goes (the solitary piano, do^s) from 6 a.m. till nighty for many t&ke a turn at it* "This institution was enterprised by the Woman's Board two years ago* It occuplf|^|^sgi||U*f of ip?oufd--pfay two acres— in the upper suburb of the eity* Within two hun- dred yards 9 and in full view from the upper verandas , flows the Rio Orande* The high bluff of kexico's^^l^ore is seen from the yard levels and a&acedonia stretches out her nand contin- ually, 'Come over and help us** "Some of the girls are from TrnmBjafltpmB «i)0 Kuevo Leon, states of the Republic of Mexico on this frontier; some from New Uexico, and others from the border towards Corpus Christie a|»d from Laredo* ***«,( il^<|0|. tl|f psTfilng JLn hearing the classes— spelling, reading, ciphering, and writing; lift the last they excelX* Ealf a dozen American children are mixed in with those of bXfck stralfh.t hair and da§p ,fOfplex- ions* The American and Spanish blood seeai to be equal at the black board and in other tests* ^^ "?.e have Just fJL^phed dinner, and for neatness and order in table manners, and for wholesoBie and savory table sup^liea, 1 doubt whether any female school north of the Col- orado excela thia* The fare is simple but very neatly served. ...... . ^ { S0Ot ^ .-^ .... ^ ;. ^ .,.:.,....,. ^ 1 f -;.'^jgf ;ii^^ i A.U-' l\**ti t^Mv' ■«<» i"«> t^j ^ ^■ ni '\ 1 .:> y^f^3«JQ •17- These girls are to be women; and as wives and mothers and housekeepers and teachers their Christian refinement sill be petmianently and widely felt* The Church is preach- ing a pure gospel in this way. It is a wise work, and far- reading."^ A Ti#W of the way in which the scnool was steadily growing and extending it's InTluence is given by the follow- ing extract from correspondence from A. II. Sutherlai^. (1667) "In 1884 the foundations of large and eleg&nt add- itions were laid* The same are noM finished and furnished under the most approved style. Besides these commodious and comfortable premises the Board has, with great propriety,, purchased an adjoining block. Miss Holding has under her principalship (1) Uiss Dalian Holding, (2) Misu Toland, (5) Miss Blanche Gilbert. The present number of pupils is 60. From the beginning there have been in the Seminary 256. Also from the beginning, five years ago» $b,226 have been contributed by the patrons of the institution. There is surely presented to the Roman's Board of Missions, through ^ it's agencies and appliances, a fair opportunity of testing the principle, 'Woman's work for wonan. ' Elevated womanhood for elevated humanity will find no exception among ^lisru impressionable but capable K.exLcaus. 1. Scrapbook. (J.P.Corbin) Vol. I; pages 25*26, cols. 2-4. b»^jA a^^'i^X lO ll;.'IOi..l'.i&£3fI£A/l i .Ou 't. J- r ri •'■! i3 J -v.: .;• <> «r-. !■ *^ rri-- «»: .i«^ic?Jd&-Di^ ISb^iiii dfi-i •£«6 .iM^o -19- overcame our hesitancy.** ^ In 1891 the school became a chartered institution for boys and girls, by an act of tha Texas legislature. In 1891 the following branches of work were being offered; Instruction from the 1st to the 12th grades, special courses in art axxl music , sewing, actual participation in household duties for some of the girls, and military training for the boys; A branch day>school at Nuevo Laredo . and sewing and Bible classes for women in Laredo. An intimate glimp&e of the school life which is marked by a delightful hone atmciphere is given in Miss Holding's book, "a Decade of Idission Life iii Mexican Liission Homes*** The author all unconsciously reveals her own personality which Is striding in its rare combination of sympathic UDdarstandlog and quiet firmnesb* Reference is made to the building up of a school library, to the precedent of cxosing each school year with a school entertainment, to the establishment of the Laredo Missionary Band, to the organization of the True Blue Society, to the fact that as far as the boys were concerned their dis- cipline was largely in the hands of the cadet officers under the supervision of a member of the faculty* 1. Holding. A Decade of Mission Life* Pages 60-61. 2. Holding. A Decade of Mission Life* Page; 166. to a ©do II a ■'id J^alv ill iiwiJ . liijJ'O-' ■mJ \f XUli »vj.ii' 0iEyf .iiJ ci-i4>:JXI it »i'i>!J^U ^... -20- Miss Holding remained in charge of Laredo Seminary for nearly thirty years. Under her administration the school grew from an enrollment of 50 to an enrollment of more than 300. Her successor > J. U. Skinuer* Ph«D*« has had experience both as a teacher and as an administrator* The school-plant now has seven buildings located on a campus of 26 acres and is valued at $250>000« The name waf iihanged when Miss Hold- ing retired to Holding Institute to uonor her because she gave the full measure of devotion to its upbuilding, and because sbe had served in the capecity not only of Principal but also as the General Superintendent of the work of the V'oman's Board as it pushed across the border and undertook new educational activities in Uexico* Because of Miss Holding's position and the strategic location of Laredo Seminary it took on the nature of a training school for missionaries* As the work became better known throughout the church, young women began volun- teering for service in Mexico, and were sent to Laredo to learn the language and familiaris^e themselves with the methods and policies of the work, and thus prepare for further service in the extension of the activities of the Woman's Board of : Isslons This made Laredo Serr.inary the Mother-Institution^and placed the responsibility of fostering and guiding the development of the work upon her. 1* Holding Institute Catalogue i^* 922. lOOflO s Q^wo- 3^n© n M v?oi3 XiC ^0-. im1 arlJ Xi^AV |l«Xiiidn 0/fo 1 I^IJB. IflC ^VdiJ -21- The home atmosphere and home-life which was developed at the Seminary was a great contribution to civic progress in Mexico, for it set a new standard of living for several hundred students who in turn went out to establish homes. Through actual participation in house- hold tasks the students acquired skill, and learned how to work together* In addition to this co-operative action, they learned through actus 1 experience the meaning of responsibility and reliability* The common ideals, common purposes and plans of the school inspired their loyalty. Loyalty to the small group, but under the proper guidance a certain measure of this was transferrable to a larger group, a great cause, and the dream of a better Ilexico. The greatest contribution which Laredo Seminary made to the social-civic advancement of r.^exioo was Uurou^ her training department. Workers went forth to extend her influence all over Mexico. They went to teach by precept and example, and to hold aloft the torch of liberty to light the way for Mexico along the road to democracy. ©lll-ewir • 'i ^mo J ,uo 4 4iOi. OQ tti it^V .U Eittm 9S3.^ bd'iic .J'13.0-- aUi'IQ'. -22- CHAPTER IV The Pounding of Coleglo Ingles. la ii#. s In 1685 Rev* A. B« Sutherland, the Superin- tendent of the idexican Border Mission^ realised a part of his dreaia of extending the out*posts of the l^§fi|o|pf]f activity of the Border Mission to Mexico. Mr« and Urs « J. F, Corbin were sent in Hoveober of that year to opeOp^. <-. work in Saltillo^ tbe capl|«|^of Coshuila. Mr« Corbin describee the educational conditions there in this way: "We found a large city with a fe« schools in rented rooos 9 not a real school house in the town* There were hundreds of children being taught by poorly equipped teachers*";,^ Mrs. Corbin* who before her marriage was Miss Axinie Williams » the fCQnder of Laredo Seminary » vss convinced t^j^j a^ folipjil. o would do great good among the people and so in April, 1884 *^ she opened a school in her own home* ^ |ji |,^. A sidelight is thrown on this educational situation in Saltillo by the following correspondence: 1* Personal letter of J. F. Corbin. October, 1922* 2. personal letter of J.F.Corbin* October, 1922* ^!i«aax. o ^i^©b .'^.j to If. KS^Ci.. III? >^lr£< ^XinqA crl-voe lij ac :eon. il4Xii3 al -25- "For a while Mrs. Corbin had a promising school with 15 pupils in attendance; but sickness caused her to abandon t%9 thus cutting off one of the most potent means of doing good. Her Inability to secure another teacher has caused much disappointment to herself and the parents of the pupils. With a school house and an eam^ct teacher scores of pupils could be secured. There seems to be a general desire among all classes to have their children educated; and everynhecg I cone In contact with those who are anxious to learn English."^ The demands were so iu*gent^ that Mrs. Corbin again opened a school ^ in January 1886, and soon there 56 pupils enrolled. The Rosebud Missionary Society contributed $25.00 per month and this was used to pay a Mexican assistant. ThsiSi Rosebud Society was a children's missionary organization dlreoted by the Rev. John B. I^urij|(ig^*Uncie l*SJrry'% ti^ his weekly letters«4^4.the Richmond Christian Advocate, this society was originated by the children In the home of a Methodist preacher. They appealed to Dr. Xsur ens In an open letter to see if other children could be interested in miss<« lonary work. The organization was first known as "The Children's Missionary Society". Later in response to the suggestion of "Uncle Larry", the name was changed to "The 1. M.C.Breeding. "Saltlllo Mexico". July 24, 1884. Scrapbook. (J. P. Corbin) Vol. I; page 25, col. 2. 441 &A£! -24- Rosebtid Missionary Society" in honor of little Miss Rosebud Campbell, its first President. ^ In May, 1886» Uiss Lelia Roberts, a graduate of the San Houston lloxwal College of Texas, was secured to take charge of the school of Saltillo, and the Rosebud Society paid her salary for the first two years* Miss Roberts had been in the fidld but .mjUioPt tlxae when she determined to place the school on a more permanent basis, first by adding a boarding department at the earliest opportunity, and second by getting the Woman's Board of Missions to adopt the undertaking. Miss Nsnnie Holding, who was serving 4irtthe double capacity of Principal of Laredo Seminary sia^4iiOeasr«X Super- intendent of the Mexican ?u © a S# alio*! tq lie , ^ -2^- secured. Miss Roberts in her report to the Woman's Board Of Missions for the year 1695 shows how the course was ex- panded: "A normal department with a course of study to be completed in three years was added to our work. As teaching Is the oxi^ syeiiue open to the women by which^ ^^7 ^^^ earn enough to be above want, we saw that our opportunity had comii to prove to the people that we were ready, as far as possible^ to mftft Ijheir deeply felt need,**^ By persistent effort this department has been built up. The report of 1896 indicates a student body numbering 191, and two-fifths of the expenses of the school «« bt^mr a«t b¥ the income from the patrons^ ^It has become the policy of a number of other mission schools to send their most promising studentf ^^or teacher-^§|§ing to the school ftt $^||illo« That the work was not confined to this one phase is shown by Miss Roberts report in 1894: "Seventy-five poor ohildron v^e taught in oiir free school^ and. there is one place where all, the high and the low, the rich and the poor meet together daily, and that is in our chapel services where Ood is worshiped and His Word studied. The work wherein my soul delights is that with the poor women. The number of 1. Haskln. Wg^eil and Missions. Page 141 X20SI2iiq ...._ - -e -26- those enrolled in our Bible and sewing class is 67. They meet ne once a week on the shady side of the wall in one of our courts, as there is no other place. "^ That the school has been well-received by the government is demonstrated through the fact that a subsidy of llOO (Mexican) per month was given through the influence of Governor Carranza. In addition it was the only Protestant school invited to have representation in the national Congress of Teachers in 1912.^ The school sxiffered during the Revolution as did all the educational work in Mexico. The Normal and Boarding departments were forced to close, though native teachers made strenuous efforts to conduct a day school. Miss Roberts made frequent trips into Mexico, and in this way the work was saved from complete demoralization. This quotation gives the con- ditions at the close of the Revolution: "When I returned to the building after an absence of five years, it was in a dilapidated condition, and almost bare of the furnishings I had left. I was told that at one time soldiers were stationed in it."^ The school opened, however, with bright prospects. !• Uaskin. iMomen and Missions. Page 142. 2. Haskin. Women and Missions. Page 145. 3. Personal letter. Oct. 7, 1922. J. - ^ ■^9S "fenj? -aJ.''- aw ns&cf B ... ■iJ V.•:^V?AJ ai«7 a0vi$ SUV laaoxjiJXi e nu±^ aj :^j^&%q O J v» -27- •nd the Report for 1919 shows an enrollruent of 205 pupils. The dedication of a new administration building took place on Sept. 16, 1922. (Mexico's Independence Day.) "The inauguration program which took the place of honor on the official program of the day was held out of doors by reason of the fact that the auditorium included in the plans has not yet been constructed, and the crowd which attended numbered about 3,000. The Governor of the state of Coahuila presided, and on the platform with him sat forty officials of the city and state Including the principal of the State Normal School and the State Superintendent of Education, also Honorable Prank Robinson, American Consul in Saltillo, Sr« Jose Rodrlquez Gonzalez, the Technical Principal of the school and Miss Lelia Roberts, whose name the school now bears, the great body of people present were of the represent- ative and substantial class who have caught a vision of the value of education and ar eager to give their children the best opportunity possible even tho/lt be at the cost of great sacrifice. Then too, there were hundreds of unlettered people who did not venture to come nearer than the street, who listened to the discourse with perfect attention, and no doubt many of them went away to wonder and think if these possibili- M 1 ties weri really meant for their children also." 1. Manuscript of article written for the Missionary Voice by £. Eldrige, Saltillo, Mexico. Sept. 1922. ■•JfS* a.'AAl^ ljri<4«6. 1^4 lO 9' ■iJw ae i8 iBai3 1t» #8QO ©lit #« «€ xiavs ©it foetal i*5 1 Of; lo mbe veW ^j*! -28- The new school building occupies a sightly location facing the beautiful Alameda near the sight of the State Normal School and the new Ateneo Fuente now under construction* It has been pronounced by competent Judges to be the best educational structure In Mexico. Provision is made for up-to- date laboratories, domestic science equipment, and ample space for athletic and recreational activities. The value of the plant is $200,000. The program of the day Included addresses by Dr. U. D. Baez, Director of the Benjamin Velaso College at Queretero, Judge Berlanga, Director of the Ateneo Fuente, and a formal speech of dedication by General Arnulfo Gonzalez, Governor of the State. Ifiss Roberts' belief that the real service of the •eho^ to Mexico was in training teachers who would go forth to pass on to others what they had learned, has been demon- strated. **From a small enrollment and a small teaching staff the school has grown until it now has a student body of more than 575, with excellent prospects of attaining 500, and a faculty of 26 members. Seven of these are Americans and 19 Mexicans. Between 9,000 and 10,000 persons have been at one time and another matriculated for study; and among the ex- students i» listed one Governor, the wives of several Congress- men, Ambassadors, Consuls, and other prominent men. Several jiBlV . .jiia^iO' .vOCOO cans I 1S^*? .» to nj>tvtQn Ibs^ asdi J ? r' 4 ?ifi « ^ ff -29- hundred teachers are teaching In all parts of the country," ^ The primary grades are oo-educational though the rest of the school Is restricted to girls. The elementary department Is filled to Its capacity^ and the iNormal depart- ment now has about 100 students. The courses offered cot.slst of Normal, Bible, Domestic Science, Commercial, Music and Kindergarten training department. In connection with these is the school of practice In which students In the Normal depart- ment acquire experience In teaching before they receive their diplomas, Bible students do practical work In the city missions In several districts of Saltlllo and also do evangr^llstlc work in near-by towns. Besides the contributions which were similar In many respects to those made by Laredo Seminary, Colegio Ingles has made a unique contribution to Mexico's advancement as a democ- racy by sending out several hundred teachers throughout the entire Republic. These teachers have gone forth to combat ignorance, the chief enemy of democracy. They have gone out In the spirit of highest loyalty to help make their nation a better and happier place in which to live. ■•^b immto^ f>ni^ tanQi ^Bl ih^lm .-^'W^w £k>idM m^liii 30^i,a\ 3q8ei %0 x^ai 90 -50- fk.Titi so K CHAPTER V History of the Methodist Schools at Monterey The same year, 1833, that Mr. and Mrs, Corbln established the Southern Methodist work at Saltlllo^ Mr. •nd Mrs. J. D. Scogglns entered the f iA#l^fen^ri|^I t€rr*e as before the religious activities had hardly begun until efforts were made to establish a school. The pioneer en- deavors were carried on by Miss Hlndershott, who op^iied a day school in August 1884,^ and subsequently by Professor P. C. Bryce. The school was not, however, placed on a flrai ba 8 It' until 1889 ^ when it was adopted by the Rosebud Mission- ary Society. Up to this time the Rosebuds had contributed to schools in Brazil, had supported a girX in China ^ and had aided several schools in Hexlco. In 188^ they decided to concentrate on one country and Mexico was selected. A little later the Society decided to direct all of ^# efforts to this school at Monterrey. The reason Monterrey was selected was that as a youn^, man Dr. Laurens had served with the American army in Mexico and at that time he had been eonvinced that 1. Scrapbook. (J.F.Corbin) Page 8, cols. 3-4. ? ■• loaa©"' g^^\lQD& XtO'iujti 9b»f^ &iS^i . 504^06 X'v •v^asias SAW v.&s^'ie4^ ,L -51- what the poor, ignorant Mexicans needed was the Bible and school-books and not bullets • One night while on picket^am duty on the heights overlooking Monter: ey he made a vow that he would do some constructive work in behalf of tiexico. •Hie years had passed yet he had not forgotten this pledge, and when the Rev. A. H. Sutherland made an earnest appeal to him to aid the school at Monterrey he directed the efforts of the children of the Rosebud Society into this channel.^ The school was named Laurens Institute in his honor. The Rose- buds supported the school entirely for a number of years but eventually it was taken over by the General Board of Missions , o though the Rosebuds continue to contribute to it**^ B. a. Marsh was selected by the Rosebuds ia 1689 to conduct the work of Laurens Institute* Mr. Marsh held an A.M. degree from Trinity College, North Carolina, and had had several years experience both as a teacher and school admin- istrator. I^e school was first conducted in a rented house on the corner of O'Campo and Rayones streets . This was not a building on the Purissima Plaza. The first year the enrollment was small, there being 8 boys and 7 girls. But the school ;- ■*■■ '1 011,15. • i\-^.S t*tt*#i 1. Supplement, Rosebud Missi Jiary Society Program. Sept. 1922. 2. Personal letter, B.G. Marsh. Sept. 13, 1922. ^8 il^i ^ri edi g»cjer ^lOilCii ;5 sbs?n t: '101. l|Ai to m^%blt£i :iiX ii-4& «t iu4U. 'i liaii^; •tew e: ./ m •#■ *j. •j^at : D8VCJII iSi^'i^^ v>iii.-« fyi' -32- began to grow rapidly and in 1891 the Rosebuds purchased the present site, a block of land one hundred meters square paying 1;1500 for it. k three-story brick building was erected having seven school-rooms and tw o dormitories, and the school which now became both a day, and boarding school, was moved to its new home. The cost of the building was $7000. (American currency). The school-rooms were well ventilated and well-lighted, and equipped with single folding desks, and slate black boards. Physical and scientific apparatus was also iiiCluded in the equippment, all of this being shipped from the United States. The work was entirely pr Ijiary at first but after becoming a boarding-school the enrollment grew by leaps and bounds^ and a corresponding expansion of the cour'se of study became necessary. There were two complete courses in English covering the work of the Qrammar and High schools. The Mexican government teachers presided at the final examinations, and signed all certificates of promotion. After five years of work the school had 200 pupils in attendance. and the faculty consisted of 8 members. The Mexican teachers were graduates of the Normal School in Monterrey , and the American teachers had received their trainv? ing in the United States. sw aii «U' . i^^X ^A-'' -33- Because the school had grown so fast It was impossible to accomodate all the boarders who applied « and a cottage was constructed in 1897 at a cost of about $5^000 (gold). This building was occupied by the Prin- cipal and his family and a number of the faculty thus making more rooms available for classes and boarders in the main building. *'There was the most intimate friendship between the officials of the government and the Bi^incipal and teachers of Laurens Institute* The Principal of the school for four years taught English, one hour a day in the **Colegio Civil del Estado'% under the appointment pf thf Governor* .. "Monterrey was chosen as an educational center because of its comnercial supremacy , its liberality and friendliness of the government and people toward the Gospel*^ and for the promulgation of ideas of progress in business." ^ Fletcher C. Campbell, a graduate of Randolph Macon CollegCj succeeded Mr. Marsh in 1902* ..Af^f J^y Mr* Csmjpbey. had been the youngest charter member of the Rosebiad Society, and Miss Rosebud Campbell, the first President, was his sister During his administration Laurexis instl^u^e i^adfjiuc^ rf^4 progress that a new building became a necessity. In 1907 the 1. Personal letter from B. a. Marsh. Sept«X^, X922. Sm VWi at B#Jo ,fe«lf: ii»?f BilfF, .^ . 000, P- . a^.. i fen* Jj^ sii*l feff»' i'B _ eH^' Id alularxio r3l>*i #^J: ^&*I^- m ^*'ofiyi^»a I#l» ^-■^^ "ajf tmm- SBi 1 n , Sfcaf- •^ 111 «#«r^>' *s- ,m t^ i» a^ ^s#ti sir ^ '^ t^'fisi i*rt.S?" ^if* . ^ asoi^oscf :^l^l' ; ^ 0fit t©l fc--.: lioD ; «» i%f< f > -a f-f Ifeii* .. galii^a i nrti . is-:^ ■:. -i'-. i':^- -' IM .£• -34- Roaebuds supplied the funds for the erection of a three- story building which was named the ''Virginia", and this provided 10 additional school-rooms and an auditorium with a seating capacity of 500 persons. In 1908 air. Campbell was forced on account of ill- health to resign^ and for several years the school went through a period of changing administration. In addition to these changes the school was frequently interrupted because of different revolutionary parties seizing the city. But tnrough all this troubled time the school not once closed its doors, and the student body continued to ^ow. In the general reorganization which took place in 1919 when conditina permitted the further prosecution of the work throughout Mexico, Laurens Institute was placed in charge of Professor Luz lAarroquin, and was changed from a co-education- al school to a boys' school exclusively. Laurens Institute was founded witn the purpose of extending the knowledge of American business methods and also with the purpose of training Christian workers, both of which it has succeeded in doing. In addition, because of the liberal attitude of the government and the friendly relationship which has existed between the government officials and the members 1. Manuscript. "Laurens Institute". Sept. 1922. -96 *. .^ ■^ i; *j ^ 'p.i X '^LIMXX V nifc -o ac '£^SJ*I4/'X &- jMl©JC^ifO»X noMasnfes* ■^Ic , Vi-3VXi.i-4i?Xii Xqc -35- of the faculty, from the founding of the school a mutual good-will has resulted which is the most potent factor in destroying suspicion, and friction which hinders advancement and progress. The contribution of this school has been three-lold: the development of religious and business lead- ers, aad the achievement of better mutual understanding not only between officials and the school but between the officials and the cause which the school represents, and in the final analysis, between the officials and America. ^■-^ ' ^' J-<«' I Mtx^Qr * *^ 4 3 t£> he ' ns# snf •as- -56- Colegio Ingles-Kspanol. - l& pji^ rm^y When Laurens Institute was converted from a co-educatlonal institution into a Boys' School » the Girls' department was taken over by the ""' Oman's Board which had obtained a good school property In Monterrey from an exchange of properties with the Church of the Disciples. Miss Dora Ingrum opened the school in 1919 with an enrollment of 92. The Report of the school for 1921 gives the enrollment for that year as 179. The courses of study are in both languages: A complete course in i-nglish or a complete course in Spenish. A State repre- sentative of Primary instruction vi sifted the school in 1921 and after a careful instpection reported the work as excellent.^ The popularity of the English work is indicated by the fact that *'many of the parents request that their children be entered in classes where not a word of Spanish is spoken. "S In the spring of 1922 there were 28 students preparing for definite Religious work^and 15 who were pre- paring to be teachers. ^ 1. Twelfth Annual Report Woman's Work. 1922. Col^egio Ingles-EspanSl. Page 292. 2. Information for Leaders. Bulletins Published by Roman's Missionary Council April 1922. Page 4* 3. Information for Leaders. April 1922. Page 4. 4. 1922 Yearbook fif the Board of Missions of the Methodist Episcopal Church South. Page 140. mil :'^o.,rfar: hf^n%c . oxlw d£ 5xie IS8I -37- The present facilitlea for boarding the girls are very limited but the demand is so great that this feature requires that more adequate provision be made for it* Because Colegio Ingles-EspanOl is such a young institution and is in the process of formulating its policies and plant ybut little data concerning it are available. The general trend of the Reports to which f9t9PW$m has been made indicates that it is following much the same line as the other schools in courses offered, and ideals and standards maintained. The contributions 1% yi making to Mexican civie advancement are the extension of educational opportunities to the girls of Uootarrey and its vicinityj the preparation of teachers and young women who will serve Sf^ |»eligious lead- ers in church work ^ and other benevolent enterprises. That the social life of the conmunity is being touched in scne neasixre is evidenced by the reference .iojliss Ingriun's report to the School Entertainments and Programs* ^ The greatest contribution the sohool is making is through the lofty ideals it maintains and inculcates. As yet this institution has not had the opportunity to fully demonstrate what its mission shall be in helping to establish Mexico as a democracy* More time must be given, that it may develop and grow stronger* 1* Twelfth Annual Report of the Woouin's Council* Page 292* eeloi jsni aoiaii^Jjca , n-f'jff r ^.."t ri | am i o*t l>08 #f|.t ioOd®l* *r' -38- CHAPTKR VI The Extension of the Educational Efforts to Durango The most remote outpost of the Mexican Border Mission was established in 1885 when Rev. H. W. MacDonell, who had been serving In various places In the field , was sent to extend the work in Durango, a city of 25,000 in- habitants and located In one of the most Inacceslble por- tions of the Republic* The state government was In the hands of the Church Party, but the local officials were liberal. So strong was the feeling, however, against those accepting the protestant faith that their children were persecuted and forced to drop out of the public schools. The parents then appealed to Mr. MacDonell to do something for them. The situation was discouraging for he had no money, no bookstand no teacher* His own time and strength were taxed to the limit* Miss Kate McParren who was doing mis- sionary work In Durango Independent of any Board, heard of Mr* MacDonell 's desire to open a school and offered to undertake the work. The school opened April 1887, and the first few years It was maintained by voluntary contributions from friends in the United States. In 1888 Mr. MacDonell died at his post. After xuiJV' ^cmf^ -39- his death. In response to the urgent requests of the women of the south Georgia Conference who desired %o wetend the^ influence of this young missionary who had rendered heroic service, the school at Durango was adopted by the Woman's Board of Missions* In 1869 property was ptretassed end the School was named MaoDonell Institute to honor the memory of this energetic and able man from Southern Oeorgis* Miss MaoParren remsined in charge tmtil 1898 when Miss Ellie B* Tydings was made Principal* In spite of con- tinued persecution MacDonell Institute continued to ^row* The Corresponding Secretary of the MOnsa^s Bo«*d reportff^ "The cit ' of Durango while priest-ridden and fanatical is not openly so hostile as before* The jp^acioxis influences eman- ating from MacDonell Institute are being f\slt very sensibly, and while superstition still abounds the open Bible is nQ longer an unknown book* .««« «**^ m«m^^'- In 1910 Miss May Treadvell snceeeded Miss Tydings » but she remained only a year, her place being taken by Mrs* Nellie O'Bieme in 1911* M/s* 0*Bieme*8 report (1911-1912) states: "Thoi^jh we have had wars aid moors of wars our work has steadily grown* In Septecber when we opened we had only 60 pupils* We have now passed the 200 aark*** ^ 1. Haskln* Women and Missions Page 146 2* Haskin. Women and Missions Page 147 ••iTOJtseltl to bi«<^ (SXtX-i CX,?5 -40- The war interrupted the work, but as soon as conditions permitted the school was re-opened. A glimpse of the difficulties involved is given ft?om the following quotation from Miss Tydings who again took charge of the work in 1920. '*Years ago when 1 first came to Mexico, there was a through Pullman ft*om 3t« Louis to Mexico City* This time instead of a Pullman, our train consisted of third- olass coaches for which we paid first class fare* Many told roe we were fortunate not to have to travel in box oars, as the numerous generals had taken possession of all the good coaches during the revolution* That was six Bonths ago and 1 am glad to tell you conditions have im- proved wonderfully since then. "When I reached here and saw everything in ruins it really made me sick for several days, and every time I would go out on the streets beggars of every description would beseige me — some without arms or lags and almost all, blind* Of all the Americans here when I left, only two men remained, but of course ny Mexican friends gave me a reception and cheered my heart with many loving words of welcome. ^ "We have about sixty-five rooms In the building and all w'^re filled with broken furnitiare and rubbish* I ©fC^ to ^--fjsl ee- C-^A 1 8 i blo^ "^O i»-i;,*. '• .i'4^«5^4? f-si'lvi <; tJl ft; »Qiif io al^ow giiJivoX x^ ^^ ■■v:rO3X0W j&i©XI|l ®^^w XXjb bi -41- began at once to look for workmen and by August 9th we bad enough school rooms ready to begin « and opened with 124 pupils* "Durango has always b'^en the most fanatical city in Mexico f and instead of becoming more liberal during the revolution, it is more priest-ridden than before. The priests themselves have visited from house to house, threat- ening all who dared to send to us, or work for us, and have had several vigilance committees at work ever since I came, but to date we have enrolled almost 260 pupils*" ^ Miss Case, Executive Secretary of Latin America (woman's Board of Missions) visited Durango in 1919* A new property had been secured because of the need of enlarging the Institute. The property purchased consisted of several buildings with a Inrge cock pit between. Miss Case wrote: "The cock pit has two stories and at one side there is a long room that could be used as an assembly hall* If the cock pit could be covered with glass it would serve as a gym- H 2 nasium and also for a hall for closing exercises*" Since the purchase of this property the school nOA' has one of the best playgrovmds in Mexico according to recent reports* The success of MacDonell Institute in spite of the open opposition of the dominant church indicates the 1* i'ydlngs. Florida Christian Advocate. "Our Great Work in Mexico. Jan. 1921. 2, Haskin. Women and Missions, page 146. -*a torn nttirsf^- ^. 1 m rro 5 -^ «i p. .©.rf nfc .• : -42- way the walls of prejudice have been battered down by the force of the Ideals which the school was established to teach« The process has been slow and still more time will be neces- sary for the consummation of the work* The people have barely caught a faint vision of what liberty of conscience and the spirit of tolerance mean* But MacDonell Institute continues to promulgate these ideals* "The people who sit in darkness may yet see a great light*" CV'-iCi *^( c. t n n /f r 'i *tl5 -wS'if-^^i-'f T :f -43- CHAPTER VII Southern Methodism Enters Ghihuahiaa The Establishment of Palmore College By the end of 1886, the expansion of the activ- ity of the Mexican Border Mission had ai:trpassed Mr* Sutherland's expectations. Southern Methodism had been established at Saltillo, Monterey, Chihuahua, and had penetrated even into inaccessible Durango. A church was established in Chihviahua early in 1886, and in March of that year a few members were received and some children baptized. The parents expressed a deatt*e Td*» a school to be established so that their children might receive intellect- ual and moral trainin . Here again, the church blazed the way for the establishment of the school. Reverend 0.0. Kilgore, the missionary in charge, in writing of the first attempt to start a school says: "We determined to begin a mission school at an early day. After many efforts and much disappointment and delay 'Uncle Larry' (the director of the Rosebud Missionary Society) came on a visit to Chihuahua in January 1888 and gave us an opportunity to tell him of our' needs and show him the youngsters of our congregation ITT/ 5i:^'^^«?Af?t? -Vidros tHt^t lo -ttoienjaqxe ': 108 bmd :M a' itV^ ^X^'^i^^ :>:f.ni - 5e;t«i.' -.11 nr®';! :tff#*isq ©ill? - r.. :.tw i) -0^.,.^ie ovaezcyt tfrf at, needing food for mirri and heart. He simply said: 'Some- thing must be done. You must have some help*, and just aa soon as he reached his office, he sent us a check for $100. In July 1888 we opened school ourselves In the Olass room back of the church* A few days later Mr. Guadalupe Morales, a young man from La Cruz, took charge." The school passed through a period which was difficult Indeed, as it was almost impossible to secure a permanent teacher. The room In which the school was begun was only 15 x 26, and this was far too small for its needs. Hr. Kilgore began to look for property which would be adaptable for a permanent school plant. "Uncle Larry" had selected Monterey as the place to center the interest of the Rosebuds, so it was de- cided to try to interest the Woman's Mission Board in Chih\iahua. It was found that the property south of the Mission was for sale. Miss Holding and Mrs. Pnrk, repre- sentatives of the Woman's Board, visited Chihuahua in 1888, looked over the property, and were in favor of securing it, but the Board failed to appropriate. Mr. Kilgore was ready to make any sacrifice to secure this valuable location, ao in February 1889 he gave two personal notes and bought out one of the two owners. It was at this time that Dr. W. B. Palmore visited the city and became interested In the pro- 1. scrap-book (J.P.C.) "our Mite Box" November 1892, Vol.1 (not mounted) •a sB tSimmi bum i wt &00I ^^alboa^ •KZOB sverf ip-uri cf Y , ^rf :fmirA W0T U lo^oMti moon, ae '■ np.' ... \. u j-»*a3^ v^u.i j. .j> '.o ©no -45- posed plana for a school and a little later gave the funds to secure the property. When the Roman's Board met In Itay 1890» Dr. Palmore donated this property for a glrle' school to be owned and operated by the Board* The gift was accepted and Miss Augusta Wilson was sent in 1891 to serve as principal* In 1892 an appropria- tion of $7,000 was xoade and a large fourteen roon building was erected* The school was called, ^Cblegio falnore", in honor of the donor* In 1894 Miss Elisabeth Wilson was appointed to take charge of the wcrk* She had begun her nissionary career under Miss Holding at Earedo in 1889* Hiss Wilson remained at the head of Colegio Palmore until ^ her death in 1916. Puring these years her co-worker was Hiss Lucy Harper of ^Southwestern Uhiversity, Oeorgetown, Texas* She too, had begun her missionary service at Laredo* The scope of the work under the direction of these two misslonary-teach'^rs is shown in Miss Wilson^s report in 1897. She says: "Our work embraces foiu* departments » a pay school for girls » one for boys, and some outside pupils for English only* These, with the Woman's Work Missionary Society, two Sunday schools, a prayer meeting, some visiting and helping in the church services keeps us fully engaged*** ^ 1* Ha skin. V7omen and Missions, page 149. shru 11 M Ma i d#eoq <,'>.^XI8 ,0*-*-,.- i- .^^ 7- -: ; ISA SMI J «int#« i»^ IQBl ni :ffl#c jeXl^ eeii •jax©f stiMuik^ t, ^•X:'-n--w^4. M '-: X- ,«i\' ill «£F »?■• .■.;£©/{ ^- ■MMMlMMMaa How the work continued to develop is glv«n In n 1 this detailed report: "The work of our College is divided into three lines: a aehool pursuing the identical course of study used by the public schools of Mexico, and taught by Mexican teachers; a school in English using the gramisar and high school coturses of the Uhited States A 2 taught by ^inerican teachers, and a Qommercial school, which has teen the leader, example and cause of the establishment of six other coDunerclal schools and departments in different states. The school has grown to its highest enrollment, 751* Since 1894, 111 students of the commercial school have received diplomas, 35 have received grammar school diplomas, 333 have received certificates and diplomas for completion of the regular instruction of the Spanish school. Meanwhile , 4,000 young people have come under the influence and have 3 received something of the impress of Palmore College." Palmore has always received hearty endorsement from government officials. One governor of the State said about it: '^Palmore College has lent valuable assistance to the people of Chihuahua in elementary and commercial educa- tion. Her professors are distinguished for their learning, their perserverance and their moral qualities. Her students 1. Any boarding school is called a "colegio" or "college" in Bdexlco. 2. Organized in 1902 \inder S.I.Esquivel, a graduate of Taredo and regognlzed as one of the educational leaders of Mexico. 3. Manuscript of A Rieport for the Kentucky Conference, 1910. 'Olx#ii lo sXo. »l «r: aioo l>©vieoei ^ lomle^ Maa ® .■■.«? i; O'i" r riJt ^q fl'Sd; o5#f fif ": . . .0X91 ,eone m??t 5nB are not only well equipped mentally, but are self- disci- plined and correct in their relations with society." ^ Palmore was forced to close in January 1914, because of the dlstirubed political conditions. In August of that year the Spanish department was re-opened in order to ssive the property and hold the people together. In August 1916, all the work except the boarding department was resTimed. Foxsr missionaries and f o\ir teachers from the city formed the faculty. The session was suddenly cut short by orders from the United States government for all Americans to retire from Mexico. Miss Wilson says In this connection: "v/e came with great reluctance. Our people had shown so much affection and hope for the college. The enrollment for the six weeks had been 177. "The government of the past year and a half has been kind to us. We had every help and protection pos- sible. Not only this, but the principle officials placed their children in our care. The kindness on the part of the administration Just passed Into history. Is but a repet- ition of the protection, patronage and assistance we have received from every administration from the time of President Diaz to the present day, during the whole of oup twenty-one years In Chihuahua, both from state and federal officials. "2 J Manueerlpt of A Report for the Kentucky Conference, 1910. 2. Manuscript of a Report. Miss Elizabeth Vilson. 1915. F.1 Paso, Texas * '>P f?\ -^ T '^ i ^^ • • f» . '' ■> ' .'■■<.•>(>•» Fv«3 rr^T ? t '-. c; r i i^r,- »;• f ? .v- H /^ .--■ fit f^ 5*»5'10't ^^w 9*W0ldlM^. Si. .,■■. -.-• * £il . ,'>^ «^Xcro©€» • 7U0 srri'jf^ f . tsr?i When the Woman's Board resumed work In Mexico In 1919 the School at Chlh\iahua was re-organized. Through ^LH exchange of property a new building was received from the Congregatlonallsts and this was used for the boys board- ing department. Reverend J. P. Lancaster was appointed principal and Miss Mary Massey, Associate Principal* One of the buildings on the school compound was used to house the first settlement work of the Woman's Council when in 1919, "El Centro Cristians" was established* Miss Massey, who became principal in 1921 includes the following facts in her report for that year* Palmore Biatrieulated 580 pupils in all departments for the year* "0\a* closing programs were attended by 1600 people each of the two nights. The Governor of the State attended the second night and gave out the certificates*" Part of the contribution which Chihuahua has made to the furthering of civic progress in Mexico is s\jmmed up In a brief report made by a number of leaders of Southern Vethodisa in Mexico in which they say: "The ex-students of Palmore College are found in every great enterprise of the State of Chihuahtui* More than 40 Christian homes have b'^en founded by its students. More than 20 of its students have given acceptable service as teachers in Mexico. The best citizens of every political creed have placed their children 1. 'I'weirtn Annual Report of the Woman's Missionary Council of the Methodist Episcopal Church, South. Page 290. 1922 -l>*xsocf • ?rf^ ^' ^ w saw »idf ham a^ail ^oO erf:^ ,5s:^r'^oqf^A 8«w *isi8«®ir«»l -*! ♦t- fc... 8SW teiioqfmos a itft 00 R-qitlSIix/d ©ff^' to i^\ T- 8*ii«iioW- ©ff:t to ^10'* ti/ -tea ."ta»iJ:t -. ^ rsod 'of b^^u ■to© M^ td t'la^ «if f^#a»rfi?^ o'- .■'^■",t Justice to our own work except in a regular school build- ing. I have a fair prospect for an extensive boarding de- partment which will support itself in a great meaaui'e. I . 1 have not known of as fine an opening anywhere*-." of Miss Gilbert continued the school,, until 1893< y;!!?^^ was turned over to Miss Effie Edington, a graduate of Hollins Institute of Virginia in November 1894. The school con- tinued to grow, but in spite of the bright prospects, it was closed in May 1897 becauae of the inability of the Boards to 2 aid in supporting it* But the need was so great because the public schools were inadequate, and the number desiring to learn English was fo large, that the Reverend J. F. Corbin, who was in charge of the work of the Methodist Episcopal Church, South, among the Mexicans at El Faso, determined to make another effort to fo\ind a school* He secured Miss Prances Montague, who had served on the faculty of Palmore College j| Chihuahua, to reopen the school, paying her a small salary from his own means* In September 1901, the school was opened in rooms back of the Mexican Church then located on South Campbell 1. Scrapbook (J.P.Corbin) Vol. I; page 57, col*l 2. Diaries of Rev. J. P. Corbin, 1894-97 -feXiiiJU i.'joiiDe ijbX«3P»*x m . .a omq tuq oj eoxjex-'l, B^--^ ^_^ -ris?*! Oct ^11 ,«*rCf BfTB , ^-t^:? o^^Bfrl- .0t#w imn td^uo^ ^dQtud^ ImiQ&mtqE SBilmdSm.ed$^ tf>s»ir sift to street, the purpose being to teach English to the Mexican boys and girls and to bring them under the Influence of the Gospel through Christian teachers and Bible study* 1^ was called the Eff le Edlngton School to honor the memory of Miss Kdlngton^the former teacher, who had shown such love and Interest In the Mexican children and i^o had greatly endeared herself to them* In 1900 she had served as a ■0aiber of the Ruth Hargrove Institute at Key West, and had met a tragic death by drowning while In swimming with a group of teachers and pupils the day after school closed In June* The grades taught at first were the first and second, but the school Increased to an enrollment of fifty bv February 1902. and made the expansion of the course of study, and the securing of another teacher absolutely In- dlspenslble. Miss Jessie Burford was secured smd remain- ed as associate principal until 1920* Two months after the opening of the school a new church located at Foxirth and Stanton Streets was completed and the school was provided with new quarters in the large basement of the church* Later an annex was built which served as a home for the teachers and additional school rooms. 1. Diaries of J. F. Corbln 1900-1901* cm mvGii 38 M lO fr^i^rf : ■3.iti^-i^ %J . ■ifxyf r\if.. li04#X^Eio^' %mm y. • Bnu J In 1908 the school was changed from a co-educa- tional plan to a school for girls. This plan proved very successful and for several years, because of the lack of room, many pupils were turned away* In 1918 a fine pro- perty on San Antonio Street, nine blocks from the center of the business district was purchased, and a boarding department was begun. The average annual enrollment had then grown to 200 pupils* The school plant consists of three buildings which provide school-rooms, dormitories, rooms for the faculty members, a large dining room, and an assembly hall to be used for school entertainments, recitals, etc* The course of study is the same as that of the public schools of El Paso through the Junior High School* In addition, Spanish composition, reading and grammar, together with Mexican history are required from the third grade on through the upper grades. A serious problem in the early years was holding the girls beyond the fotirth grades* "Every inducement pos- sible was held out by the teachers to encourage the pupils to finish at least the eight grades of the cotirse then adopted by the school, but they wanted only a speaking know- ledge of English in order to get employment. Gradually, however, a fev- began to aspire to complete the course, and 3ilJ30eCi ^B1MQ\ ^ ^^£if\t .-■.■ irf .""•'. «^ ., /,.,,^-{ ?0cf ©©idi lo B SB I BOO Snmlq Xoo 1''. NC.'.'I id mSBlqmo ^woif now for eight consecutive years a class has finished and gone on to high school." In addition, six girls have continued their work in American colleges. The purpose as stated by the catalogue of the school is given in these words: "It is the purpose of the faculty to give to students a vision of the opportunities for life service and inspire them to have a part in the great program." ^ Effie Edington has had a double mission in the past, for some of her students have gone back to the Mexican people as teachers and religious workers, while sany others have married and made their homes in El Paso and other places in the United States. Effie Edington has prepared those who have returned to their own people for service, and she has aided those who have remained to adjust themselves to American life and ideals* The great- est contribution which is in process of being, is the number of girls who have continued their work in high schools and who have made unusual records in their work. They have helped some of the Americans who are greatly in need of Americanization to a new appreciation of the Mexican. In addition, six girls were in American colleges last year pre- paring for greater usefulness in Mexico. When Mexico is in such need of real leadership this service is of supreme value to her civic well being* 1. Catalogue Fffie fedington School, 1920 2. Catalogue Effie Edington School, 1920 edit lo eiTa 0.1.' , f,fa ,.-,-♦ S ui «f .. .-. •. r r^ ... 8x ixX'' :alxicwr ©r: 3 nolelv *» •«4f'>ff..'t'& -. '^J. «- 3 xlsid o^ no enos w ttedi be i-. .-f «^ "'8 ♦VljS^ OJf Y^-f^^^^ -> .. 1 t r q aBoJLiC^ o.-* r %■■ t^l9N9»0* 4 a rtrr T'ii. a rr-- 8^ O^i 91 90 i^ 0S9X ,X jXfiv -55- CHAPTER IX The Further Development of the Educational ^'ork at El Paso. £1 Paso was early recognized as a strategic center because of its location as the "gateway** to Mexico. The Methodist Episcopal Church, South, consequently adopted the plan of concentrating effort on equipment there. With a strong church organization and the development of Effle Edlng- ton Girls* School, the work was early placed on a substantial foundation* But in 1912 because of the liberality of Mr. Millard Patterson, an attorney of El Paso, a boys school was made possible, and the work was greatly advanced. Though Mr. Patterson is a member of the Church of the Disciples^ he made this generous gift to this, a sister denomination, that a suitable monument to the memory of his deceased wife might be established. Mrs. Patterson was a member of the Southern Methodist Church and had for many years been deeply interest- ed in developing a native ministry for Mexico. The school was called" Lydi a Patterson Institute** to honor her memory. In December, 1912, Mr. Patterson acquainted Rev. J. F. Corbin, then Superintendent of the Western Mexican Mis- sion w swir , and enlisted his help in securing a suitable * '.,; a .p> ".' XalJf- .f» Ic - SX0..', -55- CHAPTER IX The Further Development of the Educational Yifork at £1 iaso. El Paso was early recognized as a strategic center because of its location as the "gateway" to Mexico. The Methodist Episcopal Church, ^outh, consequently adopted the plan of concentrating effort on equipment tnere. With a strong church organization and the development of Effie Eding- ton Girls' School, the work was early placed on a substantial foundation. But in 1912 because of the liberality of Mr'; Millard Patterson, an attorney of El Paso, a boys school was made possible, and the wor^ was greatly advanced. Though ...r. Patterson is a member of the Church of the Disciples, he made this generous gift to this, a sister denomination, that a suitable monument to the memory of his deceased wife might be established. i..rs. Patterson was a member of the Southern Methodist Church and had for many years been deeply interest- ed in developing a native ministry for Mexico. The scnool was called "Lydia Patterson Institute" to hotior her memory. In December, 1912, Mr. Patterson acquainted Rev. J. F. Corbin, then Superintendent of the Western Mexican Mis- sion, which included El Paso, with his plan of erecting a building for the Mexican work, and enlisted his help in secur- ing a suitable iaiM »1113 lo cfn©mqoI»v©5 sxlJ bne ^"^ie 3fiw loo no 8 8^od s tOae 'j^nTOiJ^e lOQi^'i^B'i fyiBlli:. 9n taaJfqiosiu diiJ lo iio*ifixiO ©n- isdMSi :}3io^^8^ . ,V5H b©^n iJSJjpOB noai- B ^l^oeie lo nslq a In i0O#8 nl qlerf aid bBSsiLae ol haft bctQ ffoijjrfD jTelborfie -. a s o Ix^M : tbltud \ -66- location* Sometime after this President v:adero*8 death occurred. ai;d seemed to make a profound impression upon Ur« Patterson^and his interest in developing Christian leaders for Mexico was greater than ever.^ The deed to the property which ■§« presented to the Board of Missions December A, 1915, gives the purpose of the school in this form: "The property conveyed by this instrument is to be used for the education and religious training of boys and young men, and as soon as may be convenient , for the preparation of young men to preach the gospel of Christ in Mexico. "^ In June, 1915, Bishop H* C. Morrison appointed J. P* Corbin to superintend the erection and equipment of the building^ and to organise a school as soon as feasible. Misb Norwood Wynn, who had been Principal of one of the schools of the Womans Board of Missions in Mexico, was se- cured to begin the work* The school was opened on September 9, 1913 with six boys* The school was conducted in the chapel of the Presbyterian Church until the Institute was completed in November of the same year. By Spring the en- rollment had reached 100 and another teacher was employed. In July, 1914, Rev. Laurence Reynolds, a graduate of Southern Indiana Normal, and who had been in charge of a 1. J. F .Corbin. Manuscript. Lydia Patterson Institute.,P9^. 1914. 2. J. F. Corbin. Manuscript. Lydia Ffetlerson Institue. Oct. 1914. dJ^m^b 8*ot »l3«l*ri %? ,nof-S •:x (^ "J s: LkJolJfii'UiO i^VSi t a yiMJ I ilAV cfm9ir; ^ iU-L jlUCf I B U 1 .^, J. 10 R. v.* I _ 1 J. u y ti- , araooi 19 won 8 Jdha anieae^ifc tflu/lafixuir^S e i^q 000, dS no/ij 9iom rfiJiow wc neiq iconoa am , aqoxis aniJ isol^lloi^ 9rii ^iii , Tio 9gifil 8 cr@0tf 8flri oolxsM 59i9bnei •Tin;; . -iineo J^X'i', . onssr/orf,! ool>; lebnu £l€ 113021 ii*iJ89X ^ligM 79x1^ Jexl^ ©d^jjJiifa^ moil 913^7 3Y0cf 8B9rlJ to v^ns*^- ■»Ds;itoJ3iJ00s iisaa o af f-'^b f rf i- P ; oqiGO;- aonsDisaT 3niorf ...! lo 9V9b -58- for the training of ministers, and lnX921 there were aibout 20 young men preparing for this service. In extra-curriculwa activities^ the school has demonstrated the appeal which the team-game may have for Mexican boys. In basket-ball the school has developed champion teams for several consecutive years. This type of work is entirely new to the Mexican boys but they have shown marked adaptability in this line. The ITight-school for clerks and other workers has rendered excellent service. It is impossible to estimate the extent of the good accomplish- ed, but it is certain that in the past few years several hundred have had the opportunity of learning to read and write in their own language, while others have been taught the Bnglish 1 nguage. These benefits derived fromthe work of Lydia Patterson Institute have been for the advancement of civic progress both in Mexico and in the United States. The interdependence of the two natiODS due to their close proximity demands mutual aid and a better spirit of co-operation, therefore the school which helps luring this about fosters the real spirit of deniDcracy. 1. School catalogue. 1920-21. S.u_. . . 'tlHO^BlJXc ■OlVIQl &£i^ doMw Im 't4«nc 7tf ijv' -jL%t an : lo s0Ai@6a«qs»b'»i do i If IB ^n&£3qoi «n ©jT* «>t>Xi>Od ^ilXildV' :^0 U' dffQ I ,i V.-' A.U X .i sa J.!; u s. >n«J »;s tilC? -i «v< iiV J, U 8i8>l'!£0w fieiJai'xiiO lo'i Xooiiaa ^ .0 £>©€., ,. a ^ ©.**.. Oil •Xfiilrnla nol-Jasi -60- had formerly been used for a private school for American boys was purchased for |15,000. It was located in West End, a suburb of San Antonio, Texas, and consisted of three buildings, with four acres of ground, including one of the best athletic fields in San Antonio. The school was opened October 15, 1917, with 11 pupils, this number increasing to 50 before the end of the year. The Rev. J. A. Phillips and four assistants made up the faculty. 0. A. Manning, who had served for eighteen years in various capacities in the Methodist school at Puebla, succeeded Mr. Philips as Principal. Mr. W. W. Jackson, a graduate of Southwestern Univ- ersity, Georgetown, Texas, became President in 1921, and under his leadership the school has grown to an enrollment of 71, 59 of these being boarders. This is capacity attendance and more room is a necessity* The work of this school is characterized by the flexibility of its curriculum since it is especially designed to meet the needs of two types of students: (1) boys who have had the training offered by the public schools of Mexico and who are handicapped by their lack of English; (2) mature young men who are planning to return to Mexico as preachers and Christian workers. One of the chief aims of '.Vesleyan Institute is the Sfl bas eoi sQQja'-. j.i>oa3^' 3if>Qd a'liiiiijn \ i£> mm oo ^^X-iU.- £U AmlMQll^lii JB ^a0d , X^lBtm -61- glving of an easy command of both English and Spanish* The chief contributions which 'Vesleyan has yet made have been the Christian leaders It has developed, and the facilitating of the adjustment of the Mexican boys to American customs and methods. This latter reacts In a very decided way upon the attitudes of the Mexicans toward the Americans. Sympa- thetic Interest such as tnls school demonstrates, as sure a more cordial relationship eventually between the United States and Mexico* For when Mexico begins to have real confidence in the nelghborliness of the United States, and Americans become socially intelligent enough to appreciate the capacity of the Mexican, then a new day of good-will and co-operation will dawn for the two nations* VS Gi. 9 5^.i d. x^ lo ad^ii. ■. ria€r-# i-«#*T avAtti ©4 x^iii i! Wn M i -62- CHAPTER XI Staommry of the Civic Falue of the Past SciiOol Activities of Southern Methodism in Seven Centers of : exican work. Because of the very nature of its postulates eoncerniiig the supreme worth of the individual human being, the freedom of the will and the right of choice » the necessity of a supreme loyalty to God and love of neighbor as of self, l&^thodlsa has always fostered de- mocracy and furnished a medium well suited to the estab- lishment of a better social order* The American Methodists who entered Mexico linked with these tenets of their faitn^ the American interpretation of democracy as expressed in the principles of liberty of conscience » separation of church and state, access to the Bible, and equality of opportunity for education. It was but natural then that as they established churches, they should also provide schools. One of the fun- damental needs of a democracy is an intelligent citizenship. For as society has g^own more and more complex and the inter- dependerice of individuals and groups has increased, it has become essential for the welfare of the group that its component parts be intelligent and informed. Because of the increased ■J q4 vi i?»i«v ^JSt?;, Bt>rtf9iot ^mdBl >qefe ill ad 8^*XBq -63- complexity of living, the opportunities for face to face contacts have dimlnicned. To secure concerted thought and action the larger^ more complex ^oup has been forced to resort to the use of the printed page, the delegation of powers and the employment of representatives. Co?*operative action and the achievement of lil^e-jnindedness, therefore, demand Intelligent citizens* Mexico was in dire need of help In wrestling with her tEemendcus problem of an 1111 t- eral^^ citizenship. The schools of the Methodist Episcopal Church, South, rendered a real service to her because they gave instruction in the use of the tools of knowledge and assl^ed in the attack upon her illiteracy. But the histori- cal sketch of the schools reveals other contributions such as the formation of habits, attitudes and ideals, which sent the boys and girls forth better prepared to participate in the group life in which they found themselves. Because these contributions deal largely with ideals It is impossible to . measure their extent* Since denocracy itself is a system of beliefs and ideals ever changing and ever progresslr^, this study does not lend itself to minute mathematical measure- ment. The kinds of habits, the types of attitudes, the character of ideals together with their reaction upon con- ditions as they existed and their possible influence upon progress toward democracy, are the real measures of the work done. tm^not a##cf ^5 ill j»a b.,'. 0v14p' o0 •§#¥!*? iS. ,:,i# ^iia ^*ii a*.i 4 #*fot®*isiiJ » lo # '^M &d^ btiB no Mom 10 sXo€54 , mi^: lo €^«5Jsi fc*aj ill iioiw . .O.cf 01 : ®l ^1 ai 3:051 A^im x 'Sudln- r.- jilai 0Xdls«5oq •xi.e -64- There were two types of civic values contributed by the schools of the Methodist Church, South, in Mexico* The first of these was developmental, the second projective. By developmental contributions are meant those which were ■ore or less incidental to the experience of the pupil in the school and home ^ such as the formation of habits of neatness and order, the acquisition of skill in household tasks, the appreciation of the value of co-opera tioii in daily routine, the appreciation of the dignity of work and tne development of reliability through assumption of respon- sibility. By the projective contributions are meant those which were purposeful and consciously directed* Of this type was the training of American workers at Laredo > who were to go forth to further develop education throughout the Republic. Also the vocational training in commercial lines and for the teaching profession in this category. The development of these teachers is indicative of the great service which these schools have rendered ir helping to bring about better conditions for all the womanhood of Mex- ico* The schools have tanight the supreme value of the indi- vidual; they have taught the responsibility of the women of Mexico in uplifting the nation; in addition they have stress- ed the subjective side of Chv*i8tianity, linked with the ob- jective phase which stresses the relation between religion ^iaiv ^krto .i. ^ iJiiXJ ;£ixi3ii3'ij Xijngxaa^c*; 4,jk^%ii: 10 i ■1 ^u ■ISY0& -65- and conduct, with the result that the nomanhood of Mexico has been raised to a higher level • Degr^^datlon and ignor- ance are being dispelled and today many purposeful young women of vision are entering various fields of activities to share In the task of making Mexico a better and happier nation. Another projective contribution made by these schools was the breaking down of racial and religious pre- judices and the Introduction of c meesure of tolerance. Closely akin to this service is the one which the schools along the border are rendering through the interpretation to Mexico of the ideals of democracy as exemplified In the United States, and through the encouragement of a patient and friendly attitude on the part of Americans. The chief projective coritribution which these seven schools have made Is the sense of responsibility which they have Inculcated In the students to help make Mexico a great Christian nation. The supreme purpose in the establishnent of the schools has been the development of efficient, in- telligent Christian leaders. The records of the young men and women of Palmore College are but typical of a greater group who have gone forth to promote the advancement of Mexico. Ths outstanding contributions then, which the schools under consideration have made to the civic advancement of 'imiw^i- ^iidin. ^■i^if^tc -^sTtl^t? ctem ^iism &%B£l ■}B -66- Mexleo are: a higher standard of living and a oonception of the importance of the home, habits of co-operative acticn, increased loyalty. Increased sense of individual and group responsibility, improved condition of wonanhood, the develop- ment of commercial and teacher training^ a diffusion of the spirit of neighbor lineaa , and> f inally/the supreme contribution of young men and women keenly alive to the possibilities of Mexico, who have gone forth motivated by lofty religious principles and high moral and civic ideal s to give of their ability and effort to further Mexico's advancement. Iftius have the schools of the ivlethodist Episcopal Chuich, South, aided Mexico in her progress along the road to democracy • " •• '•,^. ^; • .; ,« ^ 'i-»^.' . i>W!»*»Cf TKJ0X -67- PART II INTRODUCTIOH The Present Status of the Schools. To have achieved a measure of success in the past, but places greater responsibility upon the schools to function in the present. This secticn of the subject deals with a consideration of the present status of the schools and their relation at present to the advancement of Mexico as a democracy. The first portion of the section is devoted to facts which were obtained through a question- naire; the second has to do with the present course of study; the third presents three movements outside of the schools which have affected their present conditicns and policies. -far ^U^ftif- :»*KJ €i iM40»' -68- PART II THE PRESENT STATUS OF THE SCHOOLS. CHAPTER I The questionnaire. The questionnaire which is given in full on the following page, was sent to the ni ra schools in the seven centers uxKier consideration^ and was accompanied by a personal letter to each of the principals, explaining why the material was desired, and requesting them to send school catalogues, courses of study and additional announce- ments and school circulars. Seven of the questionnaires were filled out and returned. In addition to the material requested a number of the principals sent manuscript reports and descriptions of the present conditions in the schools. The hearty co-operation of these seven principals facilitated the work appreciable* Some of the facts concerning the two schools not replying have been secured through the Annual Reports of the Mission Boards and h&ve been included to make the facts as nearly complete^ air possible. ' '"NiH w»mmimiimm ** 1 1- Bmmitmtmm it 9 '^0 a aiisS: € ' e » f? T Lf o D . a 17 1< n f 2 . ' o •'* a B *iH siU ii^oiil^ ben .^ o4 &c 1 need 9V* A QUESTIONNAIRE !• Name of School 2. Name of Principal P. 0. Address 5. Indicate by Check Mark whether Boys ( ) Girls ( ) or Co-ed ( ) School 4. State Number of Members on Faculty 5« State number of Members on Faculty who have as their highest degree: A. B. __^_ B. S. ,___^..^ B.D» _^^_^_^ ^* ^* __ Higher Degrees _^,.__^ Normal School Diploma (Not Included above) ** 6. Do you require members of Faculty lo attend Normal or College Summer Sessions? Yes ^____^ No __._^ 7. How many days was your school actually in session in 1921- 1922? 8* In your Marking System how do you designate: Very Superior Work Inferior Work Superior Very Inferior Good ___^_________________ Entirely Unsatisfactory 9* Check the following- extra-curricular activities, which have a place in your School Program and list any additional ones: Boy Scouts _^_^ Girl Scouts Camp Fire Girls Orchestra __^_ Girls Glee Club _ Temperance Soc. Debating Boys Glee ^lub Literary Society Student Volunteers Tj^n: isei D IliO^ Ot' «*!l*? qiRflD -70«- o o o w & .0. D o MO O V4 CO m t>4 o «^ o »^ O *^ 2! cr D O o 9 P- OB o M 89 < -^ •50-3 W*< o rr o h* C !-»> o •i H* K 1^ t«! 1^ ^ ?c1 CO GO '^ *iQ *-3 Cn •< t« •-fc® or P*c* O 3* P^ e* a D c* O c*rj pre* pra_ *< cr €♦ tr o (» cr *i m saaaaaaaaa a* •I a e*- • o 3 • • * mx'^ «i^^ int. «»i «• >• •1 = OB lo H O I o m P CO a • o o B ^ M M H 0) OB or c P* W o p »s w as > Q W EH Ci M OD * £ <♦ O m m « m r-4 L ■w#~ -70- 10. Do you ^Ive all pupils a Physical Examination? Yes No 11. Is a School nurse a Member cf your Staff? Yes No 12. Check the following Sports in which you have teams: Foot-ball ( ) Base-ball ( ) Basket Ball ( ) Tennis ( ) Hand-ball ( ) 13. Have you. en alumni associaticn? Yes No ____^ Number of members A^J^^^iii -71 Discussion of the Questionnaire* Question 1 and 2m Since these merely record the naaie of the institution and the naise and address of the prin- '^ oipal» they do not require discussion* Question 5> Segregated or Co-educational Schools* Girls' schools 2 Boys* schools •••3 Girls' schools, but accepting boys in the lower grades • • • • 2 Co-educational ••••2 Of the 9 schools 2 are girls' schools exclusively, while 2 more are primarily fox* girls though boys are accepted in the lower grades, 3 are for boys exclusively and 2 are co- educational* There is s\;tch a deep rooted prejudice in Mexico against co-education that few attempts have been made by the ^^^«,.^ Methodists to introduce the plan* Question 4* Faculty and Enrollment* Table I gives the replies to this question and in addition, the enrollment for 1922-23 together with the present num- ber of boarders* These facts were obtained from the second page of the questionnaire which asked for the enrollment by age and grade. The replies varied to such an extent that only the totals could be used* For comparative purposes the enrollment for 1921-22 is also given though the facts were gathered from re- ports* • ©*ixaxifloi:jE«sxy @aj xo a< anj D^QOB't \;X0'x©ai ©s®na 90 1 " noicf 801/0 •fJOlsermslfc 0n:>r.fD^-; .tort oft v?ir[:f ,Ii8qlo * • « • ¥\(i>f". r^«^ ii V,- ^fi^* v' 4^-ff ~n A f- f/l Ar( 4a rf .4 iSj AV f < « *se4;r«^4 ^-s mas mi I iX«;^o^ -72 lai^ti Table I School Ho. on Faculty' ' Enrollment ' 1922-25 ' Boarders ' 1922-23" ' Enrollment ' 1921-22 -'■ Holding Inat. ^ ' 19 ' ' 320 ' ' 250 ' 437 Roberts College ' 26 ' '375 ' '•* n^2 ' 460 Palmore College ' ' ' — " ' — ' ' 336 Eff le Edlngton " ' 10 ' ' 105 ' ' 19 ' ' 182 MacDonell Inst. ' 14 ' ' 220 ' 20 ' ' 284 Laurens Inst« ^ 21 ^ ' 220 ' ' 20 ' ' 290 Ingles-Espanol ' " ' ' — < ' 175 Lydla Patterson ' 19 " '262 ' 1 44 ' ' 475 Wesleyan Inst« ' 10 ' ' — ^ —— ' 70 Total ' ' 119 ' 1492 ' 425 ' ' 2708 The total number of faculty members reported was 119. The total enrollment for 1922-23 is 1,492 of which 425 are boarders. The enrollment for the year 1921-22 was 2,708. At first glance it would seem the schools were net holding their patronage but the reason for the difference in enroll- ment between last year and this is rather to be found in the fact that the records for 1921-22 are more complete, and in Report >voman's Missionary Council 1922. Page 288 IS- ve^ 7 0^1^ '"-• t Od^ t -ii^ eVo f "Z^ 1 -~ 1 f ^Bl 1 t ex. aoi ^6^ 1 0^ OS; 01 o r -rl .CI©no'-f:-!Ax' 'ai^tif.-t ?»ff^' . rt.wff » «rfc'-. h«,^ fiiiff r.r' -74- eolleges and normals ''when possible" which means when workers are at home on leave, or retiirn to the United States for their vacations* Question 7. Length of School Session. The replies showed a range of from 165 days to 210 days, no two schools having the same length of session. A partial explanation of this is to be foimd in the fact that 3 states of Mexico are represented and the state of Texas. The state and national holidays consequently vary for the different schools and the sessions begin and close at differ- ent times. This does not, however, account for the fact that the three schools in Texas have sessions varying from 165 days in length to one of 180 days* Question 8» Systems of Marking. of DU The replies for 7 schools showed that 5 employ dis- tinct systems of numerals and the 2 remaining schools use letters A, B» C, etc* Question 9. Extra Curricular Activities* Number of schools which have:- Orchestras 2 Temperance Societies ... 1 • 3 Literary Societies . • • • 5 . 8 Recreational Club . . * • 1 . 2 Y.M.C*A* Tri C 1 • 2 Y.M.C.A*Pour Square Club • 1 Debating Societies Student Volunteers Boys' Olee Clubs . Camp Pire Circles ^^T- 8*1 V ....- J. .. -, .- 1 CIS o^ st«li ddl ®ott "lo ©gfiBi fi hwmodB •eiiqst ©rfT ■ff ;?Xc o\v$ on ,STaft "■' si oi ../ j.c Taxa ^^q T ICO B8^«^9 C ■?.!^:^ TO*^ T^'-' '"IXOr*' rr,^ DCfSoF Srf^ *r . ton t . d0{ai tl sfrlriBV Bnolf r^l ^ loo ^^:t r'^ 'to am f rt fir f 1 . ■■.v{ -75- y*M. C*A* Hi Y 1 Kntertaintnents Christmas ). Dramatics 1 Thanksgiving) Patriotic ) Commencoinent )••••• 9 There is a range of 16 different types of activities reported. The activities which sire not included in the school program of any of the schools are Boy Scouts, Girls' Glee Clubs and Girl Scouts, The most widely organized activity is that of the Student Volunteers for missionary life service. Eight schools are stimulating this movement. The reason for this is readily understood, for the schools are distinctly religious or- ganizations. In addition, the Woman^s Missionary Council has a field secretary who visits the schools and directs the work of the Volunteers. The Literary Societies are the next in point of nuirber of organizations, there being 5 schools which promote this feature. Debating is fostered by 3 schools. Boys' Glee Clubs by 2, Camp Pire Circles by 2, while dramatics, a temperance society, a recreational club and three clubs of the Y* M* G« k^ are each included in the programs of but 1 school. One feature which is a part of the extra curricular activities of all the schools is the school entertainment. Christmas, Thanksgiving, patriotic holidays of both Mexico and the United States, and the Coinmencement season are observed with appropriate festivals and programs. The range of activities vary within the individual schools from a school which has six activities, including a mmf-ft' .OQilOi 'c a©@® &n» » V r r i «/ r) E» tK.it> "f r» <%• -76- Caxnp Piro, Literary Society, Orchestra, Debating Society, Student Vol vintner Band and Temperance Society, to a school which reports the work of tha Stxident Volunteers as Its only organized extra currlcular activity. Question 1Q> Physical Examination. Of the 7 replies 6 were negative and 1 affirmative, showing that but 1 school Is In the position to adequately guide the physical development of its students* Question 11 « School Nurse. The replies indicate that only 1 school out of the 7 have s nurse who is a member of the staff. Question 12. Athletics. 5 schools have baseball teams, 6 schools have basket- ball teams, 4 schools have tennis teams, 3 schools have handball teams and 1 school has a track team. The replies Indicate that all of the schools but one have athletic teams, and nearly all have teams in three sports. The school at Burango has the greatest number of different teams which is to be expected since one of the best playgrounds in !Sexico is a part of the school campus. Question 15. Alumni Associations. But 1 school out of the 7 reported an alumni asso- ciation. The lack of this organization in Mexico may be attri- buted to the late poll*-ical disturbances and to the fact that many former students have come to the United States. This does not however explain the case of the schools in the United States 9d^ 1o ijbnaii loodD?; -ff IX >OSf ilnO Qtii;* r ^on -77- The questionnaire brings to light three outstanding needs of the schools. The first of these Is standardization of iidmini strati on. This is made evident by the varying require- ments on the qualification of teachers, and the lack of stim- ulus of their further training while In service. The need is further made apparent by the different systems ofmarklng and the varying length of school sessions. The seocnd need shown by the questionnaire is that of health education. It is deplorable that only one school gives all pupils a physical s examination and still only one other has a school nurse as a member of its staff. To adequately develop the pupils physic- ally, their abilities and disabilities must be known. In add- ition, the correlation between success or fid lure in school work and the health of the pupil is becoming more and more widely realized, and the school must take the health of the pupil into account, stimulating and supervising correction of physical dis- ability whenever possible. The third need revealed through the questionnaire is an adequate system of following up of the alumni. Only one school out of the seven had an Alumni Assoc- iation. Much of mutual benefit in being lost because of the fallute of the schools to link those who go out from them to their program and activities. To do this would inspire a deeper loyalty to the school and assure greater service to 'the community. '■~B*b:^ anjtr^ ^bBM 9iX 82 iasee Iconos 'io /fish ao0Dv- ■A 89V 1>5 B SB ©Sinn loor'- ijBOJalii ?rfv? nc a 1 ba» B'-iom ^Imooip 3inl Hqmo ailjii .tajjm Xoorfo r»^iiv«v<^ »^ «id4 dil4 -' 'SOW ^4 ii oi jfisilJ moil ^iso c 3i-f ? r-' r ,i/^« 1€> iSe^ ^0XJt«l fT!' SS »^' •« 'i *^ • ■.' A JV ■•>oi¥'s;t*-i5 *ie^#t$ Otf -78- Thoiigh the needs mentioned above were brought out through the questionnaire, it is not to be concluded that the schools are made up of needs alone* The extra-curricular activities reported show that the schools are trying to enrich the experience of their pupils and are providing means of greater development that Just the purely scholastic. Some of the individual schools might well extend the range of the activities provided, but the fact that extra-curricular activi- ties have been introduced into Mexican student life is note- worthy* for they are an innovation as far as Mexican students are concerned. The fact that athletics are inc lulled in the work of the schools also indicates a progressive attitude* Mexico has never had a great national game and the Mexican youth have consequently missed much which would develop fair- play, the team spirit, and good sportmanship* The further extension of this type of activity will mean much for Mexico* Other phases of the work of the schools were given through cat- alogues, announcement and courses of study which were requested in the letter accompanying the questionnaire, and are treated in the next chapter* a law evoda feacc T ■.n Bl S.f .^- •■:-' f^I , line oJ snlt-xl grxis sloodo 4Bii4 i: aalilvl^Oft lJ?/j - itxB SadS iosl 9fi* . b&blvoTc a si: ■i'lOW - ^ • Z n^djtsj'l exit ♦qiiiitxtisftfi'i -79- CHAPTER II The Curricula. The catalogues and announcements of the school show a general uniformity in the work offered. All of the schools in Mexico offer two complete courses. One is an English course liiich comprises work from the kindergarten through high-school, and is identical in scope with the work offered in the corresponding grade in the public schools of Texas. The second course is identical with those offered in the Mexican public schools, and is organized on the same plan. The elementary grades are divided. The first, second, third and foirth grades comprise the Primary work; the fifth and sixth grades make up the Superior or higher school. The Pre- paratory school consists of five grades and is correlated with the Mexican professional schools. In addition to these two types of work, special commercial courses including stenography, book-keeping, commercial law and commercial arithmetic are offered by aH of the schools in Mexico and three of those on the border. Normal training, which includes wuch subjects as Psychology, Education, Methods, Practice Teaching, Spanish, English, and the review of grammar school subjects, forms part k S> f-v f r> r i ■lOOa 0l I*- Imia i^troi/iJ liJx?' i'l. IbsL-.f •jrri: e^Btwoo' X'^l **ift* tmM oc -80- of the work of Holding Institute « Roberts College and Laurens Institute. In addition several of Uie schools are rendering great service through night commercial and English courses as well as courses for adult Illiterates. The work offered by the Southern Methodist schools along the border Is Identical with that done fron the first grade through. the high- school < in the public schools of Texes • In addition most of the schools requre Spanish grammar and composition, and Mexican History from above the third grade. Special courses in Bible, Christian Ethics, church history and theology are offered in certain of the schools. Since all of the schools give courses Identical with those offered by the public schools of Texas, the subjects taught and the grade in which they are taught ar : shown by Chart A as given in the public schools of £1 Paso. tsrt sss'suoo ?^1^ eXoodDS lln f^viv. VC -81- CliART A Course of Study for the Elementary Grades of Texas Public Schools Subjects Grades 1 1 •1st » t 1 2nd • 3rd * 4th • 5th * 1 r- 6th • t 7th ArlthraetlA X « X « X « X ' X * X X Clvies • ' X Drawtnc * 1 X ' X « X ' X ' X • X I X OftOcraDhv' ' X ' X ' X ' X ! 1 X Hi storv * ' X ' X ! X X < X ' f X ' ' X ' X ^ X 1 X iiianual ' ' Arts • X 1 ' X I ^ &:u8ic ' X ' X ' X ' X ' ' X I X 1 X Physical * educ . * X » X ' ' X ' X ' X I X I X Phonics • 1 X Phvsioloffy ! ^ X • X » X ' X ' X I X I X Spelling * » X ' X ' X ' X I X Writing * X » X » X ' X I ^ I X 1 I x: 1 Arithmetic is given from the First grade through the Seventh. The First grade work consists of numbers - counting to 100 by iOs and 5s, learning Roman notati en to XII, addition !• Handbook for Teachers. El Paso Public Schools. 1921. A 'I cc f^r 1 ^tfiryft fi 1 % III I —1—1—— I— ■*>'W fimia 'Hfitm- ^.JiMimMi ■" r- 43^ ^£i. ■•^M«o'!qu]S oJ blldD mn. b-' h' .;v T -83' reading; from the third grade and above the objective is to teach thought comprehenaion and appreciati qa. The methods involve both oral and silent reading* Basal texts supplemented by juvenile stories are used, together with memorizing of standard poems* Music . The aim in teaching music which is alao a required subject from the First grade through the Seventh grade, is to give appreciati en and a fair rendition of good music through individual effort in singing , sight reading, and listening lessons* OoQd breathing habits, sense of rhythm, clear enunciation, strong feeling for tonality, concj9Atrat4.pQ of thought and discrimination in expression, are all goals in this subject* ^^ Writing * The Palmer Method of writing is that required throughout the grades. The object is to give skill in muscular movement penmanship until the provess becomes a fixed habit and becomes automatic* Spelling . The informal teaching of spelling begins in the Low First Grade when the pupils ar taught their phonetic work* But the formal teaching of spelling begins in Che Third and continues throughout the elementary grades. The real test of good spelling, however, is in other written work and is to be merely supplemenj^. ^y ^^ ^^ ^^ ^ speller and practice upon lists of words. isnbrf^ riOBsi to 3fllxlfo«am itfla fsxlilsap;^ ^i)0« 5co ;oi^ ameoa b-rubas^a , 3i!>B*I!3 ■'-,^.t-.i'> ♦■, ll> link ^ifoetO #»*! ddT Jo nit 8 -84- Qeography > The object of teaching geography 18 to gi-TB the child knowledge of the %itrtlPi^ tto Homr of man/ The study begins with a consideration of the child's b surroundings, school, city, etc., progressing from local to state, then to natiooal, then to world %bl33itiGn8 under which men and nations live • The chief groups of knowledge which the child should get are: (1) knowledge of location, distance, direction; (2) climate itlid seasons; (S) natta*al resonrces; (4) industries; (5) sources of food, clothing and shelter; (6) travel and trans por tat i en; (7) people and places* History «is begun in the Fifth grade and con- tinues through the Sixth and Seventh grades • As given in the Texas schools, the work in the Fifth grade has to do with the colonizing of America; the Sixth grade work is devoted to Texas history; while the Seventh grade takes up the study of United States history since the Revolution. The aim of this woxk Is to give enough facts of history as to serve for a foundation for later work, to give intelligence in reading current books, magazines, etc., to develop an appreciation of those who have made present civil! satloh possible, aiid to in- spire intelligent patriotism* Civics . The study of Civics is given in the Seventh grade. The object is to give the pupil an insight into what the government does for the people such as protecting .'iiJ as 1. JIIJ SVJL3 OJ ai «^i xlolxlw 93£»8i g lai ioi^^sfl bas asm liff^ qw sa>i ^« f •X' iii o4 ,@Xcfxs»< l9#iofEq fiJi ^s^m »X«[#tq l^«f>fff.«0' -86- life and property, providing for educatloa, saf e-guard Ing health, guaranteeing liberty and equality of opportunity, constructing roads and streets, and providing a mail and money system. The school and city furnish the closest units and are studied first; later attention is directed to state and nati cnal systems. Physiology . Hygiene, raUisr than physiology and anatomy, is the central theme of this course which is offered in the High Fifth only. The chief object of the course is to get the child to incorporate good health habits into his life. Mama 1 Arts. For the boys this wcrk consists entirely of wood-work and is given in t the three upper grades. For the girls it consists of sewing in the Fifth and Sixth grades and cooking in the Seventh grade. This description of courses gives a general idea of the £>nglish curriculum of the Mexican schools of the Methodist Episcopal Church, South. There are doubtless many adaptations necessary, because of the problems peculiar to the individual scnools, but this in general is the scope of the work* RozM of the catalogues mention manual training for boys and only two provide domestic soience instruction. Efforts were made to get copies of the courses of study of the Mexican public scaools, both of the Federal Dis- trict end Chihuahua, but they were not obtainable. A copy of Mmmi g:: lLm».,tmi^»mMt>^. lol u. . .^laQo'tq tmm Bill 5el&ir^,8 0"I.JB l>fifi' rndXtm 4b-&boIo mis li- " l^lo bn©, Xooxioa •i ^ . i /^ --tlflB ^®' "^^ fPS 1441 1*3' .iiilf -86- tha course of study of the State of Souora *' was seeured and though it Is not to be coisldered as accurately describing the work as offered in other states in !«exicoy it is of interest for the purpose of comparison* The following chart gives the subjects by grades for both the Primary and Higher school: CKAFtT B Course of Study of the Elementary Grades of the State of Sonora Subject • Primary Grades ' Higher School • First 'Second ' third 'Fourth ' Piftb ' Slxih I 1 1 r f ' Arithmetic J^ |x jxjx'x ' X Drawing Jx \ X jxJx'.X • X Civics 1 1 X 1 X 1 X 1 X • X Geography J | X I X | X I X • Geometry | X j X J X j X | X • X ristory J I X 1 X I X 1 X • X Language Jx |xlx|x|x • X >««»ic 1 X 1 X I X 1 X' t X • X Morals and 1 X ! X ! X ! X ! X » X manners ' ' ' • i Nature Study * x * X * X ' X * ' Physical ' * ^ ;x!x|x • X education ' ' ' ' i Physiology * • • ' * X • X Science(gen«) • • ' • ' X * X Writing J X \ A \ X J X | :: • X L. Programa Detallados de.Educacion Elemental del Estados de Sonora. '*;exico 1920.* l>*>e - 8«W LG- «4---ill .^Q^-J^:. ■..IJ f 'y- UL^ oX^sm ^iiiwiifa r 1 » T t ■'sT X. _i_ f ... J 8i>lviO ' t " '""'f t l^-^, ...»■.,. — «^. ! M—— Mtfwp I iii^wawii I HH>« »iAni ■^^ ■■■■■■n**! t 1 4j£t»li; ooi: 4j^oi.Qirfifi -87- The description of the courses given In Chart B are practically identical In method and approval as those of Chart A* It Is to be noted » however, that the Mexican course includes other subjects than those given in the course of study of Texas. The inclusion of Oe one try is startling and Is to be explained on the grounds that '*formal discipline In its full meaning never had a better home" ^ than in the Mexican education of the past, and though the rest of the courses indicate progress- ive educational thought, the study of geometry has been retained. The Qeneral Science course as described corresponds with the exploratory courses in the Junior High Schools in the United Statea and includes: physics, chemistry, botar.y, zoology and agriculture. Two years are devoted to physiology and higiene. In addition the girls are given a special course in the relation of the home to society as a part of their work in civics. The course i:; Spanish if property given offers equal advantages in developing the pupil as the course in English under the same conditions. The spirit throughout both seems to be that the subjects were made for the child, not the child for the subjects. 1. Barranco. iiexlco — It's Kducational Pr'obleins ana their Solution. Page 65. «^ 'S*TBli' d& 4mMi A inz^dl l>@4 JUitJ ?^nc.'3p-ft^Trc"0 foSCf '■'ID 8Sb il^G"Xg €lti- ^ifta-JfJI u 8-^s'uuoo ^<*xo^a*tc tc!J OiT .^O*^ ^riOd ;vbs The following Chart gives a typical High School Course of Study In the English department: CHART C High Scnool Course 1 Third Year , Fourth Year First Year Second Year (Prajnmar Eng. /Comp. |Llt. Ancient Hist Algebra Spanish Bible Music Phys. Educ. Physiology p„^ (Comp. & ^"^^ (Rhetoric Med. & Mod. Hist Plane Geometry Latin or French Physics Spi nlsh Bible Music Physical Ed . £ ( Comp. & ,p__ (Hist, of Eng. "''^•( study of ,^^-( Lit. ( current , Period. , I Short story ,drf ma Sparflsh'^^*"* ^ Spain & Amer. I Spanish y^'S. History *ni8t. of English Advanced Alg.fc & Trig Solid Oeora. , Review of Alg| Latin or Fr Geology and Winer o logy Bible Music Trigonometry Latin or French Geology and Mln. Bible Music Physical Educ. Physical Ed* ,- The program a bove is composed of required and elective subjects. Eighteen units are required for graduation and must include: 4 units ^ of English li unite of Geometry 2 ^ " History 2 • Modern language 2 • " Algebra gup science 1. High School Course as given by Prospectus of Lydla Patterson Institute, El Paso, Texas. ^ 2. A uuit ?.s,reckonea as^a subject which h has a 45 mln. recitati en dxfT I -, y VI \ « • <>*^'^ S^.nt% 01 i^;. iD^Xe fe* -iUi.%J IsJi,- l>.£f-,l, ^ 1- :3flt::/ ^X lo S ioai -US- It seems that a course of this type for Mexican students over emphasizes English* It is to be noted that these courses do not provice for the teaching of civics unless it be included in the History of the United States. Also vocational aork is lacking* It se#BS largely academic in purpose and soopt* CHART D Myogram of Studies of the Preparatory Department of Official Schools of State of Nuevo Leon,^ First Yeari 1 1 r Second Year] , , 1 Third Year i r -| '■■--_ iFourth Year , Fifth Year Drawing ' Spanish " ' Drawing ' Spsaiish 1 1 ' Drawing ' ' Spanish < r • ' Analytical 'Calculus 1 Qeom. • ' I'ublic Sp. 'Ocneral Hist. French ' ' French ' ' Physics ' Viexican Hist Natural Hist. ArithTietic" ' English ^ ' Geography ' ' Lit,(Span.)« Latin • ' Algebra ' ' English ' ' Minerology * Logic ' Oreek ' Oeoinetry ' ' Chemistry * Ethics ' Trigonometr: r • Psychology Physical ' Ed*. ' Physical * £4* ' Physical Ed, . Physical Ed. Physical Ed. 1. Iri-usi^ted 1-ran "B«3«s oreanlcas" , "Inetlt.uto Lauren. . ; on terrey $ • »exl c o . 1922 . :^i»m|: 80 ■Q a^^- ^ i^m jtm^bM lo aaibii^a li ^ aXoc aii .t ■|1B<|'8 ' iia 'iJ4?;:iy-»?f 0:iiiE. ^l. , . J * J. . *• l! -90- The work of the preparatory school Is five years in length, covering the work of the High school and beginning the work which corresponds to that given by the Junior College in the United States, The Chart given above indicates the following requirements: Drawing 3 yrs, Latin 1 yr. Science 3 yrs . Spanish 3 yrs ^ Oreek 1 yr • Hi story French 2 yrs. English 2 yrs . logic 1 yr, ..lathematics 5^ yrs. Geography 1 yr. Ethics 1 yr. Psychology 1 yr. Because methods of presentati en are so important in teaching, it is difficult to evaliiate subjects from their description as given by armouncements and catalogues . The examination of the subjects which are being taught in the scxiools of the Methodist Church, South, in these seven centers of Mexican wcrk, reveal certain general tendencies which may easily be caiaidered. The elementary work both in English and Spanish wiUi the exception of the Geometry offered in the Spanish course, are based on sound educational theory beginning with the child's experience and appealing definitctly to his interests. The secondary work is more academic in nature and seems to exist more for the sake of the subject than for the pupil. Though the courses have been expanded to include a a ii0V.. [^ o3 t ^ ' B M^^ nSofsltitss m' STI ."tnSrt^mQL^ art' . Kf tIIsbs •r\ <■• ■-? T**'' ' ' '■■'-'■ 04 6* -91- number of the natiiral sciences they arc lacking in the social sciences. Other needs which are brought to light are those of vocational, and health education. Also if the schools are to function more adequately in the up- building of Mexico nationally, a greater stress should be placed on the Spanish course of study* The greatest civic values in the present course are to be found in such subjects as history, geography, and civics, and in the continuation of teacher training, commercial departments and preparation of ministers and other Christian workers* Thus the schools are continuing to contribute to the advancement of Mexico by developing students who are more socially intelligent and by continuing to develop leaders. The present condition of the schools is further shown by the subsequent consideration of three important factors outside of the schools themselves. w 8 been 8 8«a%lB laiae^i "i^rfoo 0^ ^luFiL a3J -orfa » aevi^e- -92- CHAPTER III Three Movements '.hich Have Affected the i resent Status of the Schools. The present policies and conditions of the schools under discussion are being affected to a marked degree by three great moveiaents outside of the schools themselves. The first of these is the post-war conditions. The political disorders forced nearly all of the tictiools to closeytxiough heroic efforts were made by many of the native teachers to keep at least the day schools in session* Beside tuis interruption of scnool activities , loss of property was incurred which necessitated the repair and refurnishing of practically all of the buildings. Though those circumstances greatly iitipeded the progress of the schools, the promulgation of the Mexican Constitution of 1917 at Queretero nad an even greater effect. This Constitution was drafted and superim- posed upon Mexico by the "Carranzistas" and was ''radically anti-clericalf anti-foreign, anti-.T.onopolistio and pro-labor in spirit. ** So drastic were some of the measures that it was feared the schools would be compelled to discoiitinue. 1. The Mexican Constitution. R.O.C Island. Mexican Yearbook, 1920-21, page 74. -SQ~ Ulhm eeioll: ti ^r. 5*\ to X - -tl'll'v-'V A. ;i h-^^1 > fi«p iO #1 SBd^ ev • v#-|ji5-' hi A iJ»-:? -I -95- Article 3 prohibits the establishing or lilrecting of primary schodLs by a religious corporation, and als o pro- vides that no religious instruction shall be given in the primary grades • Fortunately the subsequent changes In ad- ministration prevented the execution of these laws^ for the validity of the constitution has been in question for several reasons. Its caption announces it to be an amendment of 1857, but that document states explicitly that no revolution shall make it void and that it c»n only be amended by action of Congress and ratified by a majority of the State Legis- latures. This procedure rras ignored by the Constitutionalists who Instead summoned a Constitutional Convention to which only those who had supported the Constitutionalist Revolution were admitted. The present administration has proceeded upon the assumption that these laws are harmful to Mexico's development and do not represent the will of the people. The officials therefore are fostering the educational work. In certain local communities, however, the policies of the schools have been modified. In some cases religious instruction has been restric* ed entirely to the Secondary grades and i^ible study has become elective rather than required. .Since a semblance of law and 1. Corstitucion de los Estados Unidos de l4exico. 1917. 2. Mexican Constitution. R.Q.Cleland. Mexican Yearbook 1920-21. Page 112. tsXft bam . •.•I3 #cf Tin. .t;^rj*tjfsri Of^iltlJ m 5i iir '.rt f -94- order has been restored in Mexico there is «n increased eagerness for educational opportunities. The schools are thus furnished with an unpreceridented opportunity for service and the work is prospering in spite of the unfavorable conditions under which it was resumed. Though it seened at first thet the post-war effects were going to prove detrimental to the work of the Southern Methodist schools in Mexico, that has not been the case, far the new spirit of liberalism and the eagerness of the ?^^xlcan people for educational opportunity is giving the schools an unpre- cendented opportunity to contribute to the up-building of tha nation. A movement which prepared the way for the schools to discharge this greater obligation effectively was begun while all the educational activities were at a standstill during the disturbed caiditlons of the revolutionary period. Practically every protestant denomination had schools and religious work 1. Report of Woman's Missionary Council 1922. sXoori' a^' ^1. jl^ll&t bna aloe J ♦noJtJ'.JSii «n.> -S f anotifiDi:??5'-^ -95- in Mexico 9 and though the most cordial relatl ons existed between the various missionaries, a conviction had been growing that some co-operative action in dividing the ter- ritory should be taken to eliminate over- lapping and thus make possible extension of the work to unoccupied territory. In 1914 at Cincinnati a meeting of the representatives of the Mission Boards of the various denominatiorB drew up what was known as the "Cincinnati Plan" for the distribution of territory for ..exican Missionary activity. Because the plan was premature and was destructive rather than ccnstructive regarding the work of the Methodist Episcopal Church, bouth. It met with a stor, of protest from the workers in the field. Conventions for ^vorklng out plans agreeable and mutually bene- ficial to all denominations were held in Panama In 1916 and In the City of Mexico in 1918. The General Conference of the Msthodist Episcopal Church « South, in 1918 approved and con- fina^d the final plan which alloted to Southern Methodism the northern states of Mexico, comprising Nuevo Leon, Coahuila Durango, Chihuahua, Northern Sonora and Northern Tamulipas, a section having a population of 2, 225, OCX) persons. ^ By 1919 all the workers of the Methodist Episcopal Church, South, had been withdrawn from the territory relinquished to other de- nominations, exchange of properties had been arranged and 1. Leaflet, "A Protest to the Mission Board of the Methodist Episcopal Church, South," - 1916 El Paso, Tex. 2. Quarterly Bulletin "Mexico" - April 1920. The Inter Church llovj&ment in Mexico. ^, ^ , „ . .'^^^ be^ ifT iS»let iBlbino ^eom • ^olx©" n •xex fi. -:ieai:V. 1 tioJi*i*xeJ ^•Ifi^S'I leliioO tmn -!\fri^ni - R f*r*?,r /■' ' .ODixt^ an 0ri.: ff'^A, «X -96- coniplet© reorganization effected. Bishop Gannon who Is in charge of the Mexican work of the Southern Methodlat Church sums up the beneficial reaulta of the new arrangement In the following way: "A compact, contiguous, but limited terri- tory permits a careful, thorough study of the task to be accomplished, frequent conferences among the workers at small cost of time and money, the concentration of men and money at strategic points and the development of the work from these natural centers into all the surrounding country. "•*" The ed- ucational work was affected in the following way: Roberts College at Saltillo, MacDonell Institute at Durango, and Laisrens Institute at Blonterrey remained in the hands of the Methodist Episcopal Ch\a:»ch, South. At Chihuahua a property belonging to the Congregational iats was relinquished by them and converted into a dormitory for the boys of Palmore College. At Monterrey property which had formerly been used for a girls school by the church of the Diciples was relinquished and made o possible the establishment of Colegio Ingles-Kspanol. Thle zoning of territory places the schools along the border In direct connection with those In Mexico and consequently tends to make the work ir!Ore unified. Dr. E. H. Rawllngs, a Secretary 1. Bishop James Cannon Jr. Leaves from Ify Notebook. i Nashville Christian Advocate February 24, 1922. 2. Report of Woman's Missionary Council 1922» Ill sJ p.:f tanptt B^lukll- ^UiJ ^&UC-- ^.8w ^almollol t?ilJ {H*i»a yto ■^^■ C3' q M Jc- ot b^zu a^^Q x^*^^^"^^^ ^^ ^^■ ml •x9f>*xotf ffii;r jp e.^r?; X*5 ti^; ; .1 -97- of the Board of Missions of the Southern Methodist Church points out the responsibility thus laid upon the Southern Methodist Churches and schools in the following v/ords: "'^e have not only bocome responsible for the evangelization of this territory but in accepting this border position we have becoae the guardians of the moral relations existing between Mexico «1 and the United States." The division of territory placed a grave responaibllity upon the Methodist Church, South for it is now left to represent Protestantism in Northern Mexico. The new plan, however, by eliminating overlapping and facilitating administration has made success more possible* The same General Conference which approved the division of territory also endorsed a third movement which has had • mmrked influence on the execution of the plans for the conduct of the work. This movement is known as the centenary of Amer- ican Methodist Missions. It was organised to commemorate the completion of one hundred years of foreign missions, covering the years from 1819-1919. The celebration has been world wide and has included all branches of American Methodisn. Preliminary 2 steps were taken In 1916 to form plans for this movement but the final arrangements were not completed until 1918 when the 1. Pell Adventures in Faith in Foreign Lands, Page 208. 2. 1922 Yearbook. Board of Missions of the Methodist Episcopal Church, South, Page 3. Iff. t bo d^d^. rrtnd:^: ^ o 3 ■^JLi 8i-M «dS nerfw 8XQi eI^ "^o b'rnon ar'l' "^o T : . ; ^. -+ '* .-. ,i\l '^ Id o to noi t^i/exHvi *»^J- -98- Centenary commission composed of committees from both the Methodist Episcopal Church, South and the Methodist "Rpiscopal Church outlined the procedure. The plan as carried out by the Methodist Kpiscopal Church, South involved (1) cooperation in a survey of the mission fields of the world, (2) the placing of greater emphasis upon the resources of the church throu^ the promotion of the recognition and practice of stewardship In life and substance, and (3) a campaign to raise .^.35, 000, 000 during the five year period, January 1919-1924. Information from the survey of the mission fields became available and as the facts concerning conditions throughout the world became known Methodism awoke to a new sense of world-responsibility. Signif- icant of this fact was the pledging of the $35,000,000 in a little more than a week. Plans were made for the building of hospitals, settlements, churches and schools in every field throughout the world. In addition to the money contributed volun- teers for life-service were increased both at home and abroad. One of the greatest effects of the Centenary has been the par- ticipation in the movement by the various churches in the for- eign fields* Mexico has had her share in the great undertaking. The Mexican people of the Methodist Church, South have Increased their giving iibree-fold and 173 have volunteered for Christian 1. Leaflet Centenary of American Methodist Missions. :^0'SB :o1;Jb' u;4^j- nj >*f eif R rrl -lin^ia Ijidll ^*3tev0 fid sXc i:«q edit n^ed «3^ .^i;.'. .- ff,0l;t«:tTffT> '• :>€* .12 iwi^ la thi -uttmmiimmimmmmtimtmmtm • anoxi^axM 5"e Mo -99- service. The chvirchea at Saltlllo» Monterrey, Chihuahua, Dur- ango, Kl Paso and San Antonio have become entirely self- supDorting. Bishop Cannon In writing of the importance of the Centenary says: "Of covirse we could have reorganized our Mex- ican work hut it would have taken twenty years to do what we will do in four." The askings from the Centenary for hospitals, for social settlements for church buildings, for schools and work- ers for Mexico was $1,000,000, in round numbers, $760,000 from the churches in the United States and $225,000 from the Mexican 2 churches. The educational institutions have received enthu- siastic support in their part of the Centenary drive, and their patrons have contributed liberally. The schools have secxared better equipment and are in a position to meet the demands of the work as never before. The following summary indicates some of the benefits which the schools have received through the Centenary. i. 1. Holding Institute, Laredo Texas has secured a new school hospital and before the Centenary movement is concluded will have additional buildings. 2. Roberts Co lege, Saltillo, Mexico — a new site 1. Cannon - "Leaves frca My Rctebcok." Kaehville Christian Advocate, February 24, 1922. 2. Cannon, "leaves from My Notebook." Nashville Christian Advocate, February 24, 1922. -ijcr iamildO ^x*' 'tree ^^*tl;o©e sad ^ ii I \ i\ im II ff;5±:fBltrfO nIIl- -100- and a new administration building valued at $200,000. ^ 3. Laurens Institute, Monterrey, Mexico -- a new 2 dormitory costing Jj^30,000. 4* Palmore College, Chihuahua, Mexico — new build- 2 inga at the old site $60,000. 5. UacDonell Institute, Durango, Mexico — a new school plant l|^50,000. 6. Effle Edington, El Paso, Texas --a new school plant $40,000. ^ 7. Lydla Patterson Institute, El Paso, Texas — a 4 new Industrial annex^ i|^90,000. 8. Wealeyan Institute, San Antonio, Texas — new equlpirent, ^55,000. Thus, over 500»000 has been Invested in the educa- tional work alone and a new era consequently is at hand for the schools. The underlying thought in the Centenary move- ■ent has boen to secure iLoney and workers to adequately equip and man the field and the jcovement is meeting with 1. Cannon. Leaves from my notebook, Nashville Christian'* Advocate, Feb. 24, 1922 2. Report of tho Board of Missions, 1922. Methodist Episco- pal Church, South, page 139. 3. The Centenary Making Good. Missionary Voice, May 1920 4. Leaflet. "Lydla Patterson Institute a Missionary Special". :« W0I iX'V* foe wax: 'CO I: nr^t A . i..'i. OS e-'f't ami baa q -101- auooess in both reapeots* Figures on the number of new workers entering Mexico are not available « but there were 202 new nisaionaries sent to all fields during the quad- renniuBi 1918-1922, and a good portion of then have entered ■ezioo* The outatanding effects of the centenary have been that more money, more worker a and better equipment have been secured to prosecute the work. Methodists at hone and in foreign lands have realized a new sense of world-re aponsib 11- ity and have united in a great forward mOfW0wmnt. The achools in Mexico have been placed in a poaiticxi asl never before to aid in the advancement of the nation* The centenary movement together with the soning of the field of Mexico and the new spirit of liberal !•■ resulting frcn the revolution, have placed the schools of the Methodist Ohurch, South, in a position of great responsibility* The door of opportunity has been flung open wide, for the Mexican people are more eager than ever before for educational opportunity, the efforts of the schools have been focuaed on a definite field and more money, equipment, and workers have become available than ever before in the history of Method! sm* 1* Report of the Board of Mi as ions, Methodist Episcopal Church, South, 1922. page 14 't' tQ a^ 8iC O't ^«fr.-»« m-' iL^'W ^ £HJi,«J 13 i. W V t? "i -mftofj^o ^o •TOO 5 ®rff ^m^e ii Winw iiOi p m il iii^*1— I— w -102- CHAPTBR IV. Sui!inia3*y of the Present Status ' of tUe ^hools* mild the e^ •*"* The present conditions of the schools has been shown through the results of the questionnaire, an exam- ination of the present Course of Study, the effect of the post-war conditions in Mexico, the di vision of territory by the various denominations having missionary activity in Uexicot and the Centenary movement. Though the schools have introduced many new extra-curricular activites and are performing a real service through their efforts, there is much room for further development in this field* The team- spirit and apprecitation for fair play are being stimulated through the introduction of team games and will be increas- ingly important, for Mexico has never had a great national ganie • The great needs which have been brought to light by the questionnaire are those of health supervision, the cai- servation of the interest of the alumni, and the standard- ization of the administration of the schools. The examination of the course of study added to these the need of vitalizing the program of secondary work and the expansion of vocaticnal training. The commercial work, the teacher training, and mj4u4c, ^nr^b ■S:L*ol*T^ ttf #11^11 o^ Jii^iJo-KJ ris»tf avajd doXri -JCD3 , rtO .fSlYtSQlfS : " lO ') - ■'■ ''biiHjti ijaj i^'i>< 4 iumuxa sua • Xv -103- the courses preparing for the ministry and other Christian service are continuing to send young men and women out prepared to aid in the advancement of the nation. The elementary work seems to be based upon sound educatl cnal theory and the courses if properly given arc rich in civic values. The three movements outside of the schools have prepared them to mmet the new needs which added responsibil- ity and greater opportunity present. -104- PART III INTRODUCTION The Future Educational Program of the Methodist Church, South, for Mexico. Because of its very nature, democracy builds upon the past, ministers to the present, and provides for the future. For the schools of the Southern Meth- odist Church in Mexico, then, to have succeeded in a measure in diffusing the ideals of democracy in the past, and to be continuing to contribute to t/.exlco's present civic progress but makes the challenge to serve in the future greater. This portion of the discussion consists in a consideration of the future procedure of the educational program of the Methodist Episcopal Church, South, in Mexico if it fulfills its mission in stimulating, guiding, and cooperating in the development of Mexico as a democracy* To adequately meet the needs of :^exico it is necessary to understand what those needs arej , Uieref ore the first phase of the subject deals with a brief discussion of some of outstanding political, economic, social and educational needs of Mexico, while the coiiClusion presents suggestions regarding the educational program to meet these needs. UiU\J uJ'sa .>8. TLO 3 ioleawosifc Isiid ft xi^^lii sX . 8bd80 -1C5- PART III The Future Fducatlonal Progrwn of the Methodist Church, South, for Mexico, CHAPTER I Outstanding Needs of Mexico, Politically, ;.iexlco today is face to face with a ^rave situation. She is passing throu^ a period of reccnatructi en after ten years of strife and lawlessness. Piose who took part In the revolutions were of varying types, "intellectuals, liberals keenly alive to the cmmtry's needs, men of reactlcinary principles seeking to serve personal ends by Joining the victors; adventurere and poli^ clans anxious for office; lawless men of every sort who saw in the turmoil and confusion of civil war an opportunity for loot and plunder such as their fathers had enjoyed before the days of Diaz. Finally there was a great host of peops and Indians fighting for vague ideas of liberty and Justice, whatever that might mean, or out of the instinct* ive delight in revolution so deep bred in certain classes of Mexicans*" ^ The present administration must still deal with all of these classes of people, but fortunately « the great 1. Cleland. Mexican Year Book. 1920-21. Page 70 oi liiiji X^'- V ^JQl '^ IX S*^ i»'iji •im. ^1 £q ham ioo .''Vi lo IX® •^^ X •atooa i«9^ fiUi iXdXD -106- majorlty of the Mexican people are weary of war and longing Sor peace. It resaina to be aeen, however » whether .:bregon will be able to control the reactionary forces long enough to weld the nation |.ogether« '*He is confronted with perplexing jxroblenis from every conceivable sphere » frcm the dcmalns of foreign policy, as well as from Internal legislation, constitu- tional law, national economy railways, waterways, labor, finance, and the array****^ In short, Mexico mast be eliaQged frcm a revolutionary republic to a well-ordered community. The chief problem in bringing this about is to transform her Oitisens into a group » conscious of the needs of iteir eountry >-■■ *i ■-, -^ *3t * ■;, V-«. ■,■!. * and ready to bear their share of responsibility in bringing about the progress of the nation. For too many of them have become conscious of the rights of the Indlvidtialtlmt because of ignorance and the lack of experience in government , have not yet comprehended the duties envolved and the responsibility the exercise of these rights entail* Many CgUs^B of t^e policltal unrest in ^:exico have roots which run far back in the past—economic and social conditions. One of the greatest eauses of oeonoHlo suffering ilia '■■ C» te-^v- ■j;f:' wa& the system of large land holding by the rich, and the accompanying evil of the system of peonage. The rich had become 1. Dillon. Llt# Digest. Dec. 24, 1921. ,^I**££OX hi . i8S«f 0ii;- • sM ii(iv ,.airf ni ; "t :i> Ci /^ 8nlxaXq-X0 1» *tl *i5T oq axi i?; 3 fan© ,iiOjtri 9if^ fr>rm im» nadoii -108- In 1919 of the capital engaged In mining: 17% WAS American capital 15% was British b% was Mexican Ij^ was French* It cannot be denied that the development of industry by foreign capital has had some beneficial results such as the paying of higher wages and the consequent raising of the standard of living, but it is only just and right that the Mexicans should be educated and placed in the position to manage and develop their nation themselves. The first attempt to establish a national system of education was made in 1896 when a ministry of education was established and the system was made free, secular, and nominally compulsory for children between 6 and 12 years of age--*- The states were left, however, to use their own dis- cretion in following the plans as adopted in the Federal District. Consequently the system was not developed in many of the states. Today Mexico is facing a tremendous education- al problem. Of a population of 16,000,000 it is estimated that between 70% and 80% are illiterate. The Mexican schools both public and private will accomodate a million people. In 1910 about 900,000 were rep r ted In attendance in all the schools in Mexico; this is less than one-fourth of the 1. Mexican Year Book. t919. Page 125. 2. i.:exican Year Book. 1919. Page 62. c .-:. .1 .nil £>©d^.|:Xd«i; •-_, 5.. i. Kj »4*<. •axis am oxi «v' j^^Bia.silf h ^ Biiiwoilcl ill ft' OBSmmlS-m- ^i ^i 000, Oi . -toiS^lv -109- •stlmated school population* In addition the eduoati cnal problem is further complicated by the racial differences , the intense regionalism, the lack of adequate communication and transportation and by the lack of a common language » since many of the Indian tribes in remote places continue the use of their dialects. In spite of these discouraging facts, efforts are being made to meet Mexico's educational needs by instituting a system of public education, and many efficient leaders have advanced various plans for meeting the situation. "Mexican authorities are familiar with modern pedagogy and their schemes are usually based on up- to-date principles. What their system needs is stability with gradual adaptations to the peculiar conditions that confront them, so as to make the system more practical and the methods of ins true ti oi more thorough. Mexicans them- selves do not hesitate to say that their present system is 2 too superficial. At present there is no fixed source of school revenue. Some states use a land tax for raising school funds while others employ a poll tax. There is little unifor- ity in furniture and equipment, in .the Mexican public schools since mamy of the buildings were obtained by confiscating the property of the Catholic Ohurch. In addition there are very few text-books in Spanish.^ Mexico must devise adequate means !• Cox. Mexican Year Book. 1920-21. Page 571. 2. Cox. Mexican Year Book. 1920-21. Page 370. 3. Cox. Mexican Year Book. 1920-21. Page 371. abtSM^l 0ii»?:jp#fc* J.C aUI-; ioL:0 (Sua lo oie^are & ci/ js-ma.Ja2> 1^ lo >l«i .1 WW .S&.Vl '^'i^ «• m • Iml iXoor. ItiSO/Xf; .QVfi ©3* ooix^M 'v.»r'5>f> f -110- of building up an effeotiye system of public aduoati en which will weld the nation together by providing a cc»nmon language, common ideals and purposes, and prepare the people tc beooBS efficient citizens in a democracy. Another social problem which is confronting Mexico today is that of the health of the nati oi. The extreme fat- alism of the people makes it impossible to enforce quarantine laws, consequently epidemics are common* In addition mal- nutrition is wide spread because of the general prevalence of ignorance. A recent investigation of health ooriditions in Mexico states that there is four times as much sickness and death among the Mexicans as a whole, as among Americans* That maleria, venerial diseases, tuberculosis, yellow fever, typhus, hook-worm and small-pox have taken a tremendous toll. Still another authority in commenting upon the exceedingly high rate of infant mortality states thnt more than one-half of ^he children die before their seventh year. One of Mexico's greatest tasks then is to institute methods of conserving th« health of her citizens. In attempting to provide educati oial systems fcr any group it is necessary to know something of the characteristics of the group. The Mexicans are no exception to the rule that 1. Mexican Year Book* 1920*21. Page 539. 2* Thompson. People in Mexico. Chapter II. a iiisj-ie^s :^v %« ^x-PiixjG lo d^ a*i^ ja xc ?!■ 9t*t^\ ^VJL. f -. n?107 J-K • 8£S9SMlO /mga ^0X9 -JLXA- m 1 "nature does n ot rhyme her children" and there are as ▼arying kinds of pers amlities among the Mexicans as among other nations^ hut there are also certain outstanding national characteristics which are noticeable. The Mexicans are cour- teous , kind, generous and warmhearted, but they lack the stability, directness, energy, and strong moral purpose of the Anglo Saxons • One reason for this lack of high ethical standards is due to the utter divorcement of conduct and religion as taught by the dominant church. The new spirit of liberalism which has resulted from the Revolution has caused hundreds to turn away from the church* Some are drifting about dispensing with all religion while others are searching for a religion which will be consistent in teaching and practice. Much of the unrest in Mexico is due to the spiritual and religious needs of the people* Psychologically, the Mexicans are im- pulsive, imaginative and highly emotional* They are artistic in temperament and an aesthetic appeal obtains a ready res- ponse fr::)m them* They are patient and docile when dealt with sympathetically and are capable of great loyalty, but their pronenesa to emotionalism makes them excessively sensitive and a great amount of tact is required in dealing with them* They are patriotic to the soul, but they need to be guided into intelligent action to prevent this feeling from becoming mere sentimentalism. 1« EmeTaon. f 88 &%A ©1^ri^ "n #TQUijBitt** ^rror; ''IM ftJiAO ^ to I.C^ j-^ &C OJ if$ &*s XII(S£»4b ai :fe©sn -112- In the face of the many political, economic and social shortages revealed in this brief presentation, it is nothing short of remarkable that the people of Mexico have held so stubbornly to their dream of democracy. If democracy were a static form of government where perfect Justice y perfect loyalty, and perfect unity obtained, then indeed Mexico would be a complete failure as a democracy. But democracy is a set of progressive ideas, ideals, and purposes, and though Mexico may have fallen short of those ideals in many respects, she is committed to the creed or democracy* She is on the road to d emocracy and merits every assistance to speed her on the way. 8/lv O0ll»<3| bog ,\ Of^ltf -113- CHAPTER II Suggestions for the Future Educational Program of the Methodist Episcopal Church, South, in Seven Centers of Its Mexican Work. A forward look reveals many ways 4i;i, vhlch the educational program of the Methodist Episcopal Church, South, may contribute in the future to Mexico's advance- ment toward the goal of democracy. Because^or the degree of success which the i^outhern Methodist Schools have had in the past in promoting democracy, and becaiuse of their^-^., ,,*' present improved equipment and enlarged staff they are i|i the position to make a still greater contribution to Mexico's advancement. The mission schools have blazed the way for the development of educatipjat. in Mexico. The time has now arrived for the establishment of an efficient school system to be maintained and operated by the government. By maintain- ing an attitude of helpful co-operation and by making their own system more effective the mission, schools may stimulate and aid the advancement in the government system cf education. The first suggestion for the future procedixre of these schools is one which would prove HJ^s distinct service in this regard. The political, soci a 1 and economic conditions, f in Mexico have been changing rapidly i^Ml^eilast few years; II flaT^AHO • iloW liboXxqU aJI lo eiainsO aevaS al ?,d^ rfn/r^w fft ?5i/aw ■vrf«m 8lB9V^*t >^'">c •. . .^lO'l -^ ■^ -^'ysn . ;— i.-^^ 'T.-. . ;^,a ,.,iij i^M;o..wj Jn9fn ill .0;si# -avx. ■islbOtt^QiVi tt'i&iidjjo*- axlJ tiol£^ BBBaous 'lo 'ooxx©i4 oJ iio X iijd i*x J noo *xt^Js9*i3 iiiJ Jli ■;?;,. ;nUJ.. J'tJ md^B'^B looiioa ins io 111.9 «« to xtnsifrlsiicrBisa adi 'lol bevliiB - [sinism ^ . jnermiievc*^ oxicf %^ fce,:fBT:9qo brfB bonlGJriiBm od o>t ilanj ^iiiiBfn ^d dcib xiGXJBiaqo-oo Xx^lqXan "io obi/jiJis ns giix 9ifll0mii8 x&m 8Xooilo^ia©i:E8l:in exii sv 1^0^119 9''ic .nolieox/bs Id mactsrs ^neitinisyo-j . ^nsmsonsvba sdJ bli' bns Ic aiiibsDOiq. 9Ti/*JiJi DitJ ,*xol noxJaag^i/a \:fai.! ' nl ©Diviee ,Jo0j:i8i:b Ig ©vo*ii| t^ljjow rioxilw ^i enolcfibntjo olmortoo^ brii- ^. , ~>3l^iIoc ;8is9Y" W9l. JSBi sxiJ xil Y-^^-^QA^ ^nXgnsoo iiiSu.: -114- edueational theories and metbods hATe also been making many advances of late, while the schools which seek to minister to society have tended to be c oiservative and have not changed so rapidly* If the Mission Board of the Methodist Episcopal Church, South, would secure a committee to make a survey of the conditions in the nation and in the schools and suggest ■ethods of re organ! zati en of the school program in order to meet the needs brought to light, it would prove of great ^, benefit. The committee should be composed of representative Mexicans citizens conversant with the conditions in the nation, of educational experts, and of experienced workers from the iichools, in order to secure a comprehensive consideration of the situation. Suoh a survey and reorganization would result in the application of modern educational me thai s to Mexico's own peculiar problems. The adoption of new methods in the mission schools would in time affect the work of the govern- ment schools and thus the entire program of education in Mexico would be advaiiced. A second suggestion is based upon the findings of the questionnaire sent out for this paper. Each of these schools is working entirely independent of the other while much of mutual benefit could be realised if they were brought into a unified system. This could be done by the appointment by the Board of Missions of tthe Southern Methodist Church, of a Superintendent of Education whose duties would be to Tftd fi»'?rt? f' t r«.-- b> vixiass i^ r ba£ frinrif^ t^Ti: d^ujuO ?im ^Tfltm. da »e .ts i bl;:0w ^ao:^'iiiw 'SJ01. rbn&n ■It && «&v. '£il '^^ui.Ay-- V lliC , -Tfj^ a c» ^ «^. J-4 'i^Q «li4. otq I 1 i -I A..'-/' -u/ *^ i»e!f! O^ blL*o .xsol;^0A iro »4 ^vLti? iJa'AVB »" Jl.'^' a »>":!?;:;> A J ■■' -lirayiiA -116- society, of necosslty, must take on something of the character- istics of both of these forces. By the creation of certain common habits, attitudes and ideals it exercises its integrat- ing function, and by taking into account individual differences and capacities it employs differentiation* The integrating force which should direct the education- al efforts of the Southern Uethodist schools in Mexico lA^the future may be stated in the terms of the Master Objective of civic education for any democracy, which is: "to produce a forward-looking creative citizen who believes in democracy, and who is prepared to share its responsibilities and make a con- tribution to its further development." ^ There are seven great objectives of all education as stated by the Commission on the Reorganization of Secondary Education in the United States, and because the attainment of these objectives results in the development of the highest type of citizenship for a democracy they are here set up as the objectives which the schools of the Methodist Episcopal Church, South, should strive to attain in its future educational program for Mexico. These objectives are: 1. Health 2« Comjnand of the fundamental processes 3« Worthy home-membership 4. Vocation training 5. Citizenship 6* Worthy use of leisure ?• Ethical character 2 1« Lectures of Dr. Alexis P. JJange. University of California. 1922. 2» Cardinal Principles of Secondary Education. Bui. 55, pp. 10-11. Oiij t , ^1 a^v 'i© ^fc t ©?t*r^e M lOds »n ^afi@0' 01 .qq .. -117- Though integration and differentiation take place in each of these types of education^ some of them place more emphasis upon one or the other function • All of the schools should stress the conservation of health, the use of the fun- damental processes, worthy home membership, good citizenship, and worthy use of leisure, and the development of ethical character. Vocational education, however, demands varying types of training, and consequently stresses differentiation. Health education is of great importance because health determines the vitality of a nation* With public health conditions in such a deplorable state in r&^xico, it becomes increasingly important for the schools to adopt a program from the kindergarten through the entire school which will train the pupils in correct habits of health. The delightful health rhymes, plays and games of the Child Health Organization of America captivate the children at once and secure their co- operation in striving to reach certain health standards. If this literature were tsanslated into Spanish it would prove equally effective with the Mexican children. In addition each school should give a thorough physical examination to every pupil and secure the early correction of physical disabilities. A school nurse is of great importance in any conmimity, but the value of having one as a member of the school staff in Mexican communities where it is difficult to secure j^edic a 1 attention cannot be over-estimated. The last phase of the health work 'Btlli ^qiamiB&li li». . £>c.oa «c * i-: /> ff . >■< D ^ .' ^'jj-' -lie- should include a physical Education department which should direct the physical development of the pupils through exer- cises and games y and nholesome recreation* Coiaand of the fundamental processes * All of the schools should continue the training in the use of the fun- damental processes, such as reading, w ri ting, arithmetical computation and the elements of oral and written expression. The extension of the ability to use these tools of knowledge will be of great aid to Uexioo* For the tremendous rate of illiteracy must be decreased if Mexico is to bccaae a nell- ordered democratic community. Greater stress, however, should be placed on the work in Spanish* For it is essential that a common language be developed and maintained in Mexico. EngliAi has always been popular and there will be an increasing demand for it because of the growing interdependenbe between the United States and Mexico* Engliia should therefore be taught but it should be taught as a foreign language* Mexico must be built upon a citizenship which has a common means of commun- ication, common ideals and common purposes* Worthy home-membership * The training for worthy home- membership is important for both boys and girls* Home making is composite in nature, and the boys and girls should be taught that it must be carried on as a partnership* There are certain responsibilities and obligations to be met as well as the man^ benefits to be enjoyed. There are certain social, educational. bl ifR'-?^ lb kli 01^ ®£l. > -f^ - r a 8 XI '^ilB UQi •CO 8^ ieoqmod el -119- and moral standards to be maintained in common and in add- ition each must contribute to the enterprise. The man's distinct responsibility is to furnish the financial means for the maintainance of the home^ while the woman's share in the undertaidng is the conduct and management of the home* The woman, then, is to b e considered a home-maker in a peculiar sense. Because home-making Is so essential to the welfare of society » and because the majority of Mexican girls marry and become home-makers, all of the schools of the Meth- odist Episcopal Church, South, should proyide special training in this field. Since home-making is complex and includes various types of w crk, training in home-making should be far more Inclusive than the proverbial cooking and sewing courses. It should include: child care, home nursing, the selection, preparation and serving of food, the care of the house and its •quipraent, the selection and construction of clothing and the expenditiare of the family budget in the wisest and moat econ- omical way. In short, the girls who are to guide the future destiny of the homes of Mexico should be trained to be efficient producers and consumers. Vocational training. The object of vocatl cnal train- ing is to give each individual the means of earning a livelihood, It is essential that every one in a democracy be able to "pull his own economic load", and contribute to the economic well- being of society. There are varying types of vocational '■mmiB ..8*«A??ew i5jfil eX.icfer .nisod- BdS I0 «'5asnl«ir! Ism 9rfi iD*t axij. ■^:c ^ngmQ.^siSfiM. tail j^Mmioa ^.;- i.-iajisDixw chj uj. I44»#i®a 0ri.' . .-riiiii ^iSiOi^i ^^^Bo i>X,l££s , :©lsi/Xoal biuoiiz il -120- educatlon: prevocatlonal training axKi ▼ocational guidance; contlniiation and part-time vocational training; and full-time vocati nal training. The Southern Methodist Gohools, under discussion, should include the prevocatlonal tralnlail^ and vocational guidance in the upper grades of the elementary work* The evening schools should take care of the part-time and ooi- tlnuation work* The fullt»tinie vocational program should be enlarged and developed in the secondary department* Vocational education offers the greatest opportunity for the exercise of the function of differentiation, in the sehools. Because ,04^ their past development these are circumstances around prac- tically all of the schools which place them in a position ^^ develop some special phase of vocational training. In commercial training Palmore College, because *oSt its past achievement in this line, might develop a more ex- tensive program and specialize es '« school of commerce* Because of the well equipped play ground and gymnasium at MacDonell Institute located at Durango, the training of physical education directors and teachers could readily be made a special feature* Organized play is almost unknown in Mexico and the preparation of workers to pioneer in the field of recreation and play ground work would be of great civic value to the ipttion* Colegio Roberts with its well established Normal department should de- delop and extend teacher training, for the demand in the future for teachers will far surpass the supply* Lydia Patterson ?4 - 5 ^ SJ . l ( S ,' ? .■? «r'^r> • -121 Institute 9 with its new Industrial Annex, is in the position to develop autumobile mechanics , carpenters, printers, tailors and various types of industrial workers . Mexico is in need of skilled workers, and Lydia Patterson would render a great service in not only preparing young men to enter the various occupations but also by the development of some of them as teachers of industrial subjects, ""or* ^ - - Colegio Ingles-Espanol at Monterrey could render a great sex*vice to Mj^xicoby turning its attention to the train- ing of Public health Nurses * A Southern Methodist hospital is located at Monterrey and a correlation of the two institutions would be mutually beneficial. The later years of the Spanish preparatory department which corresponds with the Junior College in the United States, could be so arranged as to correlate with profes£>ional training* The work of Laurens Institute, also at Monterrey, if developed along commercial lines and training for mining eng - ineering would serve two great needs of the eonmunity* Monterrey is one of the most active comnerola 1 centers in Mexico* In addition there are two large smelters at Monterrey which handle the output of the mines of five states. If Laurens Institute would arrange to correlate its work with some college of mines it would render a great service. 1. Information for Leaders - "Monterrey an Industrial Center. Page 3. ^ ^ ijijuii ^r.' 't-i'imn^ w''.' SJ. iQ *^ "ISi IIMJ ii ■' SJCIJ- 32*J -i^W *. llifr »^». ^ QiiX' .JXiJa- t£ ai F^~.r r; 7/) hi:u 't?5 -■.*£! ^1 0%2 -122- AktI cultural training » Because of Mexico's rich agricultural resources this phase of vocational training should receive marked attention. The agrarian problem has been of grave importance in the past, but it will prove to be even a greater problem in the future If the land which has now become available is not tilled. The fact that the men of the nation neglected the cultivation of the crops during the revolution has caused untold suffering in Mexico. They have gone back to their farms but they are using the old methods of tilling the soil* The adoption of modern methods in farming will only be secured in Mexico when efforts are directed to the teaching of agriculture. The Southern Methodist Church should therefore develop this branch of education as soon as possible. The present schools are not located favorably for the development of this work but there are rich lands in many of the northern states of Mexico which are available • Upon the development of farming depends Mexico's future economic development, and it cannot longer be neglected if Mexico is to advance as Bhe should* * '' By sending out workers who may make their contributions to the development of Mexico in commerce, industry, mining, agriculture and the professions, the school will render a great service in the progress of the nation, for economic conditions are essential for the well-being of society* Citizenship. There are three distinct types of ob- jectives to be attained in the development of good citizenship. Sfirf r aVO'I^. AXX- sff t «| "X^ «• l>#4 G'^ I »4I (i-iJvJSii.i ill* Alii I vJ J Jt-m^ ii The extra curricular activities such as Student Ocvernment, Camp Fire Circles 9 Boy Scouts , Oirl Scouts, dramatics, school athletics, literary societies, photo, science and modern language clubs, furnish some of the most effective means for the development of loyalty and cooperative action. Through participation in these various activities the tastes of the pupils are developed and they learn how to use their leisure time* The extra curricular activities of the Southern Methodist schools should be expanded and enriched so that the students would form habits of properly spending their leisure, and would become so Interested In certain types of recreation and enjoyment that after they leave school they would exercise proper self -direction in the use of leisure* The development of the aesthetic arts would be another valuable means of directing the Mexican boys and girls in the use of leisure. The Mexican people are artistic In temperment and they respond at once to an aesthetic appeal. Because of their Innate love of beauty their taste and appreciation should be cultivated and developed. In addition many have artistic ability and this should be so directed that they might contri- bute to society through the arts. Ethical Character* Education which equips the indl- ■.J (>4 ^ m b# ?■ A'»'tT a.f Trfoi-i ja^*/^*^ i^fyif^'A air's •4 i># J .•* 65 4. d A - AV Li.^ 4* Ji, iiW a. w- u -i? ' i i, i-; — j. •il 'lo 9ai ISJdtqqfl baiSi i^&n^f tlssiS ^iL'sed OB »Cf t . 3 "f^ixids ii:yAa» -125- Tidual physically azKi intellectually to take his place in life, but which sends him forth unprepared to meet the moral issues in life fails in its chief mission. All education should seek to send forth individuals who have the highest ethical ideals and who will seek to square their lives by those ideals* Any type of educational training which ignored the moral nature of nan places a weapon in his hand with which to f i^t against society. Because of the present complexity of life an individual to be prepared for worthy group membership must have a sense of aoral values » must be able to make clear-cut moral JudgBMinia, and maintain proper relations with his fellows. In a democracy where each exist for all and all for each the sense of moral obligations is indispensable. It is in this field of ethics that the schools of the Methodist Church, South in Mexico will make their greatest contribution. The primary reason for their establishment was for the spreading of Christianity, The very nature of their fundamental teaching that religion is aubjective and objective means that they will seek to bring their students into the right relation to Ood and their fellowmen. In addition because of the sense of responsibility which these students will obtain many will go forth in the fields of social service, and the ministry to extend to their ped pie a knowledge of a living Christ, in contrast with the dead Christ of Romanism; and that there is an intimate relation between religion and conduct. The du' i. «9iriX %l#di 9^mapa :3l,iiiiiJi 9J &l^S 4*G JSJU'IH ^ E. •r.f nrA?^ • -f ii'iatJ *»• '^som, io #«£i^a..« ij^ 80 u lumi.'i it A .f ^, .If to l>«i !•• lo iml'SJd'O i^ nXmii &tt x^^'v ? -©vModi^.^ ^ Im Ua» ^&alii%<,' 1 T'af T ^H fTft S? V ideals of democracy are based on Christian ethics. Both affirm the supreme worth of the Individual, the Interdepen- dence of human life, the need for the spirit of neighbor* llness, and the necessity of a realization of moral obliga- tion. Thus, In teaching and spreading the Christian faith the cause of democracy will be advanced and the social order Improved. Through the development of the seven elements of good citizenship as stated here as the objectives for the future educational procedure of the schools of the Methodist Episcopal Church, South, the schools will help the future citizens of Mexico to answer five Important questions: 1. What about a home? 2* What about making a living? 3. What about my obligation to the nation? 4* What about my relation to my fellow man? 5* Whom shall I serve with my whole heart? j Thtis, will the scnools seek to develop the forward looking creative citizen for democracy and consummate the work of the past and present, and so aid In preparing Mftxico to take her place among the nations of the world where she may share in the great task of building for world Union and World Pe-ce. 1. Lectures of Dr. L. A. Williams, University of California, 1922. n.";.-; ■^j I r I 'J avfta 10 «Xvw, e*sriE^oo»3K|" .!:>«^n effj* e ^Q to %: ■r^-^.. .-. » »A??*i xpi ojjjijq «K*l>M«IIM« Csse^ Esther. Secy. La tin- A merles Woman's Missionary Council. Nashville, Tenn. Aug. 1, 1922. Corbin, I've, J.F. (Founder of Laredo Seminary) ^ Los Angeles , Cal. Nov. 5^ 1922. Corbin, J.F. (Founder of Kffle Jxilngton School) Los Angeles, Cal. Oct. 15, 1922. Gilbert, Blanche. (Colegio Ingles, Saltillo) El Paso, Tex. Oct. 12, 1922. Harper, Lucy. (Palmore College, Chihuahua) Fl Paso, Tex. Oct. 11, 1922. Jackaoii, W. l, Wesleyan Institute. San Antonio, Tex. Sept. 21, 1922. Marrotiuin, Luz. aurens Institute Xoriterrey, Nuevo Leon. Sept. 24, 1&22. L'arsh, B.G. (Laurens Institute) San Antonio, Tex. Sept. 15, 1 922. Porter, C.R. Director of Bureau of Missionary Centenary Specials. Nashville, Tenn. Sept. 50, 1922. Reynolds, Laurence. Lydia Patterson Institute. Durange, Mexico. Sept. 27, 1922. Roberts, Leila. Roberts College. Saitillo, I.'.exlco. Russell, R.L. Secy. Board of Missions M.E. Church, South, Mashville, Tenn. }Tov. 5, 1922. Skinner, J.M. Holding Institute, Laredo > Tex. Oct. 9, 1922. Tydlngs, B.B. k^acDonald Institdli, Durango, Mexico. Sept. 27, 1922. Vargas, K.R. (ITesleyan Institute) El Paso, Tex. Oct. 11, 1922. Catalogues . Bases Organiccs Instituto Laurens, Monterrey, Mexico. 11922-25) Catalogo do la Lscuale if fie E^ington, El Paso, Tex. (1922-24) iTospecto del Instituto j->dia Patterson, El Paso, Tex. (1922) irospecto del Instituto klacDonell, Inirengo, Mexico. (19131-22) Prosoecto del Instituto Wesleyano, Sen Antonio, Tex. (i922-25) Coursos ol Study. Manual and Course of i^'j-udy (KLeiaentary Grades) Public Schools of Texas, Dept. of Ed. State of Texas bul. 134, Sept. 1921. 1. Parentheses denote former association with institution. «'-5-ii,V0''i:J1 V ■■!- a X -.L"¥ ox .sJt ■. ':''^T tOfiZOS'^'.^- ■■' -t^:'^ ff^ 2 ,lia*S£/ji;j •'^»- lO t»tMQB. , - W^^ji. ^i^tai' '. 4% Ji^" "istsiji^miii fl ^v;0*l*ia.HK;'^i '. ;^:ri»%*frr^^' A ^5'.! ?-.f:j ^ w .<.,4aM»i» t0 f^ .«^SII^ •v j^ "^ Zi + r~. rf d i"fl" » .is iXiH'-t •rf«4'W«Q' _ I Ill Teachers Handbook. Pal)llc Schools of El Paso, Tex. 1921. Texas High Schools. Dept. of Ed. State of Tex. Bui. 151. July 192a Programas Detallados. Educaci on Prlmaria. ! lemental del Fstado de Soriora. 1920. Programas Detallados. Educaci en Prlmaria Superior del Estadode Sonora. 1920. Periodicals. Cannon, James Jr. Leaves From My Notebook. Nashville, Christian Advocate. Nashville, Tenn. Beb. 24, 1922. Fdito^i^^i* '^^ic Centenary Making Good. Missionary Voice Nashville, Tenn. May 1920. Vol. X, No. 5. Cannon, James Jr. Southern .ethodist Ministry to Mexicans in the United States, hiissionary Voice. ':«ahville, Tenn. May 1920. Vol. X, No. 6. Pamphlet Mexican Missionaries. A Protest to the Board of Missions of the M. E. Church, South, El Paso, Texas. 1916. Secondary Sources Books. Borrahco, Manuel. Mexico Its Educati nal Problems. Columbia Univ. Press 1914. Butler, Wm. Mexico In Transition. Hunt & Eaton. new York, 1892. Butler, J.W. Mexico Coming Into the Li^t. Methodist Book Concern. New York 1907. Butler, J.W. PI story of the i»fiethodist Church In Mexico. Methodist Book Concern. New York 1918. Case, A.B. Thirty Years A^ong the Mexicans in Peace and in Revclution. Fleming II. Revel 1 Co. N.Y. 1917. Cleland, R.O. Mexican Year Book 1920-21. Mexican Year Book Co. Los Angele.s, 1921. Galloway, Chaa . B. Moriern Hiasions. Pub. 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Butler, J.W, The i.lexican Eevolution and the Clergy. Jan. 1916. Butler, J.^'. The Revolution in Mexico. July 1907. Limbcrger, A.R. Fducation of V/omen in Mexico. July 1907. Mc Bride, O.M. The InterCnur*ch iuovement of lexico. April 1920. Wallace, M.M. Misunderstood Mexico. Jan. 1917. •ri. iU i£: .1 - --^ » '>i J. ^"^^ _ g»i«os«' 6f. . iu8 ,bR ^ oeS 'to »«>IaJ:oni'T ( lerf j? j.ijq 14 DAY USE RETURN TO DESK FROM WHICH BORROWED EDUCATION.PSYCHOLOGY This book is due on the last oate stamped below, or on the date to which renewed. Renewed books are subject to immediate recall. 7 DAY USt SUIAIALR MAY 1 5 1963 l i ftY 1 5 1364 MMllBBCU -^iifr.^y^ DURING SESSIONS LD 21-50m-6,'60 (B1321sl0)476 Geaeral Library University of California Berkeley f. '