The National Museum of Funeral History, Houston

Several weeks ago I visited one of the hidden gems in Houston: the National Museum of Funeral History. Despite its gloomy subject matter, the museum had some of the best exhibits I have ever seen. During the visit, I had the unique opportunity to learn the traditional burial rituals of the United States presidents and Catholic popes, discover the secrets of mummification and cremation, view a variety of animal caskets and hearses from around the world, and reflect upon the life and times of celebrities, heroes, and dutiful public servants. According to an information brochure, the museum has 30,500 square feet of exhibit space (the largest collection of authentic historical funeral service items in the United States), and I am very glad to have spent more than two hours in there, observing all the artifacts they had. The museum staff displayed fantastic customer service, and I felt welcomed from the beginning. In sum, the National Museum of Funeral History is an excellent treasure trove of culture, afterlife antiques, and the undiscussed history of the funeral service industry. I took many photographs of the exhibits; I have put some below w/ captions.

The museum had an exhibit on actors and actresses who had a tremendous impact on Hollywood and USA culture. Robin Williams (and the shoes he wore from the movie RV) were featured as well as Meinhardt Frank Raabe, the munchkin coroner from The Wizard of Oz and Oscar Mayer businessman. You will see photographs and biographic captions of actors from the Wild West movie genre (including the famous Alamo star John Wayne) in the exhibit above. (photograph by author)

Caskets are usually made out of wood, and the museum had a fine rendition of an early twentieth-century workshop. Wood-makers must have made a lot of money during the Victorian and World War I Eras when many died of disease and warfare. This exhibit was living history; since you heard the sounds of laborers chopping wood, you felt like you were actually there with the carpenters. (photograph by author)

9/11/2001 was a terrible day for the United States... a group of terrorists hijacked 4 commercial airplanes, all of which crashed into the NY World Trade Center, Pentagon, and a field in PA, killing over 2,700 people. This event changed the modern world and sparked the western invasions of Iraq and Afghanistan. Although my students were not yet alive, I still teach the importance of understanding 9/11 and why we should always remember this tragic event. The museum had a neat exhibit on the first responders who perished on that fateful day, putting themselves on the front lines in the face of danger to save many civilians. Hundreds of New York and D.C. firefighters, police workers, and emergency personnel died on 9/11/2001, leaving many families devastated. Photographed is one of the caskets created for a fallen New York firefighter. (photograph by author) 

This 1832 hearse is believed to be one of the oldest hearses in the United States (it was donated to the museum in 1996). According to records, the black hearse that is photographed was purchased by the town of Cambridgeport, Vermont, and frequently used during funerals. The hearse was last used in 1926 and stored at the town's congregational church until it was fully restored several decades later. During the winters, the hearse's wheels were removed and a pair of sleighs were bolted on... I wonder what it was like to drive this hearse in the snow?! (photograph by author)

I recall reading about the Egyptian mummies in elementary school, so I was pleased when I found out that the museum had a small exhibit on Egyptian death and burials. Long ago, Egyptians would preserve their Kings' and Queens' vital organs and wrap the deceased bodies in cloth. The mummies would then be transported up the River Nile to the tombs and pyramids, and buried among the possessions (including chariots) that monarch had in their life. One of the famous Egyptian Pharaohs whose tomb was discovered in the twentieth century was Tutankhamun. (photograph by author)

After learning about the life of Pope John Paul II, I was treated to a wax-figure representation of the Pope's lying in state ceremony in the Vatican (this was one of the largest gatherings of heads of state in all time). Here, he was surrounded by the Vatican Guard and propped up by 3 red pillows. The body was blessed by the Cardinals and Bishops, who repeated ancient Greek prayers. His Eminence Edward Michael Cardinal Egan led the prayers. The body of Pope John Paul II was buried in a tomb underneath St. Peter's Basilica. John Paul II would later become an ordained saint by Pope Benedict XVI in 2011. (photograph by author)

The curators at the funeral museum have done a fantastic job at compiling religious artifacts and creating a wonderful exhibit on the history of Pope funerals. The Pope is the head of the Roman Catholic Church and resides in Vatican City, one of the smallest countries in the world. A wax figure of John Paul II, a Polish priest who was elevated to the Pope position in 1978, is pictured. I learned that when a Pope dies, their ceremonial Ring of the Fisherman is crushed, the private bedroom and quarters are sealed off, and the Cardinals of the world are summoned to the Vatican to start deliberations on the successor. Since John Paul II died in 2005, these rites of passage were performed during that year. (photograph by author)

The museum had a variety of funeral hearses in their collection. The hearse, originally a horse and carriage, is the vehicle used to carry the deceased from the church to the burial site. The hearse in this photograph is an early twentieth-century automobile from Britain. I also enjoyed discovering the history of the hearse in Asian countries, including in Japan and China. (photograph by author)

A casket is usually a rectangular-shaped box that the dead's body/cremated remains are put into before burial. Yet, there have been many different casket looks throughout history... including caskets which are shaped like a fish, crab, centipede, and chicken -- see photograph above. It was funny to see different incarnations of the casket. Cow, plane, car caskets not pictured. (photograph by author)

I was amazed at the vibrant Day of the Dead exhibit at the museum (seen above). A majority of Hispanics partake in a colorful and religious celebration every Halloween called Día de los Muertos. During these festivities, when it is believed that the dead return to visit the living, ancestors are honored through home memory tables/alters and redecorated gravesites in cemeteries. The memory tables are typically decorated with artificial flowers, photographs of the deceased, personal items, breads, candles, and the food and drink the departed enjoyed during their time on Earth. (photograph by author)

One of my favorite exhibits at the museum was a human-scale model of Abraham Lincoln's corpse and casket. Lincoln, the Great Emancipator and our 16th president, was assassinated by actor John Wilkes Booth on April 14, 1865, just days after the end of the bloody Civil War. After Lincoln died, his body was put on display in the East Room in the White House before making the railroad trip to Springfield, IL. The museum also had a photographic collage of Lincoln's changing face during the war (where the former Illinois attorney considerably aged) as well as a model of the single shot 44-caliber Derringer that Booth used to fatally shoot one of our greatest presidents. (photograph by author)

The museum also had a rich collection of newspapers detailing presidents' deaths. Franklin D. Roosevelt, president during the Great Depression and World War II, suddenly died on April 12, 1945, a few weeks prior to the end of the bloodiest war in world history. FDR, who was a chain-smoker and suffered from several illnesses in the years leading up to his death, is best remembered for being the architect of the New Deal and the only president to date to get elected to the Oval Office 4x. This photograph shows FDR's death on the front page of The Houston Chronicle on April 12, 1945. (photograph by author)

I can distinctly remember watching the funeral of President George H.W. Bush on TV in December 2018. Bush, who had been Reagan's VP and later successor, will be remembered in American history as a seasoned politician and dedicated public servant. The museum had a model of Bush's funeral train (the president would be laid to rest at his presidential library in College Station) as well as artifacts from the Bush family private collection, including one of H.W.'s colorful socks. (photograph by author)

The museum had several funeral hearses, including the official 2003 Presidential Funeral Hearse that carried Presidents Ronald Reagan and Gerald Ford from the services to their final resting places. So much history!! (photograph by author)

Carrie Nation in Commerce, TX

My APUSH students have recently been discussing the Age of Reform in the build-up to the Civil War, including the Temperance Crusade and the Women's Rights Movement. When young women grew tired of their drunk, abusive husbands spending the family money on alcohol, they spoke up and demanded a stop to the selling/producing of liquor and spirits. This crusade would later lead to Prohibition (a topic noted in this blog post). On the other hand, the Women's Rights Movement (one of the first feminist crusades in the United States) brewed when women were very dissatisfied with male-led institutions (including schools) and desired to have a voice to make changes that would impact their communities. These social movements gradually picked up steam following the Civil War, and defined the twentieth-century Progressive Era in American history. Keeping with this theme of reform, I stumbled upon some interesting facts on Carrie Nation.

Carrie Nation was usually known to wield a hatchet, but she did not carry such a scary instrument when she lectured the youth at East Texas Normal College on March 31, 1905. (Britannica.com)

Carrie Nation, a Kentucky native, was an outspoken supporter of the Temperance Crusade. She created a local chapter of the Woman's Christian Temperance Union in Medicine Lodge, Kansas in the 1880s. Nation was often known to be a violent agitator, throwing rocks at the windows of the local taverns while singing a sweet melody, and wielding an infamous hatchet. Between 1900 and 1910, she was arrested more than 30 times for "hatchetations", threatening alcoholics at the pubs. Nation paid her jail fines from the fees she gathered for her lecture tours across the nation during the early 1900s. Since Etta Mayo, a professor of music at East Texas Normal College, was heavily invested in the Women's Rights Movement and Temperance Crusade, Nation was invited to speak on the campus in Commerce in 1905. Mrs. Mayo believed that Nation would "fix" the alcoholics since Commerce was home to an alarming number of saloons. In a letter, librarian Catherine Opal Williams quotes from a letter written by Gladys Mayo, Etta's daughter: "Saloons were numerous in the little town of Commerce...They presented a problem to a growing town with a college. My mother appealed to Francis E. Willard, director of the Temperance Movement in the United States for advice. Their correspondence lent hope and inspiration to my parents and to the towns-women...She [Carrie Nation] must have come to Commerce upon my mother's invitation, and for some time she made her Texas headquarters in our dormitory."

Etta Mayo was the wife of William L. Mayo, founder and inaugural president of East Texas Normal College in Commerce. Etta was a music professor at the institution. (Author's Collections)

Nation's lecture on the dangers of alcohol was well-received among the faculty and student body at East Texas Normal College (and she did not carry her frightening hatchet!). A review in the Commerce Journal of Nation's talk displays the success of this program and her unusual demeanor: "Tuesday morning the students at East Texas Normal College had the privilege of listening to a woman of almost world renown...Instead of a harsh, raving speaker, the idea many have of her, Mrs. Nation is a cool, calm, logical, yet eloquent speaker. After being introduced by Professor [William L.] Mayo, Mrs. Nation began her lecture, which was greatly appreciated by the students...'Purify the home, bring the child up in a Christian way, and that child will kill liquor in the United States,' she says, 'We must have a national prohibition of the liquor curse, making it a crime to manufacture, barter, sell, or give away that which causes 3/4 of all crime, murdering a hundred thousand every year.'"

Prohibition activists, c. 1920. (BBC News)

Nation's strong rhetoric propelled the Temperance Crusade and encouraged many to join the movement. After many decades of meetings, marches, and propaganda outreach, the United States Congress outlawed the production, purchase, and selling of alcoholic beverages by passing the 18th Amendment (1920). The mission of the Temperance advocates was accomplished, yet the majority of Americans missed their drink and began to produce and smuggle alcohol in secret (this was the age of gangsters and speakeasies). Eventually, Congress repealed its original Prohibition act by passing the 21st Amendment in 1933. Such a small, yet golden nugget in the university's history and Commerce's story.

"We Are One" APUSH Project 2021

My AP US History students recently completed a massive project, titled "We Are One". Since we are currently learning about the United States' period of exponential economic and cultural growth at the start of the nineteenth century, it was fitting for APUSH students at Coppell High School to research various historical characters, professions, and events during that era (aka the 'Developing Republic' period) and create a final product that resembled an artifact from that time. Additionally, this content-loaded project provided a unique opportunity for students to showcase their hidden talents, creativity, and imagination. For example, several of my students (whose personalities involves 'body' and 'social' traits) took on the roles of a early-1800s chef - they researched a variety of immigrant (German, Irish, French) and regional-typed (Southern, New England, African) foods, selected a dish to cook, created a Food Network-quality cooking video, and presented their hot or cold products to classmates (I thoroughly enjoyed sampling the treats my students made, which included Louisiana-style gumbo, crab cakes, Southern cheesecake, New England clam chowder, and German-inspired chocolate mousse). A group of my students showed me their fascinating artistic skills by drawing/painting portraits of American landscapes - they researched the famous Hudson River School. These beautiful paintings are now on my classroom walls. I had one of my students sew an Antebellum dress - it was an amazing product! Other roles that students selected during this project included physical geographer, political strategist/analyst, writer, inventor, social activist, and musician. Students who desire to become an attorney in their futures were given the choice to research one of the many landmark Supreme Court cases during this period and host a Supreme Court trial (including Worcester v. Georgia and the non-existent Aaron Burr Trial - did he deserve to be imprisoned or punished after Alexander Hamilton was killed?). The students, in the drivers' seats throughout this UDL (Universal Design Learning) project worked very hard on their creations, and their creativity shined bright on the day of presentations. My students (armed with appropriate props and dressed in 1800s costumes) presented their final products with much enthusiasm to their colleagues in the other APUSH classes. The levels of excitement for this project brought a smile to my face and happy tears to my eyes - at the end of the day, the students showed me talent, perseverance, and a sense of enjoyment in learning United States history. I was incredibly proud of them, and I can not wait to continue assigning the "We Are One" project in future years. After the presentations, students were asked to write a reflection and answer an essential question: how did their product/person of research contribute to American identity during the Developing Republic period? I am incredibly lucky and very blessed to have a great job where I get to give younglings various opportunities to grow as artists and performers. Some images of my students and their WAO creations are found below.

Nandini was a photographer for the WAO project. Photography was in its infancy in the early-1800s (you had to sit in front of a camera, motionless for many moons before the flash was activated and picture was taken!). Nandini learned a lot about Matthew Brady, one of the first photographers in the United States, and created black-and-white portraits that mimicked Brady's style.

Arman, a member of Coppell High's award-winning band, researched various types of music during the Jacksonian Era and then performed these songs on his trombone. The live music performances were excellent and contributed to the excitement of our huge WAO festivities.

May has always been interested in sewing and approached me with a fantastic idea - instead of painting, she would sew. She created a glamorous Antebellum-era dress that was the type of clothes many Southern ladies wore during lavish house gatherings. Principal Springer was very impressed at May's effort. I was very proud of her hard work ethic (the dress took 14+ hours to complete!).

Raj was a physical geographer, examining America's drastic westward expansion during the Developing Republic period - Manifest Destiny! In addition to his triboard, Raj also created a 'dart game' for his audience to play after his creative presentation.

Nivi was an enthusiastic political activist during the WAO project, standing on a box and making an emotional speech on why her audience should vote for Andrew Jackson (president for the "Common Man"), instead of "old man" John Quincy Adams. Students also had the option on being political strategists and analyzing nineteenth-century political cartoons. 

Jack, star-football quarterback at the high school, loves to cook and made New England crab cakes. During the presentations, he showcased his tasty food and discussed the history of Northern cuisine.

Mariana enjoyed researching the lives and stories of Edgar Allen Poe, Herman Melville, and Walt Whitman, among others. Mariana wrote her own short stories based on the authors' writing styles, and presented her work to classmates. Her creative stories were fantastic and filled with imagery!

Anuja was an artist during the WAO project. She had to research the Hudson River School, a group of artisans who painted beautiful landscapes of America. Anuja painted the geographic features of the West.

Paulo took on the role of the nineteenth-century inventor, researched Robert Fulton and created a working model of the steamboat. The steamboat drastically improved passenger travel and cotton trade in the United States during this period, especially on the Mississippi River.

Hiba was a social activist and researched Elizabeth Cady Stanton and Lucretia Mott during the 1848 Seneca Falls Convention. She also made buttons and convinced her audience to join the women's rights movement. She had my vote!

Reflections - Eights Weeks of HS Teaching

October 1, 2021:

The 8-week grading period is nearly coming to a close, and I am incredibly blessed to have a fantastic job teaching United States history at Coppell High School. My AP students are high-flyers, always entering the class with bright smiles on their faces and a burning desire to learn. I enjoy chatting with them on a variety of topics, including extra-curricular activities, sports, world news, Tik Tok, and life advice before we start learning that day's material. Moreover, they appreciate my openness and relish 'storytime', which usually involves an embarrassing tale from my high school years. My lessons involve a mixture of direct teaching (lecturing on a time period and encouraging my students to take hand-written notes in their spiral notebooks) and student-driven activities (tasking them to collaborate as groups to complete assignments online). Also, I encourage them to ask me questions if they do not initially understand a part of the lecture (usually students will ask me to further explain a subject if they want me to tell a longer, interesting story- since history is the study of our nation's stories, I am frequently swarmed by groups of students who desire to know more than the material simply put in the course textbook). I usually do not give my students much homework (besides reading and taking additional notes) since I believe that every student should have a fun social life outside of school (which includes clubs, activities, and spending time with family and close friends) that does not involve extra class assignments/busy work or studying hard for a test until the early morning hours. Students need sleep each night, and I highly encourage all my AP students to rest!

With my face-helmet on, I lecture about 'Mad' King George III. I employ PowerPoint presentations & short, informative videos in my lectures. Also, my students enjoyed the days when I pretended to be the king and sang 'You'll be Back' from the Hamilton stage play - my pipes are a little rusty!

Since I take great pride and effort in developing 'the whole student', I have supported my students outside the classroom (I am a champion of school spirit- GO COWBOYS!). I thoroughly enjoyed waking up early one Saturday morning and cheering on two of my student-athletes at their cross country invitational. Aria and Andrew performed fantastically. Additionally, I nearly lost my voice when I shouted and rallied the JV volleyball team to an unfortunate loss against Marcus High School. Despite the loss, I congratulated two of my other star pupils - Addison and Madison played their hearts out on the court and I was impressed at their perseverance and spirit. I was honored to be recognized at the Volleyball Teacher Appreciation Night by Addison. Furthermore, I am a frequent spectator at the football games, cheering on my Lariettes, band and football players. I also am the sponsor of two after-school clubs (UNICEF partners with the United Nations and provides students an opportunity to raise money for those living in poverty in Africa while the Fitness Fanatics Club encourages students to lead active/healthy lifestyles post-Covid-19). I will continue to vocally support my cowboys and cowgirls on the field, in the spectator stands and during club meetings, as well as show my students that I take an avid interest in their class academics and after-school activities. I am looking forward to the start of the swimming & diving season this October since I have told two of my swimmers, Asher and Nathan about my ole' swimming days at CHS. I am grateful for the supportive network of teachers I have at CHS, including Diane, Kevin, and the light-hearted, formidable Principal Springer whose bright smile transforms the most-stressful days into comfort/much-needed reassurance.

A group of students from my 7th period collaborate and create revolutionary posters, trying to convince me (a neutral colonist) whether to join the Loyalist or Patriot side. Students enjoyed harnessing their creative skills and using their colorful imagination to produce dazzling finished products.

My students are talented and have so much potential to become grounded scholars (I hope most of them are beginning to 'enjoy' history - it is not the boring, black-and-white subject that everyone else makes it out to be...). Although we have exhaustively covered a lot of content in the previous two months (ranging from the first arrivals in North America in 10,000 BCE to the revolutionary presidential election of 1800), my students have refused to put down their writing utensils. They are ready to absorb the content, discover new skills, and steadily prepare for the Advanced Placement exam in May 2022. I now know the names and interests of most of my 180+ students, and will continue to cement strong teacher-student classroom relationships. The 21-22 school year has started off with an explosive bang, and I am not ready to slow down the positivity nor energy!

I was incredibly proud of Aria at her cross-country meet in September. She raced against the Varsity girls and placed in her event. Well done Aria!

My classroom is my happy place! It's been a great start to the academic year!

I love the Coppell Cowboy football games! So much energy and excitement!

I nearly lost my voice cheering on Addison and the JV team at a volleyball game in September. I was recognized as an outstanding teacher. Thank you Addison!

I am always proud of my student-athletes who race hard and score victories for the Coppell Cowboys. Andrew from my 7th period placed first in his September cross-country race. Well done!

Reflections- First Week of Teaching

Tuesday, August 31, 2021 (I can't believe time flies by so quickly!)

I thoroughly enjoy my new job at Coppell High School! I am teaching the subject I love, and with passion and enthusiasm for American history, I hope to give my students a unique perspective into this subject and many opportunities to further develop the skills they will need to succeed in college and beyond. Also, I feel supported by my principal, department head, and fellow teachers (this year will be tough since the pandemic is still around, yet I know I have a supportive network around me). Below, I have written a few reflective pieces regarding my first full week of teaching AP U.S. History (also on my CISD Bulb page).

Before the first day of class... my classroom has a bunch of posters & antiques in it! History 'comes to life' in my CHS classroom!

What happened this week that I want to remember? Think of the good/bad. 

The first week of content was fantastic & mostly went according to plan. I am blessed to have great students who appear to enjoy the subject and are eager to learn more at the end. We discussed the pre-1492 Natives (including the 'Clovis People') and the controversy surrounding Christopher Columbus. Also, the students completed their first short essay (based on a DBQ). Since I told my students that my classroom is a safe and inclusive space for everyone, it appears that my shy students feel safe and willing to speak up in class without having a fear of being sharply criticized. The names of my students will be a challenge for me (remembering 180 student names over 6 classes is a massive feat), yet I am slowly improving and remembering one at a time. I am very excited to teach at Coppell High this year!

Portraits of the U.S. Presidents as well as a quilt of my old high school t-shirts crafted by my grandmother are located in the back of my classroom.

What was I prepared for? What was unexpected? What did I do very well? Where would I like to improve? 

My lesson plans were prepared so my classes flowed smoothly (and, except for one class, I did not run out of material before the classes ended). Additionally, the strong working relationships I had begun to develop with the students during the first week of classes (Fish Philosophy & GRIT at CHS) were further grown during this week. The students asked me for assistance when they needed help on their essays, and my shy students were eager to contribute to the class discussions because they knew they could speak up without having a fear of being sharply criticized by their teacher or classmates. Also, I was asked by many students to be a sponsor for their after-school clubs (which I painfully had to deny requests because of my busy schedule). Yet, this shows me that the students know I am supportive in their academic and extra-curricular goals. I am currently in the process of memorizing everyone's name, and although it will take time (I have asked my students to have patience) I am confident that I will be able to recall all my students' names by the end of the 2nd month.

The front of the classroom displays maps and political cartoons of major events in U.S. history.

How does what happened change my future planning? 

In the coming weeks, I plan to create a variety of engaging, interactive activities for my students (to immerse them in critical events in American history), as well as continue memorizing the names. Also, I intend to support my students inside and outside of the classroom, including at their athletic/band/choir competitions (Go Cowboys & Cowgirls!).

Proudly wearing my #CHSReset t-shirt on the first day of school. Passion and enthusiasm for U.S. history are my keys to teaching. I truly love my new job!

My desk and little built-in book shelf is covered with personal trinkets, antiques, and books! Notice my china doll of First Lady Mrs. Lady Bird Johnson?!...

Blessed to have been an 'Honorary Lion'

On Friday, July 30, 2021, I departed A&M-Commerce. I had been blessed to mentor, teach, and inspire hundreds of young students at TAMUC as an adjunct history professor and a residence hall community director. I will fondly remember the happy memories I had in Commerce, and will keep in touch with the staff, faculty, and scholars I collaborated with (I lived in Commerce for three years!). Now, another door opens, and I am giddy and thoroughly excited to start a full-time teaching career at Coppell High (my 'ole stomping grounds!). Below are a few photographs I took on my last day of work at TAMUC.

#MeInCISD- picking up my technology and teacher ID at the Coppell ISD building, July 2021. TAMUC will continue to hold a special place in my heart (the campus was beautiful, students were phenomenal scholars, and the institution gave me an opportunity to teach and work in student housing), yet I am very excited to see what is next in store for me at Coppell High School!!

Our last photograph in the Prairie Crossing CD apartment. My wife and I are very excited to start our married life in Coppell!

My wife and I enjoyed feeding one of the stray cats at PC. We named him Domino. He was a good boy!

Residents at Prairie Crossing have the unique luxury of parking their vehicles in an enclosed parking garage. During my time at PC's community director, I collaborated with facilities and the Honors College staff to upgrade the complex's security system. The $1 million upgrade included a garage gate, new security cameras, and swipe-access gates at all the entrances and exits. I also oversaw the completion of a study space/conference room for the Honors College students.

Another angle of the swimming pool at PC. Prairie Crossing was home to a lot of wildlife, including birds on the 4th floor. I labeled PC as 'the mini jungle.'

My Resident Assistants and Desk Assistants (student staff) worked at the PC Front Desk every day. We assisted residents with roommate/housing/facility concerns, and provided every resident with a key to their room. Superior customer service was important in our mission.

I also oversaw the operations of the Women's Halls (nicknamed the F-Halls). These 6 buildings were constructed in the early 1960s; 5 of them were used by on-campus sororities. The sixth house was used by members of two Living Learning Communities (Mujeres de Accion & Sista to Sista). You can also see the Library and Professor Mayo's grave in this photograph.

I was the building manager for the Prairie Crossing Apartments at TAMUC between March 2020 and July 2021. PC houses 350 residents (most of the students are part of the Honors College). The complex has a swimming pool, games room, media room, study room, and laundry facilities.

My empty office at Prairie Crossing (this was also my faculty office). Posters and antiques once decorated the walls in this office (my bobblehead collection was a frequent discussion topic). I met with many students/residents in this office, discussing housing policies, academics, and professional goals.

Marvin College in Waxahachie, TX

Since I thoroughly enjoyed my excursion to Waxahachie a couple of months ago, I have decided to write a brief blog post on Marvin College, one of Waxahachie's first schools. The city's District Conference of the Methodist Church had established a district school in Waxahachie in November 1868. This academy was housed in a two-story building on the corner of Jefferson and Monroe Streets (currently where the Ellis County Women's Building sits). At the fourth session of the Northwest Texas Conference in Weatherford in November 1869, the education committee voted favorably to turn the district school into a college. The Reverend W.G. Veal was appointed financial agent, a proposal charter was drawn up, and Reverend S.D. Akin and Professor Smith Ragsdale were selected as co-presidents. Waxahachie citizens, elated at the fact that a college was going to be in their back yard, subscribed over $15,000 in cash, land, and service for the "purpose of erecting suitable school buildings and endowing a first class school, college or university, to be under the control of trustees for the M.E. Church, South, said school to be located in the town of Waxahachie, in Ellis County, Texas..." Emory W. Rogers, one of Waxahachie's elders who had been given a 640-acre grant from the state in 1849, donated 40 acres of land for the college. Reverend F.P. Ray, Board President, and secretary Sallie A. Kincheloe both played pivotal roles in whipping up support for the new school; in total, 1,500 Waxahachie townsfolk donated to the college's establishment, sums ranging from $50 to $1000. 114 students enrolled in the first year of operation, 1869-1870. Marvin College, named in honor of Bishop Enoch M. Marvin, the presiding bishop of the Trans-Mississippi Conference of the Methodist, Episcopal Church, South, opened to much success.

The Administration Building at Marvin College, c. 1871. Ellis County Historical Society.

The first administration building was completed by the fall of 1871. At a whopping cost of $22,000, the two-story, red brick, 28-foot structure was a massive undertaking for Hoffman Brothers, the contractor. The building had a 4-foot rock foundation as well as 18 inch walls. 6 classrooms and a 40-foot study hall (which could fit 300 people, according to testimonies) graced the first floor, while a large chapel (which could impressively squeeze 800 occupants) was located on the second floor. A huge bell, crafted by New York City merchants, hung in the college's clock tower-- it's booming tones to signify the start and end of the school day could be heard within a radius of five miles. A mansard roof, an comfortable feature to the dreary concrete structure, was built between 1880 and 1882. Although the college had ceased its operations much earlier, the administration building was repurposed by the new city school district at the turn of the Twentieth Century until its demolition in December 1920. The college also had two on-campus dormitories, one male and one female (in hopes of attracting far-reaching students) and a observatory. The two-story observatory, quipped by many as "the most handsome building in North Texas," housed a laboratory and a $1,200, 9-foot telescope, created by Benjamin Pike and Sons in New York City. Additionally, these buildings were razed at the start of the new century.

Marvin College, c. 1880 (just years prior to its closure). Ellis County Historical Society.

The college, a private Methodist school, required each student to attend chapel as well as enroll in Bible classes. The curriculum (at first a classical and later changed to a practical) was spread over 10 years and comprised of a variety of rigorous primary, preparatory, and collegiate classes, including geology, military science, chemistry, and telegraphy. The college also had a renowned music program, based on collegiate music programs from European universities. Owing to the challenging coursework and distinguished professors, Marvin College was "soon to be the Cambridge of Texas," reported the editor of the Waxahachie Enterprise. Although its life span was brief, Marvin College had a student band, campus newspaper, literary societies, and an alumni association. The college granted Bachelor of Arts, Mistress of Arts, Master of Arts, and Mistress of English Literature degrees. At its peak, the college had a healthy enrollment of 350 students and a handful of award-winning faculty members.

Levin Major Lewis, a former Confederate general, was the final president of Marvin College between 1879 and 1884. Prior to this appointment, he was a professor of English at Texas A&M College. In 1884, he was appointed pastor of the First Methodist Church in Dallas. FindAGrave.Com.

Despite the successes, Marvin College's life was cut short due to a big number of leadership issues and financial burdens. The college had a string of 1-year presidents between its opening in 1869 and 1876. Mrs. E.H. Horner gave the college a little boast between 1876 and 1877 when she increased the female student enrollment. However, the college had little leadership between 1877 and 1878 (Mrs. Horner retired and interim leader Charles E. Brown was too focused on other matters). The college split its ties with the Methodist Church after 1879; attorney James A. Walkup purchased the college with his own funds and selected Confederate General Levin Major Lewis as the new president. Lewis was a talented administrator and served in that top position until his sudden retirement in 1884. In addition to the unstable and non-continuous leadership, Marvin College had a debt problem. The college held a $6,000 mortgage with J.B. Watkins and Company, and unpaid tuition bills added fuel to the fire. Moreover, the college used 30 tons of expensive coal during the 1883-1884 winter, which toppled all the remaining safety financial blocks. The final straw was in the summer of 1884 when Mr. Charles E. Brown, a huge beneficiary, stopped donating money since he became associated with H.W. Graber and Company. The final commencement occurred in June 1884, and Marvin College closed its door soon after. The school buildings were repurposed, and later razed at the start of the new century.

A historical marker was erected on the former site of Marvin College in 1977 (more than 100 years after the school's closure!). Flickr.

In conclusion, Marvin College had a very successful, yet short life. In its 15-year existence, the school was a point of pride for the City of Waxahachie (and despite the constant dark financial cloud that hung over, the townsfolk still donated large sums of money and many services to ensure the college stayed afloat until the last year). Also, the college was a tribute to the Methodists of the Waxahachie District of the Northwest Texas Conference, who had conceived the idea of a first-class college and had tirelessly supported it during the joys and challenges. Marvin College holds a stoic, profound, positive place in Waxahachie's history.

Cited Sources:

Billy R. Hancock, "Marvin College," Ellis County Museum Inc., accessed July 29, 2021, https://sites.rootsweb.com/~txecm/marvin_college.htm. 

Charlie C. Haynes, Jr., "Marvin College," Handbook of Texas Online, accessed July 29, 2021, https://www.tshaonline.org/handbook/entries/marvin-college. 

Edna Davis Hawkins et al., History of Ellis County, Texas (Waco: Texian, 1972). 

William Franklin Ledlow, History of Protestant Education in Texas (Ph.D. dissertation, University of Texas, 1926).