University of Texas Bulletin No. 2440: October 22, 1924 THE TEXAS HISTORY TEACHERS' BULLETIN VOLUME XII, NUMBER 1 PUBLISHED BY THE UNIVERSITY OF TEXAS AUSTIN Publications of the University of Texas Publications Committee: FREDERIC DUNCALF J. L. HENDERSON KlLLIS CAMPBELL E. J. MATHEWS F. W. GRAFF H.J. MULLER C. G. HAINES HAL C. WEAVER The University publishes bulletins four times a month, so numbered that the first two digits of the number show. the year of issue, the last two the position in the yearly series. (For example, No. 2201 is the first bulletin of the year 1922.) These comprise the official publications of the University, publications on humanistic and scientific sub­jects, bulletins prepared by the Bureau of Extension, by the Bureau of Economic Geology, and other bulletins of general educational interest. With the exception of special num­bers, any bulletin will be sent to a citizen of Texas free on request. All communications about University publications should be addressed to Un.iversity Publications, University of Texas, Austin. UllYEUITYOPTllAS PaESS, AVSTI• University of Texas Bulletin No. 2440: October 22, 1924 THE TEXAS HISTORY TEACHERS' BULLETIN VOLUME XII, NUMBER 1 PUBLISHED BY THE UNIVERSITY FOUR TIMES A MONTH, AND ENTERED AS SECOND-CLASS MATTER AT THE POSTOFFICE AT AUSTIN. TEXAS, UNDER THE ACT OF AUGUST 2~. 1912 The benefits of education and of useful knowledge, generally diffused through a community, are essential to the preservation of a free govern­ment. Sam Houston Cultivated mind 1s the guardian genius of democracy. . It is the only dictator that freemen acknowl­edge and the only security that free­men desire. Mirabeau B. Lamar The Texas History Teachers' Bulletin Volume XII, Number 1 Ed'.tors: The History Staff of ·the University of Texas Managing Editor W. P. WEBB CONTENTS Caldwell Prize in Local History . Hbtory Teacher's Contest The Caldwell Prize Essays for 1924: Old French Colony Pioneer Days in Tyler . . Huntsville: Historic City Port Arthur . First Baptist Church of Ty!E-r Young County's Indian Problem Educational Progress of Graham Jones County Transportation and Communication ...IV. P. Webb 5 17 Lrmise Boyer 20 ·:;-ellie A. Herring 24 :\1ildred }f. Gilpin 28 .Leland L. Lacy . 33 Emma V. Go\\'en 40 .Avis Calvin 46 .Elizabeht \\'right 52 \'elma Thomas 59 in Cooke County ...... :\1ary Martin 65 A "Two-Gun" Man of the Law Hazel Morgan 6'.I Special Mention Essay~: Jackson County ............Mindora Bagby 74 History of Manor __ ..Blanche J. Ballerstedt . 79 The Cradle of Texas .........Emma D. Carter 85 Doans .....Anita F . Dickenson 91 Henderson County .. .............. James Easterling 95 The Alabama Indians ............Patsy Garner ... 100 Austin, Texas__________ ____________ __________ ____________\Valter Greig______ __ _____ __ 105 Freeport Sulphur lndustry_____ __ _____________Hattie Mae Herbert__ 110 The Concho Country__ __ ___ _ __ _____ __ _____ __ ______::\fargaret Kilgore _ __ __ ___ __ _114 The Cherokee Indians in Smith County __________ __________________________________________::\!ildred Stanley___________ _____ l 19 History Program T. S. T. A.__________________________________ ______________________ _______ 126 A Library of Texas Books ---------------------------------------·--·------------------____ 127 The Texas History Teachers' Bulletin is issued in November, Feb­ruary, and May. The history teachers of Texas are urged to use it as the medium of expression for their experience and ideals and to help make it as practicable and useful as possible by contributing articles, suggestions, criticisms, questions, personal items, and local news concerning educational matter in general. Copies will be sent free on application to any history teacher in Texas. Address UNIVERSITY OF TEXAS PUBLICATIONS The University of Texas, Austin, Texas CALDWELL PRIZE IN LOCAL HISTORY BY WALTER PRESCOTT WEBB "Evidently the approach to history must begin nearer home and nearer now."-Esarey. In order to stimulate an interest in local history, Mr. C. M. Caldwell of Abilene has contributed the sum of $250.00 to be given in prizes for the best essays in local history. The Dallas News has added $50.00 to this amount, making a total of $300.00 to be given in prizes. Of this amount $150 will be given for essays written by high-school stu­dents and $150 for those written by high-school teachers of history. (For details of the teachers' contest see page 17.) HIGH-SCHOOL STUDENTS' CONTEST The Dallas News will continue its support of the plan to arouse interest in local history. The same plan will be fol­lowed as last year, namely, the News will publish the ten prize-winning essays and pay the author of each essay published the sum of $5.00 in addition to the prize award. This cooperation on the part of the Neics will bring the winners of these prizes to the attention of thousands of people in Texas and the Southwest. The following prizes will be offered to high-school stu­dents: Caldwell Prize Dallas :!:\ews Total First Prize ___ ___ $35.00 $5.00 $40.00 Second Prize ___ ___ ___ ___ 15.00 5.00 20.00 Two Prizes _____ 10.00 each 5.00 each 15.00 Two Prizes ______ __________ 5.00 each 5.00 each 10.00 Four Prizes _______________ _ 2.50 each 5.00 each 7.50 Ten special mention essays will receive an award of $1.00 each. CONDITIONS AND REGULATIONS The contest will be conducted subject to the following con­ditions and regulations: 1. The contest is open to every high-school student in Texas who is in or above the eighth grade. 2. E~ch school, regardless of size, may submit not more than two essays. The essays to be submitted shall be chosen by a local committee of three or more mem­bers. The head of the history department of the school shall be chairman of this committee, and an­other member of the committee shall be chosen from the English department by the superintendent, and these two members shall chose a third to serve with them. 3. The length of the essays should not exceed 2,000 words, exclusive of bibliography, though 2,500 words will be permitted in subjects which seem to require that length. 4. Essays should be typewritten on a good quality of paper, size 8xll. Double space and leave wide mar­gins. 5. The name and address of the contestant should not appear on the manuscript. The full name and ad­dress of the contestant should be placed in a plain envelope together with a 200 word sketch of the writer's life. Give also the name of the teacher who directed your investigation, the names of the judges who selected your paper as the winner in your school, and the approximate number of students who par­ticipated in the contest. Seal the envelope and write the title of the essay on the outside of the envelope. Mail this envelope zcith your essay. 6. The contest will close May 1, 1925. Essays mailed after that date will not be considered. The essays should be mailed flat. Do not roll. 7. No manuscript \•.rill be returned. Students should retain copies of their essays. 8. Prize winning essays will be announced on or before June 15, 1924. 9. The Committee reserves the right to limit the prize awards should the response to the contest seem to justify it. 10. The essays will be read and judged by a committee composed of and appointed by the history faculty of the University of Texas. The decisions of this com­mittee shall be final. HOW THE ESSAYS WILL BE JUDGED This is a contest in local history, as distinguished from state history or national history. Local history is the his­tory which may be found in your own community. It is the history of your school, your church, your town, court­house, or of some interesting person. The story of an In­dian fight that occurred near your home is local history, as is the account of a drought, a flood, or a fire. Local history is not the story of important men or of great events. It is likely to be the story of the unimportant. In detail it is likely to be extremely interesting; in the aggregate it is of great importance. From both points of view it is worth having. All essays, then, should treat of local sub­jects, and of subjects that are not too widely known. The essay, which first of all must be on a local subject, will be judged on the following points: l. Originality. No paper will be considered that is not based on original sources. That is to say, no essay will be considered that is based wholly on books. Books may be used, but they must be supplemented by other investigation. 2. Evidences of Careful Investigation. The completed essay must show signs of thorough investigation of the subject. 3. Interest. This does not mean that the paper should be written in rhetorical style. The interest should be inherent in the subject. The story should be told in a clear, straightforward way without literary flourish. 4. Historical Technic. This has to do with form and appearance. 0. Bibliography. A complete list of all the sources used should be included. This bibliography should com­prise not only all books, magazines, newspapers, and other sources consulted, but it should also include the names ctnd addresses of all persons who gare mataial for your story. For instructions as to historical technic and bibliography see "The Complete Bibliography," below. SUBJECTS FOR LOCAL HISTORY The subjects for local historical essays are too numerous to catalogue. The pupil is free to choose anything that in­terests him and that seems to offer sufficient material. The following list is meant to be suggestive. Study this list carefully and pick out a subject that is adapted to your particular community. 1. History of the County. a. First settlement. b. Name of town. c. First town. d. Location of county seat. e. Historic events that have happened in the county. f. Part county has taken in national affairs. 2. History of the Town. a. First settlement, reason for, date. b. Name of town. c. Coming of railroad. d. Other important events. :3. History of Buildings and Institutions. a. Courthouse. b. Churches. c. Forts. d. Missions. e. Newspapers. f. Schools. g. Residences. h. Saloons. Where possible, pictures of tlie buildings should be submitted along with the essay. 4. History of Development of Natural Resources. a. Mines. b. Oil fields. c. Mineral wells. d. Farms and ranches. :::> . History of Foreign Settlements. a. German. b. Italian. c. Polish. d. Jewish. e. Swedish. f. Bohemian. g. Slavery. 6. History of Your Own Family. The advantage of writing on this subject is that you would have access to all the materials which your family has preserved. The disadvantage is that you would have difficulty in telling the story in the required length. It would perhaps be better to tell the story of some important member of the family. In writing of your own fam­ily, do not use such terms as "My father," "My uncle," etc., but speak of them by name, "Mr. J. B­Jones," "B. F . Wright." 7. Biography of Interesting Persons. a. Soldiers. b. Texas Rangers. c. Politicians. d. Preachers. e. Farmers. f. Cattlemen, Cowboys, Trail Drivers. g. "Bad Men." h. Sheriffs and Peace Officers. i. Old Settlers. Pictures of these persons should be sent where pos sible. 8. History of Events. a. Indian fights and Indian treaties. b. Political campaigns. c. Cattle stampedes. d. Droughts. e. Floods. f. Feuds. g. Lynchings. h. Revival meetings. i. Law suits. .i. Bank robberies. k. Fairs. 9. Miscellaneous. Under this head may be placed sub­jects that do not seem to come under the above head­ings, for example, local legends, stories of mines, legends about old houses or forts. In writing a void "boosting" your town or county. Give the facts and let them speak for themselves. SOURCES OF LOCAL HISTORY The materials from which history is written are called the sources of history. In this contest, historical sources will be classified as (1) oral, (2) published, (3) unpublished or manuscript sources. Each of these will be discussed briefly and illustrated. 1. Oral Sources. In writing local history, oral sources will be of much importance. This material can be gathered only by talking with the people of the com­munity, old settlers, soldiers, Indian fighters, county officers, and others. It is often very interesting to gather this material, and in doing so, one hears many curious tales of "the good old times." These accounts should be written down in a notebook just as they are given, with the date and the full name of the narrator. Thus the oral source will be reduced to a written source. The oral source is not the best historical source, but in local history it is indispen­sable, and often has a human interest lacking in the written sources. 2. Printed Sources. There are three classes of printed sources: books, magazines, newspapers. a. Books. Outside the cities there are few books that deal with local affairs. However, a thorough canvas should be made for such as exist. There are several county histories, and where these exist they should be consulted. All books dealing with your particular locality should be consulted, but it should be borne in mind that the essays cannot be based wholly on books. b. Magazines. Magazine material is likely to be more difficult to find than material in books. Though there are certain Texas magazines which will prove valuable provided you can get access to th em. Hunter's Magazine, published by J. Marvin Hunter, Bandera, Texas, TeJ,·as Magazine, Frontier Times1 are examples. If these magazines have published articles about your locality, you may find copies of them in some home. c. Newspapers. Newspaper files will prove a most valuable source. Every town has its local paper, and every editor keeps a file of his own paper which goes back over a period of years. The local editor will gladly give you permission to read these files. If you wish information about some important event that occurred in the town in Sep­tember, 1900, you can turn to that date in the newspaper and find the accounts which were writ­ten of this event. •Of these magazines Frontier Tim es is the only one that is now being published. This little magazine will be of great value to those interested in local history. It is published by J. Marvin Hunter, Bandera, Texas. Subscription price, $1.50 per year. 3. Unpublished Sources. These are your most valuable sources. The pupil who bases his work on these sources will have an excellent chance in t~e contest. There are many varieties of such sources, some of which will be listed below. a. Letters. Letters are perhaps the best historical sources. If you are writing an account of a soldier \vho was killed in war, his letters to his family and to his friends will be of greatest value. Every family preserves certain letters, and many of them preserve all their letters over a long period of years. It may be that you will find among these files letters of famous men. There may be letters from generals, governors, or other important his­toric characters. b. Diaries. It is often the case that some individual has kept a diary in which he recorded from day to day his experiences. For example, one man in San Antonio went with a cattle herd from near San Antonio to Kansas. Each day he wrote down the things that happened that day. This diary makes a valuable source for the history of the Cattle Trail. Pupils should canvas the whole tovm and community for such diaries. c. Scrapbooks. Scrapbooks are less valuable as source material than letters and diaries, but still they are of worth. In them you are likely to find odds and ins of newspaper clippings, pictures, verse, and various items which happened to inter­est the maker. Sometimes you may find a combi­nation diary and scrapbook. cl. Manuscript. It is often the case that some person will write an account of his life, or of interesting events which he has witnessed, and never publish it. One man may write a long account of his ex­perience in the Civil War in order that he may leave the record for his children and grand chil­dren; another a history of his county; a third the history of the town. An effort should be made to discover any such manuscript. The county court ·house is rich in manuscript sources. The sur­veyor's office, the county clerk's office, the county school superintendent's office, and other offices are filled with records about land, marriage records. and school affairs. WHERE TO LOOK FOR MATERIAL In the discussion of sources, the probable location of ma­terial has been indicated. However, for the convenience of the pupils and for the sake of thoroughness, a fairly com­plete list of "places to look" is set down. 1. Homes. The homes of old families will yield the richest historical material. Private letters, diaries, scrapbooks, all will be found in the homes. Scrupu­lous care must be observed in using these sources. Unless the owners are convinced that their material will be carefully handled and not injured in any way they will prefer not to be bothered. 2. Public Library. In towns and cities that have a public library pupils will be able to find newspaper files, books and other records of interest. The libra­rian will be glad to aid and advise you. 3. Local Historical Society. In many places there are local historical societies whose members devote them­selves to local history. These frequently contain collections of material which will be of great service. Consult the president, secretary, or librarian of your historical society. 4. Newspaper Office. The local editor will always have in his office a file of his own newspaper over sev­eral years, and may have files of other papers too. By all means consult these files, and talk with your editor about subjects in which you may be interested. 5. The County Court House. In the offices of the county court house you will find the public records of the county. You should talk with the various county officers; and, if possible, get access to their records in which you are interested. This may not be an easy matter, but if you are tactful, you can secure much material. The following officers should be visited: a. County Judge, who can give information about political conditions, and about famous cases that have been tried in court. b. County Clerk, who records all the public transac­tions in the county, land deeds, marriage certifi­cates, etc. c. Sheriff, who can give information about criminals. law-breakers, mobs, and important cases that have been tried in court. d. Surveyor. The surveyor will be better acquainted with the county than any man you will find. He can give information about old land marks, Indian encampments, land disputes, and law suits. e. County School Superintendent. In his office you will find the records pertaining to the schools of the county. From the Superintendent you can learn when schools were established, how they were built, and how they developed. 6. The City Hall. In the city hall you will find the rec­ords for the city. You should consult the police de­partment and the fire department for information. 7. Individuals. In every town and community there is some individual who is a teller of good stories, some one who is full of reminiscences of the past. It is fun to draw out these stories and write them down. There is no rule by which you can find these indi­viduals, but you will recognize them when you find them. They may be as full of legends as of fact, but in this case the legends are valuable too, provided they are of local interest. The legend often repre­sents what the people think is true, and it is there­fore of historical importance. STEPS IN WRITING LOCAL HISTORY After the student has chosen his subject and located the material, he should then proceed in a systematic manner to the preparation for the writing of the essay. This prep­aration will consist of two parts : (1) Reading and Note­taking and (2) Organizing and Writing. Directions for preparation of paper :1 l. Reading and Note-Taking. a. Having chosen your subject in consultation with your instructor, begin to collect your material. Read the books and whatever material you may find on your subject in order to get the facts well in hand. ' These directions are taken largely from Tryon, The Teaching of History in Junior and Senior High Schools, pp. 139ff, a book that every teacher would find of great value. b. Take notes on all that you read or hear that bears on your subject. This note-taking is of the greatest importance. Your notes may be taken from books, magazines, newspapers, scrapbooks, or from narratives which are told to you. But take these notes you must. Take notes on loose cards or sheets of paper of convenient size. You may use a bound note book in getting oral stories, but you can later transfer these notes to cards or loose sheets. Place but one note on each page. Write on but one side of the paper. Write the subject of the note at the top and the reference at the bottom, using (in case of book) the last name of the au­thor, title in abbreviated form, volume and page. In taking oral stories, note the name and initials of your informant. and the date on which you heard the story. c. Before leaving a reference on which you have taken notes, secure your complete bibliographical data. For a book give author's full name, title of work, date and place of publication, and the volume num­ber. For magazines and newspapers, give name of publication, date of the issue you have used. and the page. Also, where possible, give name of author of the article. d. In taking notes you· may paraphrase, quote di­rectly, summarize, or outline. The first and second of these forms will prove of the most value when you come to write your paper. Occasionally thoughts will come to you when reading a refer­ence; if they do, jot them down at once. e. All notes should be legible. Great care should be taken with direct quotations, where spelling, punc­tuation, and capitalization must be exactly as they are in the matter quoted. To make sure of this on finishing your copy always check it against the original. 2. Organizing and Writing. a. When you have finished your reading, go through your notes and classify them. They will be likely to fall into three or four large groups. b. Make a brief outline of the paper as you propose to write it. You should write with the greatest care. Make every effort to present the facts clearly and accurately. 3. 4. 5. Texas History Teachers' Bulletin c. Form for completed paper. (1) On the first page write nothing but the title and the number of words. Do not '\Yrite your name. (2) On the second page give a brief forevwrd or preface. In this state what you have tried to accomplish in your paper, your point of vie\v, and special difficulties you have had. Tell briefly how you collected your material, whether it is based primarily on books, mag­azines, newspapers, unpublished letters and manuscript, or on oral report. If you are writing about your family. do not say "My father, etc.," but call the person by name. ( 3) On the nage following the preface repeat the title; skin two spaces or lines and begin the body of your paper. ( 4) Place the bibliol!raph;.T last. Include in it only references actually used in the preparation of your paper and arrange them in alphabetical order. (5) Write your final draft on regular typewriter paper, size 8xll. Leave wide margin and double space the lines. Footnotes. Footnotes will not be required in this con­test, but the:v ma;.T be used to advantage in certain in­stances. It is particularl:v advisable to use footnotes when giving direct quotations. as it saYes giving the name of t11e author and title of the book in the bodv of the paner. The footnote should be placed at the bottom of the page. Your teacher will instruct you as to the proper form. See example in this article. The Complete Bibli02-raphy. ~ a. Confine :vour hihliogranhy to the titles actually used in working up your paper. b. Arrange it alphabeticall;.' b;.· authors. c. The order of detail is illustrated bel0w: Olmstead, F. L. A .Journey in the Back Cov.ntry. New York, 1860. d. Include in the bibliography the full name and ad­dress of all persons who contributed material to your essay. When your paper is finished, you should check over it carefully to see that you have followed directions. Mail it before May 1, 1925. Mail it flat. Do not roll your manuscript. Be sure that your name does not appear on the manuscript, but be equally certain that you have your name, age, address, and a brief sketch of your life in a sealed envelope. Send this envelope with the manuscript. Address W. P. WEBB, Local History Contest, University of Texas, Austin, Texas. HISTORY TEACHERS' CONTEST In order further to stimulate historical research in Texas, Mr. C. M. Caldwell has given the sum of $150.00 to be offered as prizes for the best thesis written by a teacher of history or social science in the secondary schools of Texas. The purpose of this prize is to stimulate teachers to continue their collection of historical material and to encourage t~em to undertake research in the field of local history in collabo­ration with their students. Two prizes will be offered in this teacher's contest: First prize ..... . ..............$100.00 Second prize. . . . . . . . . . . . . . . . . . 50.00 CONDITIONS AND REGULATIONS 1. The contest is open to every person who teaches his­tory in the secondary schools of Texas, that is; in high schools or schools that teach high-school sub­jects. Teachers who do any college teaching are not eligible for this contest. 2. The length of the thesis should not exceed 20,000 words, exclusive of foot notes and bibliography. 3. Thesis should be typewritten on a good quality of paper, sixe 8xll, with double space and wide margins. 4. The contest will close October 1, 1925. All theses should be in the mails by that date. This date has been set in order that teachers may have the summer in which to put their work in final form. 5. College attendance in summer will not debar teachers from contest. The name and address of the contes­tant should not appear on the manuscript. A plain envelope should accompany the manuscript. On the outside of this envelope should be written the full title of the essay-and nothing else. A short sketch of the author's life, not to exceed 500 words, should be sealed within the envelope. This sketch should give the following information: a. Full name and address. b. Subject of thesis.. c. College degree. ~'here contestant holds master'::: degree he should give title of master's thesis. d. Name of school in which contestant teaches, with subjects. Teachers of history and allied branches are eligible. e. Other information as to training and experience. 6. The prize winning essays will be announced before the History Section of the Texas State Teachers' Association at its annual meeting in November, and will be published in The Southwestern Historical Quarterly. 7. Unsuccessful essays will be returned. Each contes­tant should send stamps for first-class postage. 8. The theses submitted will be read and judged by the history committee, composed of and appointed by the history faculty. If, in the opinion of the committee, the essays submitted are not up to the standard ex­pected of graduate students, the committee reserves the right to withhold all awards. The decisions of the committee shall be final. It is hoped that this contest will attract many well trained students, particularly those who contemplate pur­suing graduate study. It is presumed that students who enter this contest will have some knowledge of the methods of research and historical investigation. The directions given under the contest for high-school students may be followed by the teachers. It should be understood, how­ever, that a much higher quality of work will be demanded. Teachers will be expected to give full footnote references and to make their work conform technically to the require­ments for the master's degree. (See "Steps in Writing Local History," p. 13.) In fact, it is hoped that many of the essays submitted will form the basis of theses for higher degrees. For lists of subjects, teachers should consult the sugges­tive list given under the high-school contest. Teachers may devote themselves particularly to the writing of town and county histories and to sectional histories. In writing these county and sectional histories, teachers should give due consideration to geographical influences, to economic development as well as to the political, social, and religious life. It is thought that the most valuable sources for these local histories will be found in the records of the county courthouses. The essays written by high-school students, which are published in this bulletin, are typical of the variety of subjects that may be used. All contestaqts will find a close study of these essays very much worth while. This contest has been made to close in October in order that teachers may have the summer in which to complete investigations begun in the winter. A teacher may begin an investigation of, let us say, the history of Mason County: He goes through all the records that he finds in the com­munity, but learns that there is other material in the ar­chives of the State Capitol, in the Land Office, or the Uni­versity Library that are necessary for the completion of his work. The teacher will desire to consult these sources. I repeat again : The purpose in offering these prizes is to stimulate research in local history. Those who win the prizes will win distinction, but those who· do not win will do work that is of great value. All manuscripts save two will be returned, and many of them will doubtless find pub­lication. It is probable that these prizes will be offered over a series of years. Teachers who begin a subject and find that they cannot complete it in time for the contest, may continue with the assurance that they will have an opportunity to submi.t it the year following. Those who are promoting this work do so with the convic­tion that they are doing something very much worth while. They are bringing together the materials for a history of Texas, written not by one scholar or a group of scholars, but by the people themselves. We are promoting a folk­history of Texas. The Caldwell Prize Essays for 1924 The Story of the Old French Colony1 By Louise Boyer, 3110 Douglas Avenue, Dallas First Prize in Local History XOTE: )-!is:: Boyer, junior in the Xorth Dallas Hi'.!h School, is the daughter of Jusephine Louckx Boyer and Willard Boy€!r, 3110 Douglas A Yenue. Her grandfather, John B. Louckx, was one of the original French colonists whose settlement in Texas Miss Boyer has described so well. In addition to her success in this contest, Miss Boyer won the American Le~,"ion medal for Texas over a large number of competitors. She states that she plans to be a journalist. Introduction This narrative is especially dear and sweet to me for my grand­father, who passed away at the age of ninety-two, was one of the original French colonists, and among the last survivors. The story reads like a dream. It affords material for many a beautiful picture, such as ::\Iillet painted of French home scenes and native costumes and characters. (One little woman walked from Houston to Dallas in wooden shoes.) It also furnishes material for many a beautiful story. I appreciate the wonderful lesson of faith, courage, self-sacrifice, optimism and perseverance that it teaches. When we compare the hardships and trials of these brave people with our opportunities and luxuries of today, then we can more clearly realize how happy and thankful we should be. \Vhile the principal events connected with the early colonization and settlement of Dallas have been recorded in the various histories, yet there are some which are more clearly recorded in the hearts of the citizens. Of these, I would mention "The Story of the Old French Colony." This is the history of "La Reunion," dream city of early Texas, and of the little band of French, Belgian and Swiss idealists, who sought Utopia on the banks of the Trinity River. "'.:\ o incident in the history of Dallas was so great a factor in the .molding of all of Texas, as was the coming of the early French colonists. Xo bit of Dallas history carries a more historical, cour­ageous. self-sacrificing, humane or sweeter narratiYe than that of these brave, trusting, God-fearing, innocent and unassuming people. These were professional, cultured and educated people of the very highest type. They were gifted in their line of art, some being graduates. ::\Iusicians, artists, authors, artisans, tr adesmen and men of every walk of life came until the settlement numbered about 550 "cJuls. There were scarcely a dozen farmers. : ThE: tw€:-nty following essay:-: were awarded prize:-: or special mention in the contest that e-n rppri1duced in the Da1Jas N ew s, but are omitted here.-EOITOR. colonists were early school and music teachers. De Savardan was the best doctor in this part of the country, and author of numerous fine works. Mrs. Vigoureaux was a musician, artist and writer. Emile Demond, scient:fic farmer, who had great faith in the land, told the colonists that, if they would only hold onto the land, the rocks under them would make their descendants rich. This was correct. The cement companies have already realized fortunes out of these same rocks, and there is still more to be made. Julian Reverchon, for whom one of our public parks has been named, was a botanist of international reputation, made a large col­lection of Texas plants, which is now in the Shaw Garden of St. Louis. Some plants have been named for him by Asa Gray, American bot­anist, thus perpetuating his name. Francois Cantegral, for whom a Dallas street was name