LIBRARY OF THE UNIVERSITY OF CALIFORNIA. Gl FT OF The History of Education in West Virginia Revised Edition Prepared under the direction of the State Superintendent of Schools 1907 Charleston Tribune Printing Company 1907 Preface. In that splendid address delivered at Buffalo only the day before his as- sassination, President McKinley in speaking of the development of our country said, "Expositions are the time-keepers of progress." With re- spect to the development and advancement of West Virginia, the truth of this statement has been realized in many ways. In 1876 there was distrib- uted at the Centennial Exhibition at Philadelphia a book entitled "The Re- sources of West Virginia," which first called the attention of the world to our vast mineral wealth, and to the other great possibilities within our borders. Then in 1893 a similar work called "The Mountain State" was prepared for the World's Fair at Chicago. At that time also the "Colum- bian History of Education in West Virginia" was issued, being the first printed record relating to our educational progress. This book was pre- pared by State Superintendent B. S. Morgan and Mr. J. F. Cork, his chief clerk, and was an excellent presentation of what had been accomplished up to that time. In 1889 Prof. A. R. Whitehill, of the West Virginia Uni- versity, prepared an educational history of the State for the Bureau of Ed- ucation at Washington, but it was not published until 1902, at which time he added an appendix bringing it up to date and making it a valuable con- tribution to the literature of this class. In 1904 a new history of educa- tion was prepared at this Department and was quite liberally .distributed at St. Louis, and now this revised edition goes forth as an indication not only of what has been done in the past, but what is now going, on in con- nection with our educational upbuilding. So the great Expositions have been to us time-keepers of our educational as well as our material develop- ment and progress, and this present sketch is an outgrowth of a desire to indicate to the world at the Jamestown Exposition that we are aiming to have our educational work keep at least within hailing distance of our wonderful material development. As a part of the "old Mother State" during more than 200 years of her history, it is peculiarly appropriate that West Virginia should be properly represented at the Jamestown Exposition, and she gladly joins with the other states of the Union in celebrating the event that made it possible for this fair land to be peopled with an English-speaking race. As indicating somewhat of the educational progress of this part of the Trans-Allegheny region, this History is issued. It consists of sketches relating to the early schools in this section, to the educational progress in the various counties, towns, and cities, .together with cuts and illustrations of some of our school buildings and their equipment. Most of our leading towns and cities and more than half of our counties are represented. Some superin- tendents and principals failed to furnish any material for the History, so their towns are not represented. Especial attention is called to Mr. Lewis' article on "Early Education in West Virginia." Aside from the 1 6287 1 many interesting and suggestive features of this article that list of old time academies established long before the Civil War is a very valuable record. It will be noticed that in most cases these academies fostered a good educational sentiment and that they became the foundation of a fu- ture institution of learning of advanced grade. T desire to thank all the contributors who have aided in this work, and I believe our citizens will appreciate very highly the most excellent service they have rendered in thus showing what our schools are doing. The modesty of some of these efficient workers has prevented them from saying as much as could have been truthfully said of the excellent schools under their supervision. I desire also to recognize my indebtedness to Ex-State Superintendents Hon. Virgil A. Lewis and Hon. B. L. Butcher, and to Mr. M. P. Shawkey, who for ten years was connected with this Department, for their excellent articles on the three periods of our educational growth. Having been so long associated with our school work they are able to speak intelligently from observation and practical experience. Attention is called to the sketches relating to our denominational schools, and to the educational advancement among our colored people. Professor Prillerman's sketch shows that the colored schools of the State are doing well. It is hoped that these sketches will serve to show that West Virginia has been making some progress in her educational work, and it is be- lieved that, with the foundation now laid, the next few years will wit- ness much more rapid advancement. Very respectfully, State Superintendent of Schools. Charleston, W. Va., March 11, 1907. Department ot Free Schools. THOS. C. MILLER SUPERINTENDENT L. L. FRIEND CHIEF CLERK D. E. MILLER ASSISTANT CLERK JOHN W. COOK STATISTICAL CLERK EDUCATIONAL INSTITUTIONS. West Virginia University Morgantown . . . .D. B. Purinton, President. State Normal School Huntington L. .T. Corbly, Principal. Fairmont U. S. Fleming, Principal. West Liberty. . . Lorain Fortney, Principal. Athens Isabel Davenport, Principal. Glenville John C. Shaw, Principal. Shepherdstown..J. G. Knutti, Principal. Prep. Branch, University Montgomery. .Jcsiah Keely, Principal. Keyser T. W. Haught, Principal. Colored Institute Institute J. McHenry Joues, President. Bluefield R. P. Sims, Principal. Reform School Pruntytown . . . . D. S. Hammond, Superintendent. Schools for the Deaf and the Blind. .Romney J. T. Rucker, Principal. Industrial Home for Girls . ... Salem.. ..Hilda M. Dungan, Supt. STATE 'BOARD OF EXAMINERS. Term expires Sept. 1, 1907 U. S. FLEMING, President, Fairmont R. A. ARMSTRONG, Secretary, Morgantown C. E. CARRIGAN, Moundsville JOSIAH KEELY, Montgomery C. R. MURRAY, Williamson LIST OF STATE SUPERINTENDENTS 1863-1869 . . .' William R. White. 1869-1870 ( Henry A. Zlegler. 1870-1871 i A. D. Williams. lt,U-1872, Dec. 1... Charles S. Lewis. 1873, Jan. 1-March 4 W. K. Pendleton. 1873-1877 B. W. Byrne. 1877-1881 . , W. K. Pendleton. 1881-1885 B. L. Butcher. 1885-1893 B. g. Morgan. 1893-1897 Virgil A. Lewis. 1897-1901 J. R. Trotter. 1901- . .Thos. C. Miller. WEST VIRGINIA EDUCATIONAL ASSOCIATION Officers for 1906 7 Robt. A. Armstrong, Morgantown, President. A. J. Wilkinson, Grafton, Secretary. Morris P. Shawkey, Charleston, Treasurer. Vice-Presidents : C. W. Fretz, J. G. Knutti, W. E. Scott, C. W. Boetticher and J. M. Skinner. Program Committee : Robt. A. Armstrong, W. M. Foulk, C. W. Boetticher. School Improvement League : L. W. Burns, President, Ethel Carle, Secretary, Thos. C. Miller, Waitman Barbe, Wright Denny, John A. Bock and W. M. Foulk. Executive Committee. BOARDS OF REGENTS OF STATE EDUCATIONAL INSTITU- TIONS INSTITI"! IONS NAMES OK KK<;KJSTS ADDRESS COUNTY TERM EXPIRES University Normal Schools. Montgomery Preparatory Branch Keyser Prepara- tory Branch . . West Virginia Colored Insti- tute Bluefleld Insti- tute Schools for Deaf and Blind Reform School for Boys West Virginia Industrial Home forGirls T. Perry Jacobs Charles M. Babb James R. Trotter John B Fin ley N.Martinsville... Falls Buckhannon Parkers burg Wheeling Morgantown Charleston Huntington Lewisburg Huntington Graf ton Wetzel Grant Upshur . May 1, 1909 May 1, 1907 May , 1907 May , 1907 May 1907 May 1909 May 1909 May 1909 May 1909 June 1907 June 1907 June 1907 June 1909 June 1909 June , 1909 orticio. May 31, 1909 May 31, 1909 May 31, 1909 May 31. 1909 May 31, 1907 May 31, 1907 officio. June 1, 1909 June 1, 1909 June 1, 1909 June J, 1909 June 1, 1909 officio. June 1, 1909 June 1, 1909 June 1, 190 June 1, 1909 June 1, 1909 offlcio. May 31, 1907 May 31. 1907 May 31, 1907 May 31, 1909 May 31, 1909 May 31, 1909 May 31, 1911 May 31, 1911 May 31, 1911 May 31, 1906 May 31, 1907 May 31, 1908 May 81, 1909 May 31, 1910 Mar. 31, 1909 Mar. 31, 1909 Mar. 31,1909 Mar. 31, 1911 Mar. 31. 1907 Mar. 31, 1907 Wood Ohio Monongalia . Kanawha . . . Cabell Green brier .. Oabell F. P. McNeil K. M . Grant l>. 0. Gal Inner Dr. C. E. Haworth.... L. J. Williams S. H Bowman Ira K. Robinson E. Li. Dunn R S Carr Taylor Summers Kanawha Cabell Marion Member ex- Cabell Kanawha Kanawha Mineral Grant Morgan Preston Preston Pendleton . .. Member ex- Marion McDowell.... Brooke Wirt Bargers Springs. Charleston Huntington Fairmont Klliott Northcott M.I'. Lough The State Supt Charleston Huntington.. Charleston Charleston Keyser Petersburg Berkeley Springs Kingwood Fellowsville Upper Tract Charleston Fairmont Keystone . Dr.C. K Haworth.... Thus. O. Miller I). C. Gtilluher Thomas H. Davis Arch J. Welton T. H. B. Dawsofl. - P. J. Crogan Win. M. Watson James Sites The State Supt B. L. Butcher E. Howard Harper C. B Scott Bethany Elizabeth Charleston Charleston Ceredo . Joseph Gray J . M . Haz.le wood The State Supt Kanawha.: . . . Member ex- Wayne Mercer T. T. McDougal Wm Hicks . Bluefleld Charleston Parkersburg Bluefleld Charleston West Union B. S. Morgan . J. R. Jefferson Edwin Mann. Kauawha Wood Mercer Member ex- Dodd ridge . .. Preston Ohio Morgan ... Nicholas Mason Wood The State Supt F H. Shannon. J. Slidell Brown Kingwood Wheeling Berkeley Springs Summersville .. . Mason Parkersburg Clarksburg Charleston Parkersburg Buckhannon .... Wheeling St. Marys Kingwood.. Wheeling Wheeling Wheeling Dr. G. A. Aschman S. S. Buzzerd D. S. Pettigrew Columbus Sehon W. M. Straus H W Harmer Harrison Kanawha Wood Upshur. Ohio Pleasants Preston Henry Lewis J. L. Buckley. O. J. Poe Ralph McCoy Orin O. Ogden Jas. Flynn Dr. Harriet B. Jones. John Oummings Dr. O. B. Graham Miss M. S. McWhorter Miss F. L. Henshaw. .. Henry S. Wilson Ohio . . Ohio Ohio .. Charleston Martinsburg Parkersburg Kanawha Berkeley Wood COUNTY SUPERINTENDENTS ELECT, TERM BEGINNING JULY 1, 1907 COUNTIES. NAME SUPT. ADDRESS. Barbour A. F. Shroyer Nicklow. Berkelej ...Willis F. Evans Martinsburg. Boone , W. W. Hall Madison. Braxton M. W. Skiduiore Newville. Brooke *Geo. W. Hogg Follansbee. Cabell *Ii - a F. llatfleld Huntington. Calhoun C. J. Gainer Arnoldsburg. Clay B. F. Murphy Clay. Doddridge Howard M. Gaskins Flint. Fayette A. G. Sevy Oak Hill. Gilmer * Worthy Davis Normantown. Grant Elmer II. Frye Lahmansville. Greenbrier W. F. Richardson ' Blue Sulphur Springs. Hampshire *E- W. Noland Levels. Hancock *T. M. Cochran New Cumberland. Hardy *L. S. Ilalternian Lost River. Harrison Cyrus E. Webb Bridgeport. Jackson E. S. Rhodes Ripley. Jefferson E. D. Turner Charles Town. Kanawha M. P. Shawkey Charleston. Lewis Loyd G. Losh Westou. Lincoln J. W. Pauley Sod. Logan Albert Dingess Halcyon. Marion ""Carter L. Faust Fairmont. Marshall Albert S. Winter Moundsvillo. Mason *C. A. Green Ashton. Mercer *J. H. Gadd Princeton. Mineral *Geo. S. Arnold Burlington. Mingo Lindsey Baker Dingess. Monongalia * Jesse Henry t Morgautown. Monroe Chas. A. Keadle Pickaway. Morgan P. \V. McCoy Berkeley Springs. McDowell W. A. Lee Eckman. Nicholas Harrison Groves Summersville. Ohio J. V. Giffln Elm Grove. Pendleton Flick Warner Franklin. Pleasants A. L. Baker Schultz. Pocahontas * J. B. Grimes Lobelia. Preston * A. W. Carrico Rowlesburg. Putnam II. A. Stover Culloden. Raleigh W. O. McGinnis Beckley. Randolph * W. J. Long Valley Bend. Ritchie *L. H. Hayhurst Pullman. Roane *N. L. Chancey Reedy. Summers J. E. Keadle W T arf ord. Taylor *Dellet Newlon Simpson. Tucker H. S. Shafer Parsons. Tyler A. E. Doak Middlebourne. Upshur J. H. Ashworth Buckhannon. Wayne *L. G. Sansom Wayne. Webster i Geo. R. Morton Lanes Bottom. Wetzel *S. L. Long Littleton. Wirt J. F. Haverty Elizabeth. Wood C. L. McVey Parkersburg. Wyoming W. G. Sparks Pinevllle. Re-elected. HISTORY OF EDUCATION lation that is dazzling. When we compare a modern Pullman or electric car with former modes of travel we have positive proof that the world moves. So we might multiply illustrations, but they are needless. The modern methods of education, when compared with those of early years in this State show as much change in lines of improvement as there is in our physical surroundings. To emphasize this idea more fully we have in- cluded in this sketch of educational progress a number of cuts and pic- tures of school buildings recently erected to which we point with pride as indicating some of our advancement. The step from the little log schoolhouse on the hillside, or the uninviting frame building on a back street in the town, stands in marked contrast to the splendid school buildings in different parts of the State. The conveniences and surround- ings of these school buildings also make a comparison equally as great as they do in general architecture. The tables of comparative statistics found in the next few pages tell the story of our educational growth more graphically than mere words can picture it, so we leave it to them to set forth these important facts. EXPENDITURES FOR SCHOOL PURPOSES 1906 For the school year 1905-06, ending June SO, this year, West Virginia ex- pended for the support of her Public Schools alone the sum of $2,970,- 455.11. This sum was made up of the two 'funds as follows: The General School Fund .$ 801,280 . 95 District, town and city levies 2,169,174 . 16 Total $2,970,455 11 The above was expended as follows : Teachers' Salaries $1,954,851 99 Building Fund 1,015,603 12 Total $2,970,455 11 To the above may very properly be added the Legislative appropriations for the educational institutions of the State as follows: West Virginia University $ 131,987 50 Normal Schools .". 120,048 00 Montgomery Preparatory School 7,800 00 Keyser Preparatory School 15,265 00 School for the Deaf, Dumb and Blind 53,493 95 Industrial School for Girls 24,450 00 West Virginia Reform School, (half appropriation) 37,800 00 Storer College 2,500 00 Instruction for Colored Teachers 2,000 00 Bluefield Colored Institute 16,425 00 West Virginia Colored Institute 28,658 54 West Virginia Colored Orphans Home 1,500 00 Total $ 441,928 57 Making a grand total for Educational purposes of $3,412,383 68 In order that some of the main features embraced in this Report may WEST VIRGINIA 3 appear at a glance, I give in the table below a summary of the educa- tional statistics for the year ending June 30th, 1906. Then there follow in the various tables some comparative statistics that will prove interesting because they indicate a degree of progress that is encouraging. These tables have been carefully compiled, and the summaries arranged in con- venient form for reference. ENUMERATION AND ENROLLMENT For the year 1906 the enumeration reported was 342,060, and the en- rollment 255,160, or not quite seventy-five per cent, of the enumeration. The average attendance was 173,123, or sixty-eight per cent, of the enroll- ment. The following general Summary of School Statistics for the year may not be out of place here: Number of counties 55 Number of magisterial districts 342 Number of independent districts 51 Number of school houses 6,342 Number of teachers employed 7,830 Total amount disbursements of teachers' fund $1,954,851 99 Total amount disbursements of building fund 1,015,603 12- Total amount for state educational institutions and other educa- tional expenditures 441,928 57 Total school expenditures 3,412,383 68 Value of all public school property 6,528,009 50 Average monthly salary for teachers in all grades 36 70 Number of youth of school age (enumeration) 342,060 Enrollment in schools 255,160 Average attendance 173,123 Per cent, of attendance based on enumeration 51 Per cent, of attendance based on enrollment 68 Per cent, of enrollment based on enumeration 75 ost of education per capita based on enumeration 8 91 Cost of education per capita based on enrollment 12 02 Cost of Education per capita based on attendance 17 41 Number of high schools 46 Number of graded schools 785 Total number of schools 7,118 Average length of term in days 125 Average age of pupils in all grades, years 11 Number of books in district school libraries 126,503 Interesting comparative statistics for the last five years are as follows: Enumeration C1902 315,810 1903 319,729 Enumeration of School Youth { 1904 326,240 L1906 342^060 Enrollment. f!902 236,015 | 1903 240,718 Enrollment of School Youth 1 1904 244,040 I 1905 247', 505 11906 255,160 HISTORY OF EDUCATION Average Daily Attendance f 1902 1903 Average Attendance of School Youth 1904 1905 1 1906 dumber of Teachers Classified by Race T1902 J 1903 White Teachers -f 1904 I 1905 11906 Colored Teachers Both White and Colored Teachers f 1902 1903 { 1904 I 1905 (.1906 f!902 1903 J 1904 1905 I 1906 f 1902 1903 Average Length of Term 4 1904 1905 1 1906 Number of Schools Classified by Race f 1902 1903 Number of White Schools ^ 1904 1905 I 1906 Number of Colored Schools f 1902 I 1903 J 19Q4 1905 L1906 1902 1903 1904 1905 1906 Number of School Houses in West Virginia. fl902 | 1903 Frame Houses { 1904 I 1905 I 1906 Both White and Colored Schools Brick Houses Log Houses . . Total all Kinds of Houses Amount of l-'uinls Expended f 1902 | 1803 { 1904 1905 L1906 f 1902 ( 1903 J 1904 1905 L 1906 f 1902 1903 ^ 1904 1905 I 1906 152,174 155,436 158,264 163,068 173,723 7,028 7,071 7,298 7,334 7,520 278 291 299 302 310 7,306 7,362 7,597 7,636 7,830 118 123 123 123 125 Days 6,001 6,123 6,235 6,595 6,852 207 224 235 253 266 6,208 6,347 6,470 6,848 7,118 5,598 5,704 5,918 5,920 5,983 186 188 198 20fl i'32 237 217 j s:i li! 7 6,021' 8,342 Ain<-unt of Teachers' Fund f 1902 $1,484,7 :: 7:; I 1903 1,571,!:*:; i'.i ^ 1904 1,675,1257 17 I 1905 1,741, 5JK i 75 11906 1,954,851 H'J WEST VIBGINIA 5 C1902 $ 712,389 72 1903 821,601 67 Amount of Building Fund 4 1904 913,946 11 1905 1,002,986 70 [1906 1,015,603 12 f 1902 $2,197,133 45 1903 2,393,555 36 Total Cost of Education <{ 1904 2,589,203 28 1905 2,744,577 45 [1906 2,970,455 11 Amount of Salary Paid Teachers f 1902 $1,325,461 04 1903 1,390,326 41 Amount Paid White Teachers -{ 1904 1,495,508 11 1905 1,560,343 04 [1906 1,723,871 72 f!902 $ 55,789 18 1903 67,280 15 Amount paid Colored Teachers 4. 1904 72,584 24 1905 73,112 87 [1906 71,773 98 f 1902 $1,381,250 22 1903 1,457,606 58 Amount Paid Both White and Colored Teachers ' { 1904 1,568,092 35 1905 1,633,455 91 [1906 1,795,645 70 Cost of Education fl902 $ 6 6 1903 7 38 Based on Enumeration 4, 1904 7 94 1905 8 40 [1906 8 91 f!902 $ 8 91 1903 9 98 Based on Enrollment ....<{ 1904 10 61 1905 11 51 [1906 12 02 f!902 $14 18 1903 . 14 90 Based on Average Daily Attendance ^ 1904 16 23 I 1905 17 94 [1906 17 41 HISTORY OF EDUCATION COMPARATIVE SCHOOL STATISTICS NUMBER OF SCHOOL HOUSES NUMBER OF SCHOOLS Year j Frame Stone Brick Log Whole No. High Graded Com- mon Total 1865 133 412 702 1,306 1,618 2,113 2,059 2.216 2,612 2.880 2,959 3.137 3.216 3.297 3.479 3,667 3,704 3.839 3,945 ,097 ,159 .260 ,485 ,567 .655 ,814 . KH9 5,004 5,192 5.302 5.389 5, 475 6] 534 5.678 5,688 5.916 5,995 6,021 6,112 6.200 6.278 6,342 5 39 387 935 1,112 2, 153 2,441 2,272 2,497 2.785 2,936 3,148 3,269 3,320 3,419 8,612 3,680 3,796 3,920 3,986 4,120 8,918 4,324 4,484 4,578 4,721 4,784 4,862 5,005 5.099 5, 175 5,331 5,425 5,607 5,593 6,380 5,188 5,>4 6,858 5,686 6,042 8,287 431 935 1,148 1,758 8,198 2,516 2,323 2,546 2,857 3,021 3^343 3,390 3,514 3,725 3,811 3,912 4,028 4,116 4.254 4,078 4,437 4,603- 4,819 4,868 4.784 5,02ft 5, 167 5,290 5,387 5,595 5,617 5. 776 5.940 5,906 8.068 (1,156 6,208 t;.:$49 6.470 6.848 7,118 1866 1867 ... 342 2 7 10 17 10 9 10 9 10 11 7 11 6 8 26 51 68 58 63 74 73 72 83 79 84 89 90 93 94 98 110 113 128 114 122 116 124 127 124 140 140 140 140 148 150 172 152 184 176 186 188 198 206 232 332 505 614 904 859 843 .097 ,C09 !284 ,296 ,292 .342 ,316 .:?44 [378 .329 ,336 212 J214 ,181 .152 .021 007 926 836 706 643 577 486 463 408 345 309 237 217 183 152 127 2 1 3 3 2 2 8 5 5 10 8 8 11 10 6 7 13 15 19 25 17 20 14 17 18 20 20 22 27 38 37 39 40 42 42 43 4:. 46 26 20 38 74 48 64 71 85 67 65 82 105 103 93 79 124 125 117 us 100 215 130 161 150 145 173 192 244 180 142 289 489 813 262 308 621 613 785 761 1868 653 1869 ; 936 1870 1,124 1871 1.127 1872 .. 1,290 1873 1 412 1874 1.540 J.630 lsTV> 1,753 1877 1 829 1878 .... l.'.tua 1H79 2 035 1880.... 2.142 1881 2 2HO 1882 2.3H2 1883 " ."inn 1884... 2,648 1885 .... 2 sin 1886 2 933 1887 3 K)2 1888 :> :.".'.'"> 4 606 4,750 1S!7 4 <(4!t .-, U.V.I 1899 1900 5.387 1901 5,510 I'.t'i-j 1903 5 ',(>', r.'oi n.si!) 1905 5 920 1906 5983 WEST VIRGINIA ENUMERATION, ENROLLMENT, AND AVERAGE DAILY ATTENDANCE OF PUPILS, BY YEARS YEAR Enumeration Enrollment Average Daily Attendance M * "3 Females "o H y; 9 r. % Females 1 g O3 _i "5 % Females- 1 1865 .. 84,418 118,617 115,340 127.861 152, 3H9 157,788 162,337 163,916 171.793 170, 107 179,805 184,760 192,606 201,237 206, 123 210,113 213,191 216,605 221,517 228,185 236, 145 242,752 249.177 256,360 258,934 266, 326 276,332 276,452 279,586 282,770 289,274 296,517 300,529 302,354 306.154 307,581 312,124 315. 81( 319,729 326.240 332. 862 342,060 8.102 16,942 18,728 28,700 30,439 48,056 41,586 46,745 38,886 61,113 55,119 67,428 68.774 0,694 3,507 7,192 8,062 83, 199 85,050 87,834 87,551 92,432 95,089 100,122 99,062 101.308 103,307 104,563 109.604 115,446 114.747 113,558 116,581 124,528 120.284 120.436 121,343 121,904 124,381 125,721 127,556 i 131.079 7,870 14,805 16,199 25,024 28,589 39,274 35,413 39,020 42,214 49,243 44,661 56,057 56. 558 59,490 63,019 65,658 66,941 72,345 75,556 78, 432 78,869 79,825 84,418 89, 129 88,466 91,756 95,069 96,226 98,613 103,369 102,961 102.134 104,845 112.407 110,792 111,907 113,849 114,111 116,337 118.319 119,949 124,081 15.972 31,747 34,927 53,774 59,028 87,330 76,999 85,765 81,100 110,356 117.845 123,485 125,332 130,184 136,526 142,850 145,003 155,544 160,606 166,266 KK5, 520 172. 257 179,507 189,251 187,258 193,064 198,376 200, 789 208,217 218,815 217,708 215,665 221,436 236,935 231,076 232,343 235,191 236,015 244,718 244,040 247,505 255,160 3,845 "16 ,'692 16//31 19,811 30,254 28,758 30,661 33,381 37,240 41,790 43,082 45,242 47,476 49,597 49,599 49,271 51,189 50,705 52,971 54,753 55,375 57,815 63,492 63,102 63,830 64,441 67,117 71,075 71,342 73,685 74, 179 75,552 80,084 75,989 78,387 77,376 78,307 80.880 82,024 83,427 89,103 3,916 "9,' 467 13,640 16,873 24,829 2&,578 25,656 27,653 31,057 33,510 29,196 38,227 38,508 40.671 42,105 41,995 45,463 44.663 46,254 51,151 47,837 50,478 58,528 56,888 57,890 59,546 60,927 63,350 64,039 66,800 66.902 68,925 75,65(1 69,260 72,867 72,641 73,867 74,55 76,24C 79,641 84,62( 7,761 13,037 20,288 30,566 36,684 55,083 51,336 56,317 61,244 68,297 75,800 72,278 83,489 86,768 90,268 91,604 91,265 v 96,643 95,368 99,225 105,902- 103,214 108,293 122.020 119,990 121,700 123,987 128,044 134.425 135,381 140,485 141,081 144,477 i 158,527 1 145,249 151,254 150,017 i 152,174 155,436 158,264 163,068 173,723 1866 "66,'46i 80,265 79,199 83,090 83,672 87,567 91,259 93,343 96,049 100,281 118,124 107.457 110,356 111,798 112,715 115,139 119.1130 122,741 126,668 128,581 133,910 133,545 137,634 140,283 K3,739 146,147 148,271 151,504 155. 105 156,824 157.345 158,809 159,380 161,463 162,646 165,505 169, 124 171,730 177,284 1867 1868 61,190 72, 104 78,589 79,247 80,244 84,226 78,848 86,462 88,711 92.325 83,113 98,666 99,757 101,393 103,890 106,378 109,055 113.404 118.089 119,597 123,341 125,389 128,692 131,049 132,713 133,439 134,499 137,720 141,411 143,505 145,009 147,345 148,201 150, 661 153,164 154,224 157,116 161,132 164.776 1869 1870 1871 1872 1873 1874 1875 1876 1877 1878 1879 1880 1881 1882 1883...: 1884 1885 1886 1887 1888 '.'.. 1889 1890... 1891 . . . 1892 1893 1894 1895 1896 1897 1898 1899 1900 1901 1902 IWB.... 1904 1905... 1906 HISTORY OF EDUCATION NUMBER OF TEACHERS, AVERAGE LENGTH OF TERM, TOTAL TEACHERS 1 SALARIES, AND AVERAGE MONTHLY SALARIES BY YEARS Total Number Teachers Employed Avg. Length of School Term in Months Amount Paid for Teachers Salaries Avg. Monthly Salaries of Teachers 03 32 9 * TJ 1 "3 I 1865 171 526 818 1,290 1,680 1,764 1 '951 2,095 3,443 2,541 2,677 8J797 2,818 2,822 3,142 3J04 3,979 3,045 2,961 3,036 3,145 3,240 3,357 3,380 3,444 3,483 3,461 3,463 3,459 8,585 3,705 3,828 3,924 4,096 1,094 4,095 4,018 3,972 3,854 3,720 3,793 3,852 216 382 404 .520 603 641 517 550 639 801 784 896 971 925 989 1,030 1,208 1.315 1,494 1,607 1,666 1.685 1,732 1,858 1.897 2,008 2,139 2,284 2,478 2,530 2,534 2,626 2,698 2,712 2,787 2,972 3,215 3,334 3,608 3,877 3,843 3,978 387 973 1,222 1,810 2,283 2,405 2.488 2,645 3,082 3,342 3,461 3,693 3,789 3,747 ,131 ,134 ,287 ,360 ,455 ,643 4,811 4,925 5,089 5,238 5,341 5,491 5.600 5,747 5,937 6,115 6,299 6,454 6,652 6,808 6.881 7,067 7,233 7,306 7,362 7,597 7,636 7,830 2.70 3.12 3.00 3.50 3.55 4.12 3.84 4.04 3.86 4.12 4.20 4.32 4.13 4.38 4.34 4.50 4.45 4.5U 4.43 4.55 4.34 4,64 4.95 5.10 4.80 4.85 4.95 5.59 4.90 5.00 5.00 5.55 5.65 5.60 5.40 5.30 5.80 5.90 6.15 6.15 6.15 8.86 $. 47,006 00 90,203 00 140,465 00 2SS.H90 00 ^77,131 00 2-J0.753 00 328.347 00 376,982 00 402.418 00 480,400 00 541,358 00 538,397 00 :,:; 1887 .. 4 36 6 06 10 04 330 727 84 756 946 86 1 087 744 70 1888. .. 5 62 7 61 11 80 416,950 56 823 699 32 1,240,649 91 1888 5 07 7 01 10 95 457 633 99 856 067 04 1 313 701 03 1890 4 89 6 71 10 62 397,963 31 895,201 67 1,293,164 98 1891 . . . 4 69 6 53 10 46 546 019 83 914 673 71 1 360 693 54 1892 5 16 7 16 10 25 491 757 03 944 395 50 1 436 062 53 1893 5 43 7 64 11 85 582 468 62 1 009 719 50 1 592 188 12 L8M 5 56 7 48 11 74 548 160 65 1 068 783 83 1 616 941 48 1895 5 78 7 77 11 89 542 706 63 1 121 820 72 1,664 452 35 1896. . 6 12 8 18 12 62 561 967 64 1 255 897 96 1 Si 7 DtM (ill 1897 :.. 6 32 8 62 13 36 635 225 08 1 262 220 08 1 S!7 777 07 1898... 6 37 8 31 12 31 665 930 00 1 294 483 34 1 '.if>0 415 54 1898 6 25 8 24 13 18 631 8% 49 '282 836 87 1 ( U4 ',',).} ;!(') 1900 .. 6 56 8 69 13 33 691 7^4 42 327 440 61 2 0111 165 03 1901 6 37 8 61 13 46 747 073 53 381 539 07 ' i"s 612 60 1902... 6 69 8 98 14 18 712 389 72 484 74:5 73 2 197 i:!o 45 1903 7 38 9 94 14 90 821 601 67 571 ( )">o t'.'i 2 393 .">.">."> oii 1904 7 94 10 61 16 23 913 946 11 675 257 17 2 589 203 28 1905 8 40 11 51 17 94 1,002 986 70 ,741,590 75 2,744,577 45 1906 8 91 12 02 17 41 1 015 603 12 954 851 99 2,970 455 11 WEST VIRGINIA 11 THE AMOUNT OF THE GENERAL SCHOOL FUND DISTRIB- UTED, AND THE SCHOOL FUND B Y YEARS YEAR The School Fund General School Fund Gross Amount 1865 $ 106,122 78 67,348 96 1866 88 772 55 195 562 16 1867 172,023 15 175 395 24 1868 208 397 37 183 496 68 1869 216,761 06 149,568 58 1870 229 300 00 233 130 00 1871... 278,069 92 174,896 35 1872 284 717 18 237 215 88 1873... 316,152 34 231,435 92 1874 315 320 48 314 791 32 1875... 325,243 34 209, 124 38 1876 339 987 J-7 207 263 98 1877 344 531 45 195 183 75 1878 354 811 48 251 414 50 1879... 375,154 52 220,232 54 1880 423 988 85 221 616 38 1881 .. 441,947 25 183 783 88 1882 474 305 11 272 842 33 1883... 504,461 26 252,529 90 1884 514 159 33 218 208 53 1885 1886 549,258 00 570 473 18 164,529 50 367 724 96 1887 890,493 25 402,396 87 1888 600 462 08 890 564 88 1889 619,962 08 300,168 83 1890 620 Oil 48 300 421 23 1891 678 ^3 93 361 487 89 1892... 706 ' 025 75 336 389 64 1893.... 732 091 01 314 754 53 1894 766 678 80 367 b77 18 1895 796 163 34 392 654 32 1896 834 682 25 395,020 17 1897 868 230 14 364 982 22 1898 924 659 86 397 044 36 1899 970 663 24 364 201 99 1900... 1 032 920 32 411 204 94 1901 1 094 506 32 422 169 81 1902 1903 1,104.412 69 1 073 534 78 462, 250 52 530 666 07 1904 1 036 767 39 540 483 23 1905 1906 1,000,000 00 1 000 000 00 600,' 943 93 762 799 79 12 HISTORY OF EDUCATION The General School Fund. FROM THE SUPERINTENDENT'S REPORT, 1906 Since the last Biennial Report of this Department was issued some very important changes have been made in the manner of accumulating the General School Fund. At the Special session of the Legislature in 1904 the State School tax, which for many years, in fact since the organization of the State, had been ten cents on the hundred dollars valuation was, for 1905, reduced to eight cents, and by authority conferred upon the Board of Public Works by the Legislature, was by this Board further reduced to six cents on the hundred dollars. Then for the year 1906 the Board of Public Works fixed the rate for the State School Tax at two and one-half cents on the hundred, or just one-fourth of what it was in 1904. But notwithstanding this lowering of the rate of taxation, the General School Fund has kept on increasing each year, and I confidently expect that within the next two years it will reach one million dollars. When the reduction in the State School levy was made it was provided that two- sevenths of the license and franchise taxes should go into the General School Fund, the aim being to keep this fund, as heretofore, as a kind of balance wheel to our school revenues. It will be noticed that this two- sevenths is in the same proportion as are the old rate of levy for State and School purposes, that is, as ten to thirty-five. The chief sources therefore from which our distributable fund is now derived are as follows: Capitation tax, The two and one-half cent levy, Two-sevenths of all license and franchise taxes, Interest on the $1,000,000 School Fund, Fines and forfeitures, One-half the interest on State deposits, Sale of delinquent lands. There are a few other minor sources but they do not produce much. Of course the Institute and Examination fees go into this fund, but are checked out and used for the purposes for which they were intended. The net amount of this fund for each of the last four years is as fol- lows: 1903 $516,216.07 1904 518,148.73 1905 575,637.68 1906 737,237.29 These are the sums left each year after deducting the salaries of the County Superintendents and the expenses of the office of the State Superin- tendent of Schools, including all the printing for the Department. Some WEST VIRGINIA 13 expenses at the Auditor's office, as shown in his Reports, had previously been deducted. The General School Fund is apportioned in June annually to the dif- ferent counties on the basis of the enumeration taken with reference to the first of April preceding. For the last four years the amount per capita of school population has been as given below: 1903 $1.615 1904 1.588 1905 1.728 1906 2.155 This indicates a gradual increase except between 1903 and 1904 when the largely increased enumeration lowered the per capita, while the 42 cents in advance from 1905 to 1906 is very encouraging. The Auditor's Reports as to the condition of the General School Fund for 1905 and 1906 are as follows: STATE OF WEST VIRGINIA, AUDITOR'S OFFICE, ARNOLD C. SCHERR, Auditor. CHARLESTON, June 10,1905. HON. THOS C. MILLER, State Superintendent of Free Schools, Charleston, W. Va. DEAR SIR: I have the honor to submit the following report in accordance with the provisions of Section 61, Chapter 45 of the Code of West Virginia. RECEIPTS OF THE GENERAL SOHOOL FUND FROM JUNE 1st, 190%, TO MAT Slst, 1905. General school tax, ten-cent levy and capitations $374,318 85 Fines by courts 27,069 40 Dividends on stocks 8,600 00 Interest on bonds and notes 42,444 07 One half interest on state deposits 11,641 24 School tax on railroad property 29,221 15 Redemption of land taxes 2,669 30 Sale of delinquent lands 7,470 7.1 Sale and redemption of forfeited lands 3,770 48 Teachers' examination fee 4,607 65 Teachers' institute fee 4,921 75 Transfer of the school fund, H. J. R. No. 15 36,767 39 Transfer of license and franchise taxes, Sec. 60, Ch. 19 Acts 1904.... 75,372 72 $628,875 71 DISBURSEMENTS DURING THE SAME PERIOD. Salaries State Supt. of Schools $ 1,875 00 Salaries clerk's office State Superintendent of Schools 4,251 34 Expenses State Supt. of Schools 355 85 Contingent expenses State Supt. of Schools 2,240 36 Printing, binding and stationery Supt. of Schools 7,830 44 Salaries County Superintendents of Schools 25,306 25 Purchase of books 371 75 Refunding erroneous payments into the treasury 3 41 14 HISTORY OF EDUCATION Cost of certification and publication delinquent lands 1,725 00 Publishing sale of delinquent lands 581 49 Support of county institutes 6,011 65 Uniform examination system 2,663 46 Overpaid taxes 37 91 Balance not distributed 1904 . 15 88 Total disbursements $ 53,269 79 Leaving the amount to be distributed among the several counties, as follows: Amount paid county superintendents $ 25,306 25 Balance In treasury May 31, 1905 575,637 68 Total distributable portion of the general school fund $600,943 93 Respectfully submitted, A. C. SCHERR, Auditor. STATE OF WEST VIRGINIA, AUDITOR'S OFFICE, ARNOLD C. SCHERR, Auditor. CHARLESTON, June 7, 1906. Hox. THOS. C. MILLER, State Sup't Free Schools, Charleston, West Va. DEAR SIR: I have the honor to submit the following report in accordance with the provisions of section 61 of chapter 45 of the Code of West Virginia: RECEIPTS OF THE GENERAL SCHOOL FUND FROM JUNE 1st, 1905, TO MAT Slst, 1906. General school tax, six-cent levy and capitations $370,254 40 Fines by courts 28,407 58 Dividends on stocks 21,700 00 Interest on bonds and notes 41,594 39 Interest on deposits 12,504 69 Railroad taxes 20,947 34 Redemption of land taxes 3,105 38 Sale of delinquent lands 4,430 72 Sale and redemption of forfeited lands 2,204 18 Excess of purchase money in forfeited lands 293 55 Teachers' examination fees 5,128 58 Teachers' institute fees 5,211,50 Forfeited recognizances 950 00 Witness fees 8 00 Transfer of license and franchise taxes (Chap. 19 Sec. 60, Acts '04). >. 284,540 64 Total receipts $801,280 95 DISBURSEMENTS DURING THE SAME PERIOD. Salary State Supt. Free Schools $ 3,000 00 Salary Chief Clerk State Supt Free Schools 1,800 00 Salary other clerks State Supt Free Schools 2,187 00 Salary Stenographer State Supt Free Schools 1,156 66 Expenses State Supt Free Schools 611 95 WEST VIRGINIA 15 Contingent expenses State Supt. Free Schools 1,731 05 Printing, binding and stationery, State Supt. Free Schools 6,216 44 Salaries County Supts. Schools 25,562 50 Compensation Institute Instructors 6,000 00 Purchase of books, State Supt. Schools 100 00 Refunding erroneous payments into treasury /. . 454 06 Pay state agents funds collected 115 90 Cost certification and publication of delinquent taxes 2,132 83 Publishing sale delinquent lands 656 13 Expenses uniform examination 3,433 42 Transfer balances sheriffs' accounts 8,592 17 Excess purchase money forfeited lands 293 55 Total disbursements $ 64,043 66 Leaving the amount to be distributed among the several counties as follows : Amount paid Co. Supts. Schools $ 25,562 50 Balance in treasury May 31, 1906 737,237 29 Total distribution of general school fund $762,799 79 Respectfully sumbitted, A. C. SCHEBE, Auditor. THE APPORTIONMENT. Below is given the apportionment of The General School Fund for the years 1905 and 1906. To those interested in the financial as well as the educational features of our progress this is a valuable table. All knowl- edge is by comparison and this table enables one to realize some con- ditions that otherwise do not appear so plain. 16 HISTORY OF EDUCATION APPORTIONMENT OF THE GENERAL SCHOOL FUND TO- GETHER WITH THE TOTAL ENUMERATION, 1905-1906 Net Amount Oo. Supt's Salary Gross Amount Enumerat'n AND CITIES 1905 1906 1905 1906 1905 1906 1905 1906 Barbour $ 8,537 22 $ 10,168 64 $ 50000 $ 50000 tf 9,037 22 S 10,668 64 4,938 4,718 Berkeley .... 6,982 96 8,724 60 425 00 425 00 7,407 96 9 149 60 4,039 4,048 Boone 5,278 28 7,041 32 425 00 42500 5,703 28 7,466 32 3,053 Braxton 11,922 36 15,511 60 50000 50000 12,422 36 16,011 60 6,896 7,' 197 Brooke 4,391 36 5,769 70 300 00 300 00 4,691 36 6,069 70 2,540 2,677 Oabell 11,265 40 14,321 90 500 00 500 00 11,765 40 14,821 90 6,516 6 645 Calhoun 7,022 72 8,817 28 425 00 425 00 7 447 72 9.242 28 4,062 4 095 Olay 5,746 80 7,226 66 406 25 42500 6,153 05 7,651 (5(5 3,324 3,' 353 Doddridge.... 7,378 87 9,188 00 50000 50000 7,878 87 9,688 00 4,268 4,263 Fayette 19,581 30 38 954 10 500 00 500 00 20,081 30 29,454 10 11 32 13 434 Gilmer 6,867 12 8,610 37 60000 500 00 7,367 12 9,11037 3,972 3J995 Grant 3 993 72 5,034 74 406 25 425 00 4 399 97 5 459 74 2 3in 2 336 Greenbrier 12,930 30 16,434 07 50000 500 00 13,' 430 30 16,' 934 07 7,479 7,625 Hampshire.... 6,467 75 8,032 75 500 00 50000 6,967 75 8,532 75 . 3,741 3,727 Hancock 3,927 91 4,976 55 30000 3JOOO 4.227 91 5,27(5 55 2.272 2,309 Hardy 5,025 86 6,196 44 42500 425 00 5,450 86 6,621 44j 2,907 2,875 Harrison 16,175 17 20,867 50 500 00 50000 16,67517 21,367 50 9,264 9,682 Jackson. 12,759 14 15,753 00 500 00 500 00: 13 259 14 16,253 00 7-, 380 7,309 Jefferson 8,483 62 11,129 90 425 00 425 00 8,*908 62 11.554 90 4,907 5,164 Kanawha 31,667 90 37,756 36 50000 50000 32,16790 38,256 36! 18,317 17,518 8 587 35 11 032 91 500 00 500 00 ! 9 087 35 11,532 91 4.967 5 119 Lincoln 11 ',006 06 13,' 757 20 50000 500 00 11 ! 506 06 14,257 20! 6.366 6J383 5 724 33 7 136 15 262 50 350 00 5,986 83 7,486 15 3,311 3,311 Marion 17,430 58 22,029 20 500 00 500 00 17*930 58 22 529 20 10 082 10,221 Marshall 11,279 22 13,931 78 50000 50000 11,779 22 14,431 78 6,524 Mason 13,450 70 16,207 77 50000 50000 13,950 70 16,707 77 7,780 7 ',520 Mercer 15,805 43 21,378 31 500 00 500 00 16,305 43 21,878 31 9. 142 9,919 Mineral 8., 003 00 10,151 40 42500 481 25 8, 428 00 10.632 65 4.1529 4,710 Mingo 7,849 12 12,192 42 425 00 425 00 8,274 12 12,617 42 4,540 5,675 Monongalia... 10,065 60 13,119 23 50000 50000 10,565 60| 13,619 23 5,822 6,087 Monroe 7,731 66 10,002 70 50000 500 00 8,231 56 10,502 70 4.472 4,641 Morgan 4,178 71 5,258 90 350 00 35000 4,528 71 5.608 90 2.417 2,440 McDowell 11,552 38 15,593 50 50000 500 00 12,052 88 16,093 50 6.682 7,235 Nicholas 8,194 90 10,890 66 50000 500 00 8,694 90 11.390 r,6 4,740 :>.05;{ Ohio 5,669 00 7,575 82 35000 350 00 6 019 00 7. 92-> 82 3,279 3.515 Pendleton .... 5,720 88 7,110 30 481 25 50000 6,202 13 7,610 30 3,309 3,299 I'li'a^auts 4,877 18 6. 189 97 35000 35000 5,227 18 6,539 97 8,872 Pocahontas... 5, 261 00 7,172 80 500 00 50000 5,761 00 7,672 80 3,043 3,328 Preston 12, 783 &5 16,472 86 500 00 50000 13,283 ?5 1(5,972 8*5 7,894 7,643 Put nam 10,164 09 12,908 01 500 00 500 00 10,664 09 13. 408 01 5.879 6.989 Raleigh.. .. 9,567 63 12.563 16 50000 50000 10.067 63 i;;.oi;:5 it; 5,584 Randolph 10. MM 22 It, 168 85 500 00 50000 11,390 22 14.668 85 6,299 Ritchie 10,563 46 13,162 33 50000 50000 11,063 46 13,662 33 8,110 6,107 Roane.. 13, 142 95 16,341 40 500 00 500 00 13.642 95 16,841 40 7,002 7. 5s I Hummers 10.051 71 13,069 65 50000 50000 10,551 71 13. 5lV.) f,5 6,064 Taylor 3,995 45 5,422 70 35000 350 00 4.:;r> :.". 2,811 2,516 7,437 65 9,660 00 425 00 481 25 7,862 65 10.141 :.';- l.:il)2l 4,482 Tyl'-r 9,344 60 11,360 51 50000 50000 9,844 60 11. NM) 51 5.4051 5.271 I'pshur 8,946 96 11,024 30 500 00 50000 9.44i; 9t; 11.524 W 6.1761 5.115 Way IIK 12,828 30 1(5,087 06 50000 50000 If,,5s7 Of, Webster 7,60384 500 00 50000 f) }f}$ ~;> i in:i M :V:;74 3.' 528 Wetzel 14,169 90 17. Ml 47 50000 50000 14 669 90 1S.:>41 47 8,196 8,278 Wirt 5,824 60 7,13400 425 00 425 mi 15.249 till 7.559 Oil 3,869 3,310 Wood 9,692 11 12,343 33 50000 50000 12.si:j :?;{ 5. tint; 5.727 Wyoming .... 6,120 27 7.4C.S 06 425 INI 425 00 t;.'545 27 8,640 3,465 Ceredo . . 1. :.'.'i I 71 1.517 :> 1.251 71 1.517 ::o 724 704 ( lui rlcston . . . 7 4 '.if, 4:5 9 731* 10 7 4!'i; C! 9 7:51 10 4 :;:>(> 4 515 ( .rafton :i.:57:5 05 4! 588 60 :{.:?7:5 05 4.5SS .10 1.951 Huntington.. 11. 938 10 7,878 50 li.9:;s in i 557 M a rti nstm rj_r. 4 239 22 5,302 00 4 239 22 ' |52 Mound-villr.. 3.810 45 4,786 87 :5.S](I 45 4.78(5 87 2.201 1 'a rkfi'sbu rjr.. 8 211 71 10.679 44 10 679 44 1 7! Mi 4 955 Wheeling. 111.147 :*5 22,815 85 82,816 s:, 11.075 1II.5SC, Total. * $575,637 68 $737,237 29 $25,30625 S25.5f,2 50 $600,943 93 >7 r,2. 799 79 332, 862 342, 060 FRANCES H. PIERPONT, Governor of the Restored Government of Virginia, whose statue in mar- ble is one of West Virginia's contributions to Statuary Hall, Washington. 18 HISTORY OF EDUCATION. SS888 S 88 8 88 8S8SS aco'o'oos" 88 S?S IIIII o 6 S 8 o o fcfc GO O .. M 5* c c 3 SI i Sw ,2 CE a> H I ll II IS WEST VIBGINIA. 19 Early Education in West Virginia. Bt VIRGIL A. LEWIS, M. A., STATE HISTORIAN AND ARCHIVIST. Lord Bacon has said that "Knowledge is Power." He did not say that knowledge is virtue or that knowledge would necessarily bring happi- ness to its possessor. Yet, the experience of all ages has proved that an educated people will, other things being equal, be the most industrious most prosperous and most virtuous, and, therefore, the most happy And since the light of revealed knowledge has dawned upon the world, the necessity for education has become vastly more apparent. Some one has said that History is but "a record of bleeding centuries preserved by the book-keepers of the nation." This is in great part true, for it is little else than a story of war, plunder, devastation and desola- tion. But there are some noted exceptions. It was the boast of J. R. Green, the author of the "History of the English People," that, therein, he had given more space to Chaucer than to Creasy; to Caxton than to the strife between the Yorkists and the Lancastrians; to the. poet and his- torian than to the soldier, mariner, or crusader; to the founding of Oxford University than to the battle of Waterloo; to intellectual ad- vancement than to the record of the slaughter of men and the desolation of homes. In this he did right for the world of today cares not so much for the records of the wars of a state or nation as for the story of its intellectual development. West Virginia was once a land of blo'ck- houses, forts, and stockades; now it is a land of school-houses. The story of the transition from the one to the other is an interesting one, for it tells how the mental activities of the people have kept pace with the material development of this Trans-Allegheny region. THE FIRST ATTEMPT TO FOUND AN ENGLISH SCHOOL IN AMERICA For many years the history of West Virginia is a part of that of Vir- ginia, and if we would learn its story we must look beyond the Blue Ridge, even to the shores of the Chesapeake, for the causes which have acted in advancing or retarding the progress of the first settlers of the State and of their immediate descendants as well. ' The earliest Eng- lish settlement in America was made in 1607, at Jamestown on the banks of the historic James river. This was thirteen years and six months before a single white man found a home on the shores of New England. 20 HISTORY OF EDUCATION. THE UNIVERSITY OF IIENRICO Many of the foremost literary men and profoundest scholars of Eng- land were members of the Virginia Company of London; and George Percy, John Porey, Alexander Whitaker, George Sandys, and others who had ccme to the Colony were educated men. Hence we are not surprised to find the Company, after having established representative government in Virginia the first in America engaged in an effort to found, on the banks of the James, in 1619, the first educational institution in North America north of the parallel of Mexico. This was to be the University of Henrico and its location was to be on the northern or eastern bank of the James rfver, ten miles below the Falls now Richmond. Here the Com- pany, on the recommendation of its treasurer, Sir Edwin Sandys, donated, or set aside, fifteen thousand acres of land and furnished one hundred tenants to cultivate this for the support of the College. King James I, a friend of the proposed school issued instructions to the bishops of England to collect money to build a University in Virginia. In these he said: "Wherefore, do we require you and hereby authorize you to write letters * * * * to zealous men of the diocese, that they may, by their own example in contribution and by exhortation to others, move the people within the several charges to contribute to so good a work * * * to be employed for this goodly purpose and no other." Fifteen' hundred pounds more than seven thousand dollars were thus collected. Then there were private donations and bequests. Gabriel Barker, a member of the Company, gave five hundred pounds for the education of Indian children in the institution; a person unknown sent a communion table for the University; still another, who concealed his identity, gave many excellent books to the value of ten pounds, together with a map "of all that coast of America." Nicholas Farrar gave by will three hun- dred pounds for the same object; Reverend Thomas Bargrave, a minister in the Colony, gave a library valued at one thousand marks; and the in- habitants along the banks of the James made a contribution of fifteen hundred pounds to build a house of entertainment at Henrico the pro- posed seat of the University. In mid-summer of this year, George Thorpe, the Superintendent of the School the first English school teacher in America arrived in Virginia, and fixed his residence at Henrico, where work on the institution began. In October, 1621, Sir Francis Wyatt, Governor of the Colony, arrived at Jamestown bringing a series of instruc- tions from the Company for his own guidance, and one of these was that he should see to it that every town or borough "have taught some chil- dren fit for College." It is fair to presume that in compliance with this requirement he caused schools to be established for this purpose. THE EAST INDIA SCHOOL AT CHARLES CITY But still another effort was made to found thus early, a school in Virginia. In 1621, Rev. Patrick Copeland, Chaplain of the East India ship, the "Royal James," collected from the mariners and passengers when homeward bound to England, the sum of seventy pounds, eight WEST VIBGINIA. 21 shillings and six pence, to aid in founding a seminary or preparatory school at Charles City in Virginia, to be known as the East India School. Other donations of money and books were made in England. The Vir- ginia Company of London appropriated a thousand acres of land with five tenants to aid in its support. The good ship "Abagail" brought over a number of mechanics, ship-carpenters and others; also, "a select number to build the East India School at Charles City." Its projector, Rev. Pat- rick Copeland, was chosen its Rector, but for reasons now to appear, he never crossed the ocean. DEATH, WRECK AND RUIN A terrible tragedy now darkened all the land of Virginia. O-pach-an- ca-no resolved to destroy the colony and in the Indian massacre on March 22, 1622, three hundred and forty-seven of the settlers fell in death at the hands of a barbarous and perfidious people. Superintendent Thorpe and seventeen of the people of the University of Henrico, were among the slain, and five victims fell at Charles City, the seat of the East India School. Whether these last were the five tenants sent by the Company to till its lands cannot now be known, but it is probable that they were. The direful calamity stayed the progress of education in the Colony. Had it not been so the East India School and the University of Henrico, with equipment, and preparatory schools "teaching some children fit for the College" would have begun its work fifteen years before Harvard, seventy-two years before William and Mary opened its doors to students and eighty years before Yale had an exist- ence. EDUCATION IN VIRGINIA BEFORE THE REVOLUTION In 1624, two years after the massacre, King James, by quo warranto proceedings, dissolved the Virginia Company of London, and Virginia be- came a Crown Colony. The Established Church of England had already divided the settled portion of the Colony into parishes and it was in these that Sir Francis Wyatt, the governor, in 1621, was directed by the Com- pany "to have taught some children fit for the College." THE PARISH SCHOOLS FREE SCHOOLS ESTABLISHED BY INDIVIDUALS Wyatt's instruction was doubtless the origin of the Parish or Paro- chial Schools in Virginia. Thenceforth for more than a hundred years the records of the schools belong to the history of the Church rather than to the annals of the Colony. Therefore, historians of that time gave but little attention to educational matters. From the acts of the House of Bur- gesses we learn that in 1643, Benjamin Symms devised a freehold of two hundred acres on Poccosin river in Elizabeth City County for the support of a free school for the education and instruction of the children of the parishes of Elizabeth and Kiquotan. It also appears that, soon after, Thomas Eaton died, and having been prompted by the good intent of 22 HISTORY OF EDUCATION. Symms, left an estate in the same county for a similar purpose. In 1675 Henry Peasley devised by will six hundred acres of land in Gloucester county, for the maintenance of a free school for the education of the children of Abingdon and Ware parishes forever. It was known as the "Peasley Free School," and it continued its good work for full eighty years without interruption. In 1660, the House of Burgesses provided for the establishment of a College, but there were delays and it was not until 1693 that William and Mary College, the oldest institution of learning south of the Potomac river, was opened for the admission of students. John Burk, the Virginia historian, writing in 1804, of the conditions in the Colony immediately preceding the Revolution, says: "Although the arts by no means kept pace with commerce, yet their infant specimens gave a promise of maturity and glory. The science of education had gradually become more liberal and men of erudition, attracted by the ris- ing fame of the Colony, and the generous patronage of the Legislature, abandoned their countries and came as teachers to Virginia. The Col- lege of William and Mary had been open for three-quarters of a century and many young men who were to be among the founders of this nation, thereby raising high their own fame and the glory of their country, had already gone out from its walls. EDUCATION IN VIRGINIA AFTER THE REVOLUTION With the close of the Revolution, the Established Church ceased to exist in Virginia, and the titles to the Glebe lands and other property vested in the State, or rather in the counties in which these were situ- ated, and thus terminated the Parish Schools. THE CHARITY SCHOOLS This gave rise to what were known as "Charity Schools." The people of King George, New Kent, and other Parishes, petitioned the General Assembly for needed legislation in the disposition of this property, and in some, as in the first named county, free schools were established with the proceeds of its sales; while in others, among them New Kent, the funds were used for building houses and employing teachers for the edu- cation of poor children hence the Charity Schools. Then, too, num- bers of similar schools were established and maintained by charitably disposed persons for the children of indigent parents and the Charity Schools free schools for poor children became widely known in Vir- ginia. THE "PRIVATE" OR "SELECT" SCHOOLS At the same time the close of the Revolution another class of schools known is "Private" or "Select" Schools came into operation. Their work was much the same as that of the old Parish Schools. They were established and maintained by a few families whose children were WEST VIRGINIA. 23 the only pupils. In them teachers were employed and paid pro rata by patrons. They continued long and traces of them may still be found in the Virginias. AX HISTORICAL VIEW OF THE OLD PART OF WEST VIRGINIA Before proceeding to consider the beginnings of education in West Virginia, let us notice briefly the first settlements of white men within its borders. The "Eastern Pan-Handle," comprising the counties of Berke- ley, Jefferson, and Morgan, and the Valley of the South Branch, in which are Hampshire, Hardy, and Pendleton counties, may be called the "Old Part of West Virginia." John Lederer, an Explorer sent out by Governor Berkeley, looked over on this region from the summit of the Blue Ridge in 1769; but no white man found a home within its bor- ders until the coming of Morgan ap Morgan in 1727, when he reared his cabin home on the site of the present village of Bunkerhill, Berkeley county. The same year a band of Pennsylvania Germans, seeking homes, crossed the Potomac at the "Old Pack Horse Ford" and one mile above, on the south side of the river, amid the gray lime-stone, halted and founded a village which they named New Mecklenberg, from the old city of that name in the far away Fatherland. That was the beginning of Shepherdstown, now in Jefferson county. In 1732, Joist Kite, with a colony of sixteen families crossed the Potomac at the "Old Pack Horse Ford" and these found homes in the Lower Shenandoah Valley. In the years immediately following, daring frontiersmen built their cabins along the Opequon, Back creek, Tuscarora creek, Little and Great Cacapon and in the South Branch Valley. The region in which these settlements were made was, from 1720 to 1734, on the western outskirts of Spottsyl- vania county; from the last mentioned year to 1738, it was included in Orange county. That part of this county lying west of the Blue Ridge was at that date, divided into two counties Frederick and Augusta so named in honor of Frederick, Prince of Wales, and his highly esteemed consort, Augusta of Saxe-Gotha, who died sincerely lamented by the English na- tion. Frederick county then embraced all of the West Virginia settle- ments until 1754, when Hampshire county, named from old Hampshire in England, was formed from western Frederick so as to include the whole of the South Branch Valley. In 1772, Frederick was divided into three parts and Berkeley county formed from its northern third in which were chiefly the West Virginia settlements then existing. From eastern Berkeley, Jefferson county was set off in 1801; and From its western part, Morgan county was formed in 1820. These three counties now form the "Eastern Pan-Handle" of the State. The District of West Augusta was formed west of Hampshire county in 1776, and from it the same year the counties of Monongalia, Ohio, and Youghiogheny were created, but the latter was extinguished by the western extension of Mason and Dix- on's Line. Further to the southward, Greenbrier county was formed in 1777, from parts of Botetourt and Montgomery counties which had been set off previously from West Augusta. Kanawha county was taken from Western Greenbrier in 1789. Thus was county organization extended 24 HISTORY OF EDUCATION. over this trans-Allegheny Region West Virginia even to the Ohio River. Herein we are not to look for the beginnings and development of educa- tion. EDUCATION IN WEST VIRGINIA BEFORE THE REVOLUTION But little can be known of the first schools in West Virginia in the early years of its settlement, for from the year 1727, when Morgan ap Morgan, the first settler within the bounds of the State, reared his cabin home, until General Wayne, in 1794, broke the savage power at the battle of Fallen Timbers on the Maumee river a period of sixty-seven years there was little else than savage warfare in West Virginia. In these days of alarm, of midnight burnings, of the rencounter of the rifle, of the tragedy of the tomahawk and scalping knife; when the people were confined in frontier forts, block-houses, and stockades, there could be but little time for education, for culture or refinement. Yet, strange as it may seem, the little log schoolhouse might be seen here and there in the deep recesses of the wilderness long before the Revolution. The earliest reference to a West Virginia school house which the writer has seen is that contained in an entry in the journal of George Washington, when in 1747, he was sur- veying lands for Lord Fairfax on the Upper Potomac, and in the South Branch, Cacapon and Patterson Creek Valleys in the Old Part of West Virginia. On the 18th of August of that year, he surveyed a tract by be- ginning at a station in "the School House Old Field." But no stream or other object is mentioned by which this location can be determined, nor can this be done by any contemporary surveys. It is believed to be far up the South Branch Valley, at what is known as the "Indian Old Fields" in Hardy county. The first definite mention regarding a school in the South Branch Valley is, that a man of the name of Shrock began teaching in a cabin at Romney, the seat of justice of Hampshire county, in 1753 one hundred and fifty-four years ago and continued for several terms, then went none knew whither. That was not a long time ago, but it was two years- before the beginning of the French and Indian War; ten years before the fall of Quebec; twenty-one years before a white man found a home in Kentucky, and twenty-three years before the signing of the Declaration of Independence. The Parish Schools so common in Virginia east of the Blue Ridge and in the Upper Shenandoah Valley, were almost unknown in what is now West Virginia. Old Frederick Parish included the early West Virginia set- tlements in what are now Hampshire, Hardy, Berkeley, Morgan, and Jef- ferson counties, and as these were formed other parishes were created but there is little evidence of the existence of Parish Schools therein. EDUCATION IN WEST VIRGINIA AFTER THE CLOSE OF THE REVOLUTION In June, 1776, Virginia adopted a Constitution the first framed for an American State and there was not the slightest reference, even that of a word, relating to education. The State began her existence without any legal provision whatever relating to schools, in her organic law. ALEXANDER L. WADE For more than a half century Prof. Wade was engaged in educational work in West Virginia. He served as teacher, principal and superintend- ent of schools, and he originated the plan for grading country schools. His book on this subject entitled "A Graduating System for Country Schools," was widely circulated and the system is now adopted in many parts of the country. In closing some reminiscences Prof. Wade said: "7 am glad I was called to be a teacher; and though I say with humility that my work has always seemed very imperfect, I have ever had as my ideal the example of the Man of Galilee who went about doing good and who was called the 'Great Teacher.' " Prof. Wade died at Richmond, Va., May 2, 1904. ^twc u -^ Or T WEST VIRGINIA 2S The Charity Schools before described can scarcely be said to have had any existence west of the Blue Ridge. A few, however, appear to have been opened in Berkeley, Hampshire, and some of the more western counties as they then were. J. E. Norris, the historian of the Lower Shenandoah Valley, says: "These Charity Schools were sometimes main- tained at the expense of the towns where they were located, and others were established and supported by the generosity of individuals, and none but extremely poor parents ever thought of sending their children to them, they being patronized by orphans and very indigent persons." As late as 1817, the General Assembly provided that all moneys in the hands of any county or corporation acquired from the sale of glebe lands should be applied to the education of poor youth^therein. This act, however, was chiefly operative in the eastern part of the Commonwealth. As before stated the "Private" or "Select" schools were long in operation and did good work. Similar schools in modified forms still exist in West Virginia. THE COMMON PRIMARY SCHOOLS We are now to notice the most important system of schools that ever had existence on the Virginia frontier now West Virginia. These, known as Common Primary Schools, were established as pioneer schools by the frontiersmen who assembled in their respective neighborhoods, erected the school houses at their own expense, and then employed the teachers. These schools differed from the "Private" or "Select" schools in this: They were open to all children of all parents who were able and willing to pay tuition. They were the historic schools of early West Vir- ginia. Thousands of them were established in the long period through which they continued, for under the name of "Old Field Schools" they were in operation nearly a hundred years. They are to receive notice more fully as this article progresses. THE FIRST PUBLIC SCHOOL THAT AFFECTED WEST VIRGINIA Notwithstanding the lack of constitutional authority, the General As- sembly, on December 26, 1796, enacted the first Virginia School Law that in any way affected West Virginia. At that time, ten of the present West Virginia counties had an existence; these were Hampshire, Berkeley, Monongalia, Ohio, Greenbrier, Harrison, Hardy, Randolph, Pendleton, and Kanawha, formed in the order named. This act was called the "Alder- manic School Law," and it contained a preamble in which it was said that "Whereas it appeareth that the great advantages which civilized and polished nations appear to enjoy, beyond the savage and barbarous nations of the world, are principally derived from the invention and use of letters, by means whereof the knowledge and experience of past days are recorded and transmitted, so that man, availing himself in succession of the accumulated wisdom and discoveries of his predecessors, is enabled more successfully to pursue and improve not only those acts which contribute to the support, convenience and ornament of life, but to those also which tend to illumine and ennoble his understanding and his nature." Further, that "if the minds of the citizens be not rendered liberal and humane, and be not fully impressed with the importance of the priciples from which 26 HISTORY OF EDUCATION these blessings proceed, there can be no real stability or lasting per- manency of the liberty, justice and order of a republican government." With a view, therefore, to lay the first foundation of a system of education which should tend to produce these desirable results, it was pro- vided in this act that in each county of the State, tlie people should annually elect "three of their most honest and able men" to be called Aldermen of the county; that these should meet annually on the second Monday in May, at their court house, there to consider the expediency of putting the act into execution, having regard to the state of the population within the county; that if this was deemed best, they should proceed to divide the county into sections, regulating the size of these so that each should contain a sufficient number of children to make up a school; that each section should be given a particular name; that a list of these names should be supplied to the clerk of the county court who was required to make record thereof in his office; that these should remain unaltered until a change was rendered necessary by an increase or decrease in inhabitants, and that the succeeding Aldermen should make such change as the county court directed. After this action had been taken by the Aldermen, it was made the duty of the householders of each section to meet on the ensuing first Monday in September at such place as the Aldermen should have designated and given notice of; and when thus assembled they should agree upon the most available site for the location of a schoolhouse. If a tie resulted, it was the duty of the Aldermen living outside the section to cast the deciding votes. A site having thus been chosen, the Aldermen were at once to proceed to have a school house erected, kept in repair, and rebuilt when necessary; but in the latter case the householders were again to assemble and determine whether this should be upon the same site or another. When the house was ready for occupancy, it was the duty of the Alder- men to select a teacher for the school who might be removed by them for cause; and it was their duty, or at least one of them, to "visit the school once in every half year at least," examine the pupils, and superintend the conduct of the teacher in everything relative to his school, in which the law declared "there shall be taught reading, writing, and common arithmetic; and all free children, male and female, resident within the respective sections, shall be entitled to receive tuition gratis, for the term of three years; and as much longer at private expense as their parents, guardians, or friends shall think proper." The expense of building the house and the salary of the teacher in the different sections, was defrayed by the inhabitants of each county in proportion to the amount of their public assessments and county levies. This was to be as- certained by the Aldermen of each county respectively, and to be collected by the sheriff just as other public taxes are collected; and it was made the duty of this official to pay all school money to the Alderman. Such was Virginia's first Free School Law, enacted one hundred and eight years ago, by the provisions of which, schoolhouses were to be erected and teachers employed at public expense; and all children were to have three years schooling, tuition gratis. WEST VIRGINIA 27 This was made operative from and after the first day of January, 1797. As stated there were at that time ten of the present West Virginia counties then existing and they covered the entire area of the present State. How many of them put into force and operation "The Public School Law of 1796" can now only be learned by investigation and research among the musty and dusty records of more than a century ago. But action was taken by at least some, perhaps all of them, for certain it is that at the beginning of the century ensuing, schools were established here and there over West Virginia where there was a sufficient population. The Indian wars were past. The frightful warwhoop of the savage was no more heard south of the Ohio; and these frontiersmen, brave as ever dared the perils of the wilderness, did assemble, select sites, and provide for the building of schoolhouses, whether in the section as prescribed by the "Law of 1796," the cost of erection to be defrayed by taxation, or by their own hands and at their own cost, certain it is that they were provided and in them began a system of schools ante-dating the Louisiana Purchase and the admission of Ohio into the Union. THE LITERARY FUND OF VIRGINIA AS AN EDUCATIONAL FACTOB IN WEST VIRGINIA We are now to make inquiry regarding what was known for more than fifty years as the "Literary Fund of Virginia." Prior to 1776 the begin- ning of the Commonwealth escheats, penalties, and forfeitures in the Colony went to the King. From the last mentioned date to 1809 a period of thirty-three years the moneys derived from these sources were placed to the credit of the General State Fund. But in Section 1 of Chapter XIV of the Acts of 1809, it was provided "That all escheats, confiscations, for- feitures, and all personal property accruing to the Commonwealth as derelict and having no rightful owner, which have accrued since the sec- ond day of February one thousand eight hundred and ten, and which shall hereafter accrue to the Commonwealth, be, and the same are hereby appropriated to the encouragement of learning; and that all militia fines and the arrears thereof, due to the Commonwealth on the eleventh day of February, one thousand eight hundred and eleven, and thenceforth accruing or to accrue, be also and the same are hereby appropriated to the en- couragement of learning. The act which thus created the "Literary Fund" declared that it should "be appropriated to the sole benefit of a school or schools to be" kept within each and every county in the Commonwealth, subject to such orders and regulations as the General Assembly shall hereafter direct. And, whereas, the object aforesaid is equally humane, just and necessary, involving alike the interests of humanity and the preservation of the Constitution, laws and liberty of the good people of this Commonwealth; this present General Assembly solemnly protests against any other appli- cation of the said Fund by any succeeding General Assembly to any other object than the education of the poor." In 1810, the Auditor of Public Accounts was directed by Act of the Assembly to open an account to be designated "The Literary Fund" and to place to its credit every payment made on account of any of the escheats, confiscations, forfeitures, fines and penalties appropriated to the encour- 30 HISTORY or EDUCATION tions that the Literary Fund was created, and it became a mighty educa- tional factor despite the refusal to accept its benefactions by so many of those for whom they were intended. A VIEW OF EDUCATIONAL CONDITIONS IN WEST VIRGINIA IN 1833 A view of educational conditions in 1833, will be of interest. This date has been selected because it is just thirty years before West Virginia was admitted into the Union and that period may be said to have been the "boyhood days" of the men who made the State. The Common Primary Schools under the provisions of the "Alder- manic School Laws of 1796" were in operation, as were other schools of higher order. Joseph Martin's "Gazeteer of Virginia," published at that time shows that schools of various grades existed generally throughout West Virginia. Of the many he mentions a few. Evidence the following: At Martinsburg there was one male and one female academy and three common schools; at Wellsburg, one academy in which were taught the Greek and Latin languages, with three female and one male English school; at Barboursville, one common school; at Guyandotte, one primary school; at Anthony's Creek, three common schools; at Frankfort, two com- mon schools, one for males and one for females; at Lewisburg, one academy and one common school; at Cold Stream Mill, one classical school; at Springfield, one Seminary in which were taught all the necessary branches of an English education; at Trout Run, one common school; at Bridgeport, one common school; at Clarksburg, one academy and two com- mon schools; at Lewisport, one common school; at Pruntytown, one com- mon school; at Shinnston, one common school; at Ripley, one common school; at Ravenswood, three common schools; at Charles Town, one academy and several other schools; at Harpers' Ferry, two academies one male and one female and two common schools; at Middleway, two common schools; at Charleston one academy and one infant school kindergarten, the first in the State; at Buckhannon, schools taught in the winter; at Leading Creek, two common schools; at Weston, one com- mon school; at Ballardsville, two schools in which were taught all the branches of an English education; at Point Pleasant, one common school; at Blacksville, one common school; at Glenville, one common school; at Polsley's Mills, one common school; at Morgantown, one academy, of two departments in which were taught the languages, painting, drawing, etc., and one common school; West Liberty, one academy and two common schools; at Huntersville, one school in which the ordinary branches of an English education were taught; at Brandonville one common school; at Beverly, one common school; at Middlebourne, one common school; at Parkersburg, three common schools. The revenues of the Literary Fund, which, as we have seen, amounted at this time to more than a million and a half of dollars, were also being used to advance educational interests. There were then twenty-four of the present counties of West Virginia checkered on the map of Virginia. These were Berkeley, Brooke, Cabell, Fayette, Greenbrier, Hampshire, Hardy, Harrison, Jackson, Jefferson, Kanawha, Lewis, Logan, Mason, Monongalia, Monroe, Nicholas, Ohio, Pendleton, Preston, Pocahontas, Ran- WEST VIRGINIA 31 dolph, Tyler, and Wood. The operations of the President and Directors of the Literary Fund for the year 1833, may be seen by the following table in which is shown for the several counties, the number of school com- missioners, of common primary schools, of poor children, of poor chil- dren sent to school, the aggregate day's attendance of poor children in school; the average day's attendance at school of each poor child, the average rate of tuition per diem for each poor child, the average amount paid from the Literary Fund for each poor child, and the total amount of expenditures of the Fund in each county. TABLE SHOWING SCHOOL STATISTICS BY COUNTIES IN WEST VIRGINIA SEPTEMBER 30, 1833. COUNTIES No. of School Commis- sioners in each county. No. of common primary schools attended by poor children. No. of poor children in each county. No. of poor children sent to school. Aggregate*- number of days attendance of poor children at sch'l. Average number of days attendance of each poor child at school. Rate of tuition per dirm in each county. Average amount paid from literary fund for each child. || Total amount of ex- penditures in 1833 for tuition and other ex- penses in each county. Berkeley . 15 34 530 349 24.518 70 3& $ 2 45 $ 854 14 Brooke 9 29 410 268 19 383 72 2% 1 98 530 13 Cabell 7 17 200 117 6,399 55 4 2 40 287 76 Fayette Greenbrier. 10 20 500 239 21,106 50 4 2 25 537 90 Hampshire H 48 800 545 22, 048 40 4 1 67 912 14 Hardy 15 21 250 100 7,646 76 4 3 32 332 23 Harrison . 15 86 900 754 36,200 48 %y s 1 29 976 13 * Jefferson Kanawha Lewis. 14 14 9 31 24 34 350 450 500 217 298 235 17,105 19,217 11,654 78 64 50 4 4 zy> 3 25 2 73 1 30 705 26 814 72 304 99 Logan * Mason Monongalia Monroe Nicholas Ohio 9 9 11 7 10 19 80 25 18 40 175 1,000 450 150 500 127 637 192 99 282 6,697 32,341 10,454 5,214 23,032 53 51 54 52 81 % f, 21-12 2 23 1 31 2 05 1 82 1 84 283 41 889 15 395 40 179 80 520 06 Pendleton . 15 36 400 856 14 298 40 3M 1 45 515 43 Preston ... Pocahontas Randolph 7 5 9 23 17 22 220 120 350 190 100 197 9,374 6.018 7 947 49 60 40 3 3 3% 1 61 2 11 1 37 306 14 211 29 280 H4 Tyler 11 20 450 216 10, 958 51 2 1 20 259 46 Wood . 9 34 400 288 11 637 40 3 1 27 366 32 Totals ... 678 9 135 5 816 220 656 $ 10 454 42 * Reports not made in time to be included in Auditor's Report for the year. From the foregoing table, it appears that of the twenty-four West Virginia counties then existing, twenty-one made reports and that there were in these from five to fifteen commissioners in each, with 678 primary schools attended by 5,816 poor children the beneficiaries of the Literary Fund that they were present 220,656 days, and that $10,454.42 was expended in payment of their tuition from this Fund. If the reports of the other three counties Fayette, Jackson, and Logan were at hand, these several numbers would be considerably increased. Of course, this table does not show the number of pupils in these schools whose tuition was paid by parents or guardians. Neither does it show the number of schools in the counties at which no poor children were in attendance. 42 HISTORY OF EDUCATION Joseph Martin, an enthusiastic Free School man, writing at this time, said: "Experience has already demonstrated the utility of even the ex- isting system, and thousands who must have groped through life in the darkness of ignorance, have had the cheering light of knowledge shed upon them by means of the Common Primary Schools." Successful work was done in these western counties, for by the census of 1840 there were more illiterate white persons in Virginia, east of the Blue Ridge than were on the west side of that mountain barrier. THE GREAT EDUCATIONAL CONVENTION OF NORTHWESTERN VIRGINIA, HELD AT CLARKSBURG, SEPTEMBER, 1841. The most important educational meeting ever held on the soil of West Virginia, before or since, assembled in the Presbyterian Church at Clarksburg, Harrison county, Virginia (now West Virginia), on Wednes- day, September 8, 1841, and continued in session three days. The object was to take such action as would induce the General Assembly to enact laws providing for the establishment of a Free School System. There were then no railroads in Northwestern Virginia, but notwithstanding, nineteen counties, of which sixteen were of those now in West Virginia, were repre- sented. These were Augusta, Berkeley, Braxton, Brooke, Cabell, Frederick, Harrison, Jackson, Kanawha, Lewis, Mason, Marshall, Monongalia, Ohio, Randolph, Shenandoah, Tyler, Warren and Wood. One hundred and fif- teen delegates were present at the opening session, and numbers of others arrived later. The body was called to order by Mr. Z. Jacobs, of Ohio county, and the distinguished George Hay Lee, of Harrison county, after- ward a Judge of the Court of Appeals of Virginia, was elected President. He was escorted to the Chair by Gideon D. Camden of Harrison county, and William McConnell of Brooke. Then John McWhorter, of Lewis county; John S. Barnes, of Monongalia; James W. McClemens, of Ohio; John Parriott, of Marshall; Joshua Russell, of Tyler; William C. Hay- mond, of Randolph; Joseph Johnson, of Harrison; Albert A. Lewis, of Braxton; and Josiah M. Steed, of Wood, were elected Vice-Presidents. George W. Thompson, of Ohio county; James H. McMechen, of Harrison; James Evans, of Monongalia, and Luther Haymond of Harrison were made Secretaries. Then the names of members were enrolled, and among them were many distinguished men. There sat Hon. James Points, of Augusta county: Caleb Boggess, Benjamin Bassel, Ephriam Bee, William A. Harrison, Charles Lewis, Eli Marsh and David Kincheloe, of Harrison; Thomas Bland, R. W. Lowther, A. G. Reger, and Cabell Taven- ner, of Lewis; John L. Sehon, of Mason; Elbert H. Hall, of Marshall; Zedekiah Kid well, James Evans, and George McNeely, of Monongalia; William Armstrong, John W. Clemens, Alexander Newman and Thomas Townsend, of Ohio; David Holder, James H. Logan, Daniel W. Shertliff, of Randolph; John Ireland, James Morris, Presley Martin, and John Wells, of Tyler; Austin Berkeley, Lewis Bond, Thomas Chancellor, and W. M. Protzman, of Wood. Benjamin S. Griffin was appointed doorkeeper, and the Rules and Regulations of the House of Delegates of Virginia were adopted for the government of the Convention. The Ministers of the town were invited to open the sessions with prayer; and editors of newspapers WEST VIRGINIA 33 were admitted to seats for the purpose of reporting the proceedings. Committees on Order of Business, Resolutions, etc., were appointed. Then the real work of the Convention began and continued for three days with evening sessions. Never did a more earnest body of men assemble in West Virginia than this, nor has the work of any one yielded more abundant fruit. These men builded better than they knew. Then there was a Free School System for the Commonwealth in which all children should be educated without distinction. There were papers read, addresses made, plans submitted, and the proceedings published in pamphlet form under the title of "A Memorial to the General Assembly of the State, Requesting that Body to Establish a More Liberal and Efficient Primary or Common School System." That pamphlet was, and still is, the most remarkable publication to be found in the educational literature of the Virginias. The history of that convention, with an account of its labors and notices of the men composing it, would fill a volume. Will not some school man of IVest Virginia write it? THE VIRGINIA SCHOOL LAW OF 1846 Thus from 1833 to 1846 a period of thirteen years school matters continued without change. Full fifty years had come and gone since the introduction of the Aldermanic School System under the law of 1796, and now this was to be remodeled. On the 5th of March, 1846, the General Assembly passed "An Act Amending the Present Primary School System." Important changes were made. Now it was made the duty of the county court of each county, at its ensuing October term, to lay off according to accurate and well known boundaries, the territory of the county into any number of districts, having regard to the territorial extent and population of the same, and to appoint for each of the districts one school commis- sioner. These, when appointed, constituted collectively the Board of School Commissioners for the county. It was to meet at the Court House in the ensuing November, and, having organized, proceed to elect a super- intendent of the schools of the county, who should execute a bond payable to the directors of the Literary Fund, and who should perform the duties of treasurer and clerk of the board. The commissioner of each district transacted the school business within it; registered and reported to the county superintendent all the children within his district between the ages of five and sixteen years; entered into a contract with the teachers of his district to teach a number of indigent children as many days as his dis- trict's proportion of the county's quota of the Literary Fund would pay for, and required this teacher to keep an accurate acount of the attendance of such children. Reports were made to the county superintendent who kept a record of all the children enrolled in the schools of his county, and re- ported the same to the Board with such information as he deemed useful to it. In September of each year he made an annual report to the Di- rectors of the Literary Fund, showing his receipts and disbursements, the ages and sexes of the children of the county, with the actual number of days of attendance of indigent pupils, and the amount of compensation per diem paid to teachers for their instruction. For his services, he re- ceived two and a half per cent, of the amount passing through his hands 34 HISTORY OF EDUCATION and actually expended for the purposes of education. This law was in no- wise an improvement .over that which preceded it. It was the continua- tion of the same system that had been in operation for more than fifty years, but under changed conditions, and it was not to end until civil war came to desolate the land. "THE OLD FIELD SCHOOLS" It has been stated that these Common Primary Schools as they existed under the Law of 1796 and under that of 1846, as well, came to be known as "Old Field Schools" from the location of the schoolhouses. THE WEST VIRGINIA SCHOOLHOUSE OF THE OLDEN TIME No matter how the selection of a site was made. It was the same. Down on the broad river bottoms, in the valleys of smaller streams, or among the hills where was a bubbling spring or rippling brook, a spot, in juxtaposition to half a dozen or more cabin homes was agreed upon by the heads of the families as a suitable place for a schoolhouse. It was an old "clearing" which tradition said was made by a man who was killed by the Indians, lost in the woods and never afterward heard of, or, tired of the wilderness, had gone back over "the Ridge" the Blue Ridge. There, on the margin of that "improvement" an "old field" where half a dozen paths bisected, with the primitive forest in the rear and the plat of wild grass and tangled weeds in front, these men advance guard of civilization reared the schoolhouse. Rude structure it was; in size, perhaps 16x18 feet; the walls built of logs, sometimes hewn, but usually round, and from eight to twelve inches in diameter the interstices chinked with sticks and stones and daubed with clay; the roof of clap- boards held in place by heavy weight poles; the door of slabs hung on wooden hinges; the floor, if any, was made of puncheons split from the body of a large tree and hewn so as to have somewhat the quality of smooth- ness; a fireplace, ample as that of an ancient baron, spanned over half of one end of the building and was surmounted by a "cat-and-clay" chimney, not unlike a tall partridge trap, ever tottering to its fall. Logs ten inches in diameter, split in halves, and pins or legs inserted in the oval sides, answered for seats. Along the side of the wall pins were inserted and on them rested a broad slab, sloping downward, used as a writing desk; just above it, a log was chopped out and in its place was a long frame-work resembling sash for holding a single row of panes of glass, in the absence of which, greased paper was sometimes pasted to admit the light. Such was the structure in which was taught the "old field school" of long ago. It was used alike for school purposes and divine worship, and in neither was it void of results. THE SCHOOL AND THE SCHOOL MASTER Autumn came. A stranger appeared upon the scene and the report went from cabin to cabin that there was a school master in the neighbor- hood. Look at him. He is clad in the garb of the border. Whence he came, none know. He brings no credentials or diploma from a college faculty, for none is required. It is only necessary that he teach the three- WEST VIRGINIA 35 R's reading, 'riting and 'rithmetic. .He binds himself to do this in his "article" which he carries from house to house, soliciting subscriptions to the school which he is to "keep" for so much a "quarter" and "board 'round" that is with the pupils. Then he goes to the school commissioner of the section of the district, who, in compliance with the law of '96 or of '46, enters into a contract to pay from his quota of the Literary Fund the Tuition of the indigent children of the neighborhood. Then the day is announced for school to begin and it is understood that the "master" will board the first week at John Smith's but none can divine where he will stay the next. Monday morning comes. The "master" goes early and with the aid of one of Smith's big boys, puts on a "back-log," and soon a fire is roaring on the hearth. Then the boys and girls for half a dozen miles around be- gin to arrive. William Jones cannot come this week, for his father did not get his shoes made, owing to the fact that the leather "stayed green" too long in the tan trough. Bettie Davis is not there either for her mother did not get her linsey-woolsey frock made in time. The master, meantime, has been making preparations for the "quarter" by cutting a bundle of withes in the forest near by. All is in readiness, and a stentorian voice from the door cries out "Come in to books." In they go, with lunches in chip baskets made from the tough splits of the oak or hickory of the hills. Under the arms are copies of the "English Reader" and Webster's "Ele- mentary Speller." And now, woe be to the one who provokes the wrath of him who presides over this temple of learning. The "quarter" closes in due time; the master collects tuition from the parents who are able to pay this; then, with sworn statement of amount due for teaching the in- digent children he proceeds to the treasurer of the county school com- missioners, from whom he receives this then goes, perhaps none know where. t Such was the "jolly old pedagogue" of "ye olden time." Many of them were highly educated men and they filled their mission well. In that "Old Field Schoolhouse," we, in imagination, see one of them yet. Thought- fully he stands by an apperture in the wall, called by courtesy a window, either mending pens or making new ones from the quills from the wing of the goose, the wild turkey or, perchance, from that of the eagle brave bird of the mountain for some of the dozen flaxen-haired urchins some of whom are afterward to be the boast of their country, or the warriors or magistrates of embryo states in the West. THE BOYS AND GIRLS OF THE "OLD FIELD SCHOOLS" Statistics of these times show that tens of thousands of boys and girls attended these "Old Field Schools." There they learned discipline and to spell and read and write and cipher; but that nobler inde- pendent manhood was due to instruction within no more than exercise without. For did not the Romans, even the wealthiest of them, teach their sons and daughters to be tolerant of hunger and cold, to go barefoot on the campus and to swim the Tiber in January? May be there was not enough of book lore in these Old Field Schools, but the boys had their early privileges that other generations have not had. There was 36 HISTORY OF EDUCATION the brave walk through the sleet and the snow; the game of hide-and- seek among the chinquepin bushes, the bull-pen-ball, the scramble for the wild grapes, the chase of the flying squirrel through the thickets of laurel, the bloom of which other boys and girls have made the State flower; the climbing high among the limbs to dislodge the raccoon from his hole in the black gum tree. We wonder what has become of the boys that went to the Old Field School at Bear Creek, Big Bend, Locust Knob, Sugar Camp Hollow, Deer Creek, and a thousand other places among the West Virginia hills. Many thousands of them stayed in the land of their nativity and they and their descendants became the home- builders of West Virginia. They helped to shoot barbarism out of the Ohio Valley. Some went to become founders of other states and to never return. Some went away awhile and then came back to tell of steam- boats, and Richmond and Pittsburg, and Cincinnati, and fireworks; some warred with the Briton in 1812 1 ; others studied war with Scott and Tay- lor in Mexico. But others went to make names that are long to last; two early governors of Ohio attended the Old Field Schools of Berkeley Bounty; Reuben Chapman, one of the best governors Alabama ever had, was a .student in the Old Field Schools of Randolph county; Jesse Quinn Thornton, who wrote the first constitution of Oregon attended the Old Field Schools of Mason county; Lorenzo Waugh, who was a pupil in an Old Field School in Pocahontas county, then taught in the Old Field Schools of Harrison and Mason counties, afterwards gathered the first Methodist congregation ever assembled in the Sacramento Valley; James T. Farley studied in the Old Field Schools of Monroe county then went to the Pacific Coast, afterward to visit the home of his childhood when a United States Senator from California; Thomas A. Morris at- tended an Old Field School in Cabell county and was afterwards a distin- guished bishop of the Methodist Episcopal Church; Thomas and Samuel Mullody attended the Old Field Schools of Hampshire county, and the former served two years as the tutor of the crown prince of Naples and died while president of Georgetown University; the latter, at the time of his death was president of Worcester College, Massachusetts; Stone- wall Jackson attended an Old Field School in Lewis county, won dis- tinction in Mexico, and gave up his life at Chancellorsville for the Lost ause; Jesse L. Reno attended an Old Field School in Ohio county, achieved honor in Mexico, and died in South Mountain, Maryland, while gallantly leading the Ninth Army Corps in battle for the Union. No, these Old Field Schools were not barren of results, but were rather a mighty factor in civilization. WEST VIRGINIA ACADEMIES, SEMINARIES, AND COLLEGES OF THE OLDEN TIME By far the most important, the most potent factors in early educa- tional work in West Virginia were the many academies which, as char- tered institutions, were scattered over the State, and whose management and control were in the hands of the foremost men of the community, who were made bodies corporate by the acts of the General Assembly of Virginia. WEST VIRGINIA 37 We have seen that, for a series of years, the settlements in the Eastern Pan-Handle and the South Branch Valley were included in Frederick county of which Winchester early became the seat of justice. This town was the chief mart of trade long after the formation of Hamp- shire and Berkeley counties. There, for many years, the people obtained their supplies of merchandise, and there, too, their sons and daughters were first offered the advantages of secondary and higher education. In the Alexandria Advertiser, of June 22, 1786 one year before the first newspaper published in the United States west of the Blue Ridge made its appearance the trustees of the "Winchester, Latin, Greek, and Eng- lish Schools" advertised that "having elected Mr. Armstrong and Mr. Potter, two gentlemen of character and ability to take charge of the institution, we do hereby give notice that the schools will open on the first Monday in July. They set forth that the "climate is healthful, the country plentiful, and the town growing." Such was the first classical school of the Lower Shenandoah Valley which opened its doors to the young men and women of what is now the eastern part of West Virginia. The oldest of these institutions within the limits of the State was located at Shepherdstown, now in Jefferson county. The exact date of its establishment is not known, but it antedated the Revolution. Rever- end Robert Stubbs, who on the 3rd day of December, 1787, made affidavit that he had witnessed the test trial of James Rumsey's steamboat, on the Potomac, subscribed himself as "Teacher of the Academy at Shepherds- town." George Washington did much to arouse an interest in secondary education on the part of the people of Virginia. On the 15th of Decem- ber, 1794, while President of the United States, he wrote Edmond Ran- dolph, the Secretary of State, upon the subject of higher education, and: said: "It has always been a source of serious regret to me to see the youth of these United States sent to foreign countries for the purpose of education, often before their minds are formed or they have imbibed .any adequate ideas of the happiness of their own; contracting, too frequently, not only habits of dissipation and extravagance, but principles unfriendly to republican government and to the true and genial liberties of man- kind, which, thereafter, are rarely overcome." The age of academies in the Commonwealth had already begun, and was long to continue. In the following partial list of these institutions in West Virginia, the number, together with the date of incorporation, and place of establishment, in the order named, are given; that is to say: 1. The Academy of Shepherdstown, at Shepherdstown, in Jefferson county, incorporated in 17 . 2. The Randolph Academy, at Clarksburg, in Harrison county, in- corporated December 11, 1797. 3. The Charles Town Academy, at Charles Town, in Jefferson county, incorporated December 25, 1797. 4. The Brooke Academy, at Wellsburg, in Brooke county, incor- porated January 10, 1797. 5. The Mount Carmel School, at West Union, in Preston county then Monongalia established in 1801. 38 HISTORY OF EDUCATION 6. The Lewisburg Academy, at Lewisburg, in Greenbrier county, incorporated in 1812. 7. The Shepherdstown Academy, at Shepherdstown, in Jefferson county, incorporated January 3, 1814. 8. The Romney Academy, at Romney, in Hampshire county, in- corporated February 11, 1814. 9. The Lancasterian Academy, at Wheeling, in Ohio county, in- corporated October 10, 1814. 10. The Monongalia Academy, at Morgantown, in Monongalia county, incorporated November 29, 1814. 11. The Mercer Academy, in Charleston, Kanawha county, incorpo- rated November 29, 1818. 12. The Union Academy, at. Union, in Monroe county, incorporated January 27, 1820. 13. The Martinsburg Academy, at Martinsburg, in Berkeley county, incorporated January 28, 1822. 14. The Romney Classical Institute, at Romney, in Hampshire county, established in 1824. 15. The Tyler Academy, at Middlebourne, in Tyler county, in- corporated January 30, 1827. 16. The Wheeling Academy, at Wheeling, in Ohio county, incorpo- rated February 21, 1827. 17. The Romney Academy, at Romney, in Hampshire county, in- corporated March 25, 1829. 18. The Morgantown Female Seminary, at Morgantown, in Monon- galia county, incorporated March 23, 1831. 19. The Seymour Academy, at Moorefield, in Hardy county, in- corporated February 16, 1832. 20. The Bolivar Academy, at Bolivar, in Jefferson county, incorpo- rated February 16, 1832. 21. The Red Sulphur Seminary, at Red Sulphur Springs, in Monroe county, opened April 15, 1832. 22. The Charles Town Female Academy, at Charles Town, in Jeffer- son county, incorporated March 15, 1836. 23. The Brickhead and Wells Academy, at Sistersville, in Tyler county, incorporated January 18, 1837. 24. The West Liberty Academy, at West Liberty, in Ohio county, incorporated March 20, 1837. 25. The Marshall Academy, at Guyandotte now Huntington in Cabell county, incorporated March 13, 1838. 26. The Western Virginia Education Society, at Pruntytown, in Tay- lor county, (then Harrison), incorporated March 28, 1838. 27. The Parkersburg Academy Association, at Parkersburg, in Wood county, incorporated April 5, 1838. 28. The Morgantown Female Academy, at Morgantown, in Monon- galia county, incorporated January 30, 1839. 29. The Cove Academy, at Holliday's Cove, in Hancock county (then Brooke), incorporated April 6, 1839. WEST VIRGINIA 39 30. The Bethany College, at Bethany, in Brooke county, incorporated in the autumn of 1840. 31. The Preston Academy, at Kingwood, in Preston county, in- corporated January 2, 1841. 32. The Huntersville Academy, at Huntersville, in Pocahontas Bounty, incorporated January 18, 1842. 33. The Asbury Academy, at Parkersburg, in Wood county, incor- porated February 8, 1842. 34. The Little Levels Academy, at Hillsboro in Pocahontas county, incorporated February 14, 1842. 35. The Rector College, at Pruntytown, in Taylor county, incorpo- rated February 14, 1842. 36. The Greenbank Academy, at Greenbank, in Pocahontas county, incorporated March 26, 1842. 37. The Northwestern Academy, at Clarksburg, in Harrison county, incorporated March 26, 1842. 38. The Brandon Academy, at Brandonville, in Preston county, in- corporated March 27, 1843. 39. The Weston Academy, at Weston, in Lewis county, incorporated January 18, 1844. 40. The Potomac Seminary, at Romney, in Hampshire county, in- corporated December 12, 1846. 41. The Male and Female Academy at Buckhannon, in Upshur county then Lewis incorporated February 1, 1847. 42. The Lewis County Seminary, at Weston, in Lewis county, in- corporated March 20, 1847. 43. The Marshall Academy, at Moundsville, in Marshall county, in- corporated March 19, 1847. 44. The Wheeling Female Seminary, at Wheeling, in Ohio county, incorporated January 24, 1848. 45. T,he Buffalo Academy, at Buffalo, in Putnam county, incorpo- rated March 16, 1849 46. The Academy of the Visitation, at Wheeling, in Ohio county, in- corporated March 14, 1850. 47. The Jane Lew Academy, at Jane Lew, in Lewis county, incorpo- rated March 16. 1850. 48. The Wellsburg Female Academy, at Wellsburg, in Brooke county, incorporated March 17, 1851. 49. The Meade Collegiate Institute, at or near Parkersburg, in- corporated March 21, 1851. 50. The South Branch Academical Institute, at Moorefield, in Hardy county, incorporated March 31, 1851. 51. The Fairmont Academy, at Fairmont, in Marion county, in- corporated February 17, 18^2. 52. The Wheeling Female Seminary, at Wheeling, in Ohio county, incorporated January 10, 1853. 53. The West Union Academy, at West Union, in Doddridge county, incorporated April 16, 1852. 40 HISTORY OF EDUCATION. 54. The Morgan Academy, at Berkeley Springs, in Morgan county, incorporated January 10, 1853. 55. The Logan Institute, at Logan Court House, in Logan county, In- corporated February 21, 1853. 56. The Ashton Academy, at Mercer's Bottom, in Mason county, in- corporated January 7, 1856. 57. The Point Pleasant Academy, at Point Pleasant, in Mason county, incorporated February 26, 1856. 58. The Polytechnic College, at Aracoma, in Logan county, incor- porated February 28, 1856. 59. The Fairmont Male and Female Seminary, at Fairmont, in Mar- ion county, incorporated March 12, 1856. 60. The Harper's Ferry Female Institute, at Harper's Ferry, in Jeffer- son county, incorporated March 18, 1856. 61. The Woodburn Female Seminary, at Morgantown, in Monon- galia county, incorporated January 4, 1858. 62. The Lewisburg Female Institute, at Lewisburg, in Greenbrier county, incorporated April 7, 1858. 63. The Levelton Male and Female College, at Hillsboro, in Pocahon- tas county, incorporated February 27, 1860. 64. The Union College, at Union, in Monroe county, incorporated March 28, 1860. 65. The Parkersburg Classical and Scientific Institute, at Parkers- burg, in Wood county, incorporated March 18, 1.861. OBSERVATIONS West Virginia was, indeed, a land of academies. A few of these named did but little or no work, but nearly all of them were as beacon lights of education set among the hills and valleys of the State. Shep- herdstown Academy did nearly a hundred years of educational work. Randolph Academy was the first institution of learning established west of the Allegheny mountains; it had among its first board of twenty- eight trustees Edmund Randolph, Benjamin Harrison, George Mason and Patrick Henry, and as part of its revenues it received one-eighth of the surveyor's fees of the counties of Harrison, Monongalia, Ohio and Randolph, which sums had been paid formerly to the support of the col- lege of William and Mary. The act declared that the school was estab- lished for the benefit of the people of these four counties, which then em- braced all of what is now West Virginia north of the Little Kanawha river. George Gowers, a graduate of Oxford, England, was its first prin- cipal, and for twenty years he taught Latin, Greek, Hebrew, and the sciences within its walls. Its work extended over more than fifty years and among its teachers in 1830-40 was Francis H. Pierpont, afterward Governor of Virginia under the Reorganized Government. Charles Town Academy was long a center of learning and prepared young men to enter William and Mary College and other institutions of high order. Brooke Academy began its work in 1778 twenty-two years before the date of its incorporation and was the earliest institution of learning on the Ohio river south of Pittsburg. In 1843, it had a president, four members in its SCHOOL HOUSES OF FORMER YEARS, BUT IN MANY OF THESE LOG BUILDINGS GOOD WORK WAS DONE. WEST VIRGINIA. 41 faculty, and a hundred students. After a successful career of more than half a century it was merged, in 1852, into Meade Collegiate Institute. The Mount Carmel School, after doing forty-eight years work, lost its building by fire and was then removed to another locality. The Linsly Academy was opened in 1808 four years before the date of its incorpora- tion. It was a noted center of education and culture for more than fifty years and from its halls went forth many legislators, great debaters, scientists and soldiers who made lasting names. The Lancasterian Academy was the beginning of the Linsly Institute at Wheeling, still a flourishing institution of learning after a successful career of almost a hundred years. The Monongalia Academy was for many years the most flourishing institution of learning on the banks of the Monongahela river and, in 1867, its property, including that of Woodburn Seminary, the whole valued at $51,000, was donated to the State by the people of Morgantown in consideration of the location of the University at that place. Mercer Academy did more than all things else to mold the educa- tional sentiment of the Great Kanawha Valley nearly a century ago, and forty-six years of successful work is to be placed to its credit. Its prop- erty passed to the Board of Education under the Free School System, and one of the present school buildings of Charleston bears the name of Mercer in commemoration of the old academy. In the Martinsburg Gazette of January 10, 1812, Obed White, and David Hunter, trustees, advertised the Martinsburg Academy as a school of very high order. John B. Hoge was the instructor in Greek and Latin and the tuition was $20.00 per annum. The Romney Classical Institute exerted a great influence upon the educational work of the South Branch Valley for nearly sixty years and its property a valuable one was, in 1870, donated to the State of West Virginia in consideration of the location of the Schools for the Deaf and the Blind at Romney. The course of study in the Red Sul- phur Seminary embraced the ancient languages and mathematics and with William Burk as principal and James MaCauley, assistant, the in- stitution did many years of excellent work. The Seymour Academy was long the pride of Moorefield and the Upper South Branch Valley. The West Liberty Academy began its work in 1837; lost its building by fire in 1840, but was rebuilt and made the old town famous for many years. In 1870, it was sold to the State of West Virginia for $6,000 and became the nucleus of the Branch of the State Normal School. Marshall Academy was for a quarter of a century the most famous institution of learning in Western Virginia. Soon after it was opened, two boys students climbed high up among the branches of an old beech tree in the yard and carved their names in its smooth bark; one of them was afterward the first adjutant-general of West Virginia and long a judge of her courts; the other became a judge of the court of appeals of Louisiana. In 1850, the Academy was changed into Marshall College, and in 1867, the Cabell county authorities gave its property worth $10,000 to West Virginia, thus securing the location of the State Normal School at that place. Rector College, a Baptist institution at Pruntytown, had its beginning in the Western Virginia Educational Society of that place, which was incorporated March 28, 1838. In 1849, the Assembly 42 HISTOBY OF EDUCATION. provided that scholarships might be established in this institution, which, in 1850, had three professors in its faculty, fifty students, and a library of two thousand, five hundred volumes. Bethany College, whose history is forever associated with the name of Alexander Campbell, the illustri- ous founder of the Church of the Disciples of Christ, is the oldest among forty or fifty institutions of learning of that denomination. Under the name of Buffalo Academy, it did eighteen years of work before being erected into a College. So that eighty years is the measure of its use- fulness in education in West Virginia. By an act of Assembly in 1849, it was provided that scholarships might be created in this institution. The Little Levels Academy accomplished eighteen years of work among the mountains and in the valleys of Pocahontas county, and then its property was transferred to the Board of Education under the Free School System. The Preston Academy began its work under the adminis- tration of Doctor Alexander Martin, who was afterward the first presi- dent of the West Virginia University, and it was long a power for good. The Northwestern Virginia Academy at Clarksburg, a Methodist institu- tion, had for its first principal the distinguished Gordon Battelle, whose successor was Doctor Martin, who came from Kingwood for the purpose; and he in turn was succeeded by Doctor William Ryland White, who had served twelve years when he was elected first State Superintendent of Free Schools of West Virginia. The Academy building was erected in 1842, and the school at once took a high rank. In 1849, the General Assembly provided that scholarships might be established therein. In 1843, Henry Howe, the historian, found a flourishing academy at Holli- day's Cove, in Brooke county. The Male and Female Academy at Buck- hannon did much to create the splendid educational sentiment which for a half a century has prevailed in that locality, and to a greater extent now than ever before. The Potomac Seminary now the Potomac Acad- emy still continues its good work begun at Romney fifty-seven years ago. The Lewis county Seminary was so successful that after ten years its name was changed and it was by act of Assembly erected into Weston College. The Wheeling Female Seminary was long under the manage- ment of Mrs. S. B. Thompson and was very successful. In 1855, it was occupying its own building erected at a cost of $20,000. In addition to the regular academic course, full instruction was given in music, drawing, and modern languages; the faculty then consisted of seven accomplished teachers. Throughout all the years since then the institution has been fulfilling its mission and the citizens of Wheeling are proud of it today. Buffalo Academy made an excellent record in the Great Kanawha Valley as a. school of high grade, and then its property was sold to the board of education under the Free School System. The Meade Collegiate In- stitute was removed from Parkersburg to Wellsburg where it became the successor of Brooke Academy and did good work. The Academy of the Visitation began its work at the corner of Eoff and Fourteenth Streets in Wheeling, in 1848, and there continued until 1865, when it was removed to Mount De Chantal, an eminence in Pleasant Valley two miles east of Wheeling, where for about forty years it has continued to train its students for the highest duties of life. Fifty-five years spans its period WEST VIRGINIA. 43 of work. The Fairmont Academy and the Fairmont Male and Female Seminary did thorough work and paved the way for the location of the Branch of the State Normal School at that place. The Lewisburg Female Institute has, for forty-five years, been earning the splendid reputation and large patronage it now enjoys. West Union Academy did eight years work and the property was then sold by its board of trustees. The South Branch Academical Institute, the Morgan Academy, the Point Pleasant Academy and others had accomplished successful work and were still engaged in it in 1860. These academies, seminaries, and colleges had resulted in great good and had done much to create an interest in secondary and higher educa- tion. Many hundreds of young men had gone forth from them in quest of that learning that was to fit them for the highest callings in life. From the Eastern Pan-Handle and the Greenbrier Region some went to the University of Virginia at Charlottesville, or Washington College at Lexington. From the northern part of the State some went to Uniontown College, or Washington College, Pennsylvania. While from the Great Kanawha Valley and the counties lying along the Ohio river, others went to the Ohio University at Athens. Such, in brief, is the story of early educational work in West Vir- ginia; and such with the Old Field Schools in vogue and her many splendid academies, were her educational facilities in 1860. In 1848, John G. Jacob, then among the foremost literary men of Western Vir- ginia, when writing of educational matters, said: Under the General Law of Virginia, which makes quite liberal provision for Common school education, though clogged with provisions which render it distasteful to the class it is intended to benefit, the facilities for acquiring a com- mon school education are good, and where there is a disposition, there is abundant opportunity. West Virginia people had made the most of their opportunities, but they anxiously sought something better than they had known, and this was near at hand." A NEW ERA IN EDUCATIONAL WORK IN VIRGINIA FIRST FREE SCHOOLS IN WEST VIRGINIA If we would Itarn of the origin of popular education in West Virginia we must return to the year 1846, which marks an era in the annals of Virginia. We have seen how the Aldermanic School Law was amended that year and the operation of the Common Primary School System changed. Almost from the foundation of the Commonwealth there had been in it many men who were advocates of a Free School System. Prominent among these were John Burk, the historian, Thomas Jeffer- son, Joseph Martin and James McDowell. The number increased as the years went by and the school men were hoping for something better in education than the Commonwealth had yet known. Prompted by this desire, a large number of them assembled in Rich- mond in December, 1845, for the purpose of discussing the bringing before the Assembly a bill providing for a Free School System. Governor James McDowell voiced the sentiment of this Convention and in an eloquent ad- dress before it, he, after describing existing conditions, said: "We trust 44 HISTORY OF EDUCATION. that we shall soon be delivered from this dominion of darkness, that we shall never be contented until every child can read and write, and every darkened understanding be illumined with the benign influence of educa- tion." An Act for the Establishment of a District Public School System, Under this title these people had a bill prepared and it was enacted into a law March 5, 1846. It provided that upon the petition of one-third of the qualified voters of the county to the court thereof, that body should submit to the voters thereof, the question of a "District Public School System"; and if it appeared that two-thirds of the votes cast at such an election favored such a system, it should be adopted. Its principal provisions were: That the school commissioners in office in any couniy at the time of its- adoption, should divide the county into precincts, each containing as many school districts as might be thought convenient; that each school district should contain a sufficient number of children to make up a school; that in each precinct there should be annually elected a school commissioner; and that the commissioners thus chosen in the several precincts should be a body corporate under the name of the Board of School Commissioners for the county; that it should appoint a clerk whose salary should not exceed one hundred dollars per annum; that in each school district three trustees should be appointed, who should purchase a site, erect a good and suffi- cient schoolhouse, furnish the school with proper fixtures, books, appa- ratus and fuel, and keep the house and enclosure in good repair; that they should then employ a teacher for the school and have power to remove him for good cause; that no teacher should be employed by them whose qualifi- cations for teaching and whose moral character had not been examined and approved by the school commissioners or by some person or persons deputed by them for that purpose, and a certificate to that effect presented to the trustees. They, or one of them, were to visit the school once in every month, and examine the scholars and address the pupils if they saw fit and exhort them to prosecute their studies diligently. They might suspend or expel all pupils who were found guilty of grossly reprehensible conduct, or incorrigibly bad habits. Annually they were to make , 360 1887-'88 163 1899-'00 452 1888-'S9 172 19QO-'01 .533 1889-'90 165 1901-'02 639 1890-'91 163 1902-'03 *787 1891-'92 183 1903-'04 704 1892-'93 137 1904-'05 740 1893-'94.. ..152 1905-'06.. ..978 The total value of the school property is $265,000. Total number of graduates since Marshall College became a State Normal School, 488. Largest number of graduates previous to the year 1905-'06, 43. Number in the class of 1907, 74. The Fairmont State Normal School BY U. S. FLEMING, PRINCIPAL. The first constitution for the State of West Virginia was adopted in 1863 and in it wise provision was made for an efficient system of free public schools. At the beginning the greatest need of these schools was of capable and qualified teachers, and this great need continues to this day in every *At the end of the session of 1902-'03 the Business Department was discontinued, hence the drop in enrollment for the year 1903-'04 com- pared with the preceding year. 72 HISTOBY OF EDUCATION. county of the State. In the 60's many private schools were organized for the preparation of teachers, among the largest and best of which was the private Normal established in the summer of 1865 at Fairmont, by Mr. J. N. Boyd and Dr. Dennis B. Dorsey. Out of this school grew a char- tered institution known as "The Regency of the West Virginia Normal School," controlled by a local stock company. In March, 1868, in pur- suance of an act of the State Legislature the property of this stock com- pany consisting of a large corner lot and a building partly erected, was purchased by the State for $2,000 and the name of the school changed to "The Fairmont State Normal School." LOCATION. When this State Normal School was begun in Fairmont nearly 40 years ago the town did not have a thousand inhabitants. On account of the oil and coal developments, principally, the town has crossed the Mo- nongahela river and a seemingly impassable ravine, and has spread over more hills than Rome had, until it is a "city set on hills that can not be hid." BUILDINGS. When the State bought the property of the private Normal School for $2,000 it appropriated $3,000 additional on condition that the county of Marion raise and add to the fund $2,000 more to erect and to equip properly the building already in course of erection. In 1872 the Legislature appropriated $5,000 on condition that the Fairmont district raise an equal sum to build a suitable front to the wing first erected. With this $10,000 a three story building, 40x80, was constructed of red brick on the corner of Main and Quincy streets. In 1891 the State sold its interest in these buildings to the Board of Education of Fairmont district for public school use for $15,000. The same year the Legislature appropriated $20,000 to be applied with the $15,000 to the erection of a new Normal School building. The Fairmont Development Company was then opening up an addition to Fairmont on the South Side, and from this company was secured a whole square bounded on the east and west by Gaston and Fairmont avenues and on the north and south by Second and Third streets. Here was erected the present commodious three story building front- ing on Fairmont avenue 100 feet and extending towards Gaston avenue 150 feet. The building is of red brick with stone sills and lintels, finished throughout with West Virginia pine. The entrance from Fairmont avenue is adorned with a handsome vestibule ornamented with a steel ceiling and approached by steps of Cleveland sandstone, platform and ornate buttresses to the vestibule being of the same material. The lot has been carefully graded and terraced, and surrounded and protected on each of its four sides by a substantial stone wall. There is no spot in all Fairmont more beautiful than the square upon which is situated the Normal School building and the Woman's Hall, fronting upon a campus of deep green sloping gradually down to Fairmont avenue. SCIENCE BUILDING, WEST VIRGINIA UNIVERSITY. UNIVERSITY LIBRARY AT THE LEFT. WEST VIRGINIA. 73 Closely adjoining the Normal on the northeastern corner is the new building lately erected called THE WOMAN'S HALL. The Legislature of 1905 appropriated $17,500 for the year ending September 30, 1905, and $17,500 for the year ending September 30, 1906, to build and furnish a girls' Dormitory for the Fairmont State Normal School, but Governor A. B. White vetoed the appropriation for 1905, leaving the Normal School Regents only $17,500 with which to erect a suitable building. How they accomplished so much with one-half the sum apparently necessary is the wonder of all who examine the build- ing. The Dormitory, or Woman's Hall, as it is now named, is a beautiful three-story building on the same lot as the Normal, containing kitchen, pantry, dining room, three rooms for housekeeper and family, seven large rooms for teachers, twenty-two rooms for students two in a room, besides parlors, reception halls and study hall. All rooms are finished in oak and teachers' and students' rooms are furnished with attractive fur- niture iron beds, the best springs, mattresses, wardrobes, center-tables, washstands and bowls, pillows, rockers, chairs, etc. Forty students and teachers were provided for in Woman's Hall during the fall term ending December 23, 1906, the students paying only $3 to $3.50 a week according to size and location of rooms. PRINCIPALS. The first State Superintendent of free schools, the Hon. Wm. R. White, at the end of his term in 1868, became the first Principal of the Fairmont State Normal school. For four years he secured from the Pea- body fund each year $500 for the Normal proper, and $1,000 for the pub- lic schools of Fairmont which were then attached to the Normal to some extent for the observation and training of the Normal students. This union after a few years proving unsatisfactory, the public schools were in 1876 organized into a separate system under the supervision of Mr. Thos. C. Miller who was graduated from the Normal in the class of 1873. A list of the Principals of the Fairmont State Normal School is here- with presented with the years of service of each. Wm. R. White, 1868. John Roemer, 1890. J. C. Gilchrist, 1871. J. C. Gwynn, 1891. *J. G. Blair, 1872. J. Walter Barnes, 1892. Miss M. L. Dickey, 1878. *Marcus M. Ross, 1902. U. S. Fleming, 1882. M. C. Lough (6 mos.), 1903. Conrad A. Sipe, 1883. W. L. McCowan, 1903. Miss N. R. C. Cameron, 1889. U. S. Fleming, 1905. COURSES OP STUDY. Four strong courses of study are presented to all who wish diplomas in the regular studies, each course requiring four years of study for *Dr. J. G. Blair and Prof. M. M. Ross laid down their lives while serving the State as Principals of the school and though dead they still speak to us and their good works do follow them. 74 HISTORY OF EDUCATION. those who are prepared to enter upon them. They are the Normal Course, Classic Course, Modern Language Course, and Science Course, besides two to four year courses in Elocution, Instrumental and Vocal Music and Drawing and the finer Arts, Bookkeeping and a short Bus- iness course. MODEL SCHOOL. There is now a model and training school in the Normal building, consisting of children of the first, second and third school years, under the supervision and teaching of Miss M. E. George, a graduate of the Buffalo (N. Y.) State Normal School and a teacher of several years ex- perience in Model teaching, in Kindergarten work, and as Critic teacher in Normal schools. In this Model School the advanced Normal students take observation lessons and recite to Miss George as Critic teacher the results of their observation. Actual practice with classes follows. LIBEAEY AND READING ROOM. In one of the large rooms of the Normal nearly 4,000 books may be found, catalogued under the Dewey decimal system, and arranged on shelves by the librarian according to their subjects and numbers. Sev- eral cyclopedias including the Britannica will be found. The leading magazines and papers to the number of forty have their places upon a long table across one end of the room, and a librarian keeps open the library a certain number of hours each day. DIPLOMAS. All students who satisfactorily complete any of the regular courses of study will receive a suitable diploma from the State Department of Public Schools. One holding a normal diploma after three years of suc- cessful teaching, two of wh'ich years must immediately precede his ap- plication, shall be entitled without examination to a State professional certificate good for six years, and then by renewal, after teaching a cer- tain number of years, effective altogether for thirty years. West Liberty State Normal School BY LORAIN FORTNEY, PRINCIPAL. In 1838 the Reverend Nathan Shotwell established a school at West Liberty, Virginia (now West Virginia), which he called the West Lib- erty Academy. The opening year was one of bright prospects with an enrollment of 65 students. Notwithstanding the good beginning thus made many difficulties were to be experienced before the Normal was established in 1870. The original building, a substantial brick structure built by the contrib- utions of the friends of the school, was destroyed by fire in 1840; and for many years the school had to use buildings not very well adapted to the work. Progress was under these circumstances difficult. WEST VIRGINIA. 75 However, in 1857 under prospect of state aid the public spirited citizens came to the rescue and raised by subscription sufficient funds to erect a suitable building for the school. This building, which was later remodeled, is the older part of the structure now occupied by the Normal and is a two story brick edifice fifty feet by eighty feet. Much credit is due those who gave their time and money to this work. At the completion of the new structure, A. P. Ross, A. M., who for sixteen years had been Professor of Ancient Languages at Bethany Col- lege, was elected principal of the school. Under the influence of the Civil War the former influence o the school was somewhat lessened, since many of the students enlisted in the service of the Union. Pro- fessor Ross resigned in 1861, and was succeeded by Professor James Bradbury, who served until his death only one year later. During the years extending from the death of Professor Bradbury up to the estab- lishment of the Normal in 1870, the principals were Professors Dunning, J. O. Brown, and J. M. Frazier, respectively. The legislative enactment by which the West Liberty State Normal School was established was passed in 1870. The act authorized the pur- chase by the State of the West Liberty Academy building. This was done and the school opened as the West Liberty State Normal School May 2, 1870. The school was thus the third in order of time established in this State, others being already established at Huntington and Fair- mont respectively. Professor F. H. Crago was the first principal of the school and served successfully in that capacity for three years, placing the school on a firm basis. Much interest was taken in the school and for the year closing in 1873 there were 110 students including the model school. At his resignation from the Normal in 1873 Professor Crago became Su- perintendent of the Moundsville public school where he served for sev- eral years. He is now Principal of Ritchie School, Wheeling, a position he has held since 1890. He is a graduate of Waynesburg College. Principal Crago's successor was James R. Morrow, Ph. D., a grad- uate of Jefferson College. Under Principal Morrow's guidance the school did good work notwithstanding the fact that the financial condi- tion of the state made ample appropriations impossible. Mr. Morrow served as principal two years. He was for many years until his death in 1904 Principal of the Allegheny (Pa.) High School. In 1875 J. C. Gwynn, A. B., a graduate of Waynesburg College, was elected principal of the school. He resigned in 1879 and has since been principal of the Fairmont State Normal School and of Madison School of Wheeling and Superintendent of the Wellsburg public schools. Dur- ing the principalship of Mr. Gwynn the Normal experienced success and the records show an increased enrollment. From 1879 to 1881 Robert McPheeters was principal of the school. He was a man of scholarship and conducted the school successfully at a time when the lack of funds was especially embarrassing. Principal McPheeters was especially proficient in astronomy. D. T. Williams, A. M., a graduate of Waynesburg College, was principal of the school from 1881 to 1884. He afterwards served for 76 HISTORY OF EDUCATION. seventeen years as Superintendent of the Moundsville public schools and is now Principal of Madison School, Wheeling. In all his school work he has been eminently successful. From 1884 to 1886 J. A. Cox, A. M., M. D., was principal and did excellent service for the school. Bethany College was his Alma Mater. After leaving the Normal he served as Superintendent of the Martins- burg public schools. He is now practicing medicine in Wheeling. Professor R. A. Armstrong, A. M., a graduate of the West Vir- ginia University, became principal in 1886 and served the school for seven years. A long period of service and better appropriations en- abled Professor Armstrong to improve the school greatly. The en- rollment increased considerably and the school was strengthened in several ways. Professor Armstrong since then has done post graduate work in Chicago and Harvard Universities and is now Professor of the English Language and Literature in the West Virginia Univer- sity. Professor J. N. Deahl, Ph. D., a graduate of Harvard University, served the school as principal from 1893 to 1898, during which per- iod the school made marked progress and added to its alumni list many worthy young men and women. On leaving the school in 1898 Professor Deahl entered Teachers' College of Columbia University, from which re received the A. M. and Ph. D. degrees. He is now Professor of Education in the West Virginia University. While Professor Deahl was principal the Legislature appropriated for an additional building to be used by the school. This building had, however, been completed only one year when it was destroyed by fire. The necessary appropriation for rebuilding was secured and the present structure is the result. It consists of the older part which was re- modeled and a newer part as an annex. In 1898 W. B. Cutright, A. B., a graduate of the West Virginia Conference Seminary and of the West Virginia University was elected principal of the school and served one year, retiring at that time to practice law at Buckhannon, W. Va. He represented Upshur county one term in the State Legislature. James M. Skinner, Ph. D., was chosen principal in 1899, having just graduated from the West Virginia University with the degree of Ph. B. Later he received the A. M. and Ph. D. degrees from the Illinois Wesleyan University. Professor Skinner served the school successfully for two years and is now Vice President of Morris Harvey College. W. L. McCowan, Ph. B., a graduate of Marietta College, was prin- cipal from 1901 to 1903. He had been Superintendent of the Ravens- wood public schools for many years and after leaving the Normal be- came principal of the Fairmont State Normal School. He is at present again Superintendent at Ravenswood. Since 1903, Lorain Fortnoy has been principal. He is a graduate of the West Virginia University with the degrees of A. B. and LL. B. and of the Western University of Pennsylvania with the degree of Ph. D. During his incumbency the school has experienced consid- erable increase in numbers, the enrollment for the last three years WEST VIRGINIA. 77 being greater than ever before. There is every evidence that in the years to come the school will increase in numbers and in the whole- some influence it is exerting on the public schools of the State. The present faculty consists of the following persons: Lorain Fortney, Principal and instructor in Psychology and French; Gallic W. Curtis, Training and English; Maude I. Jefferson, Science and History; Arthur S. Bell, B. S., Latin and Mathematics; Mary Louise Yagar, A. B., German and History; W. H. Tabler, Mathematics and English; Lucile Ware Elliott, Music; Frank Hipps, Elocution and Physical Culture; Mrs. Emma Glass, Art. The alumni number 295, almost all of whom have taught one or more terms of school. Many have taught for several years. Others have be- come professional teachers. We estimate with tolerable accuracy the cost of the school in dollars, but it is impossible to fix an estimate of the influence of the school for good. Not only has the school provided the state with a large number of graduates to train her youth, but it has sent out many teachers who have not completed the course. Many teachers enter the school and pursue a portion of the course that will be especially helpful in their work. The field of academic instruction in the school is important. Courses of study are offered that equip for the study of law, medicine, and engineering in universities and technical schools. The school has educated many for the various fields of usefulness. Many of the grad- uates have taken college courses in the best schools of the country. West Liberty, the home of the school, was laid out during the sum- mer of 1783 and received town rights from the Assembly of Virginia, November 29, 1787. The people are religious, cultured, and indus- trious. The social atmosphere of the town and community pervades the school and contributes to its life and success. The location of the town is favorable to school work. It is twelve miles from the city of Wheeling, far enough to be free from the dis- tracting influences of city life and near enough to share many of its advantages. The country around is one of the most beautiful sections of the state and all things tend to render the school homelike and a pleasant place for mental labor. Glenville State Normal School BY JOHN C. SHAW, PRINCIPAL. The Normal building is located in a beautiful campus on an eleva- tion facing southwest, overlooking the river and town. The entire campus is a greensward ornamented with trees in that stage of life which is emblematic of sturdy youth full of hope and action. Some provisions are made on the campus for recreation such as basket ball and lawn tennis. The present building is a substantial brick structure in part erected in 1885 and completed as it now stands in 1894, except the tower, which 78 HISTORY OF EDUCATION. has since been built and rebuilt. While the building is not massive it is modern in equipment and construction. It is lighted and heated with natural gas and is amply provided with water. It contains an assembly hall, study hall, six class rooms, library, laboratory, music room, office, and in the basement, two rooms provided for gymnasium purposes. The class rooms are not large, but with the exception of an occasional class are sufficiently commodious for the school with the present attendance. Each room is provided with single seats and desks sufficient to accom- modate ordinary classes. The walls and ceilings of most of the rooms have been papered within the past three years. The walls have been adorned with pictures of appropriate subjects, giving the rooms in gen- eral an attractive appearance. The library contains over 3,000 pur- chased volumes and about 10,000 volumes of public documents. The se- lection of books has been made with a view to appropriateness for a school of this character. Many volumes have been selected as acces- sory aids to the subjects taught while many others have been selected for their knowledge, literary and culture value. Some of the general reference works are kept in the study hall that they may be the more conveniently accessible. In order that the reading habit may be cul- tivated and applied to good literature, specified assignments are re- quired with various subjects. The laboratory has a creditable equip- ment for illustrative teaching of Physics and Chemistry. It is provided with a large slate top desk supplied with water and natural gas. In connection with the illustrative and experimental teaching it is worthy of mention that the school possesses a very good set of specimens to be used in connection with Geology, Zoology and Physical Geography. The music room is so fitted out as to present an attractive appearance. The school is supplied with three pianos and an organ. The gymnasium rooms are of the same size as the recitation rooms above them. They are approached by separate entrances; one is used by the young ladies and the other by the young men. Each is equipped with dumb bells, Indian clubs, chestweights, and some other general apparatus. The school was first opened to students January 14, 1873, by T. M. Marshall, who served as Acting Principal until April, 1873. From this time the office of principal has been filled by those whose names are given below with the period of service indicated: Louis Bennett , 18731875 T. M. Marshall 18751881 S. P. Lazear 18811882 R. F. Kidd 1882 1884 E. J. Hall 1884 1885 S. B. Brown 18851890 R. W. Trapp 18901891 Miss Verona Maple, acting principal 1891 Feb. 1892 M. D. Helmick Feb. 18921895 W. J. Holden . , : 18951901 John C. Shaw 1901 The Executive Committee of the school since the organization has been made up as follows: WEST VIRGINIA. 79 Milton Norris , 1873 1894 Nelson M. Bennett 18731894 S. L. Ruddell , 1873 1886 R. F. Kidd 18861895 R. G. Linn 18941895 W. M. Arnold 18941895 J. N. Shackleford 1895 1903 W. D. Whiting 1895 1903 R. L. Ruddell 18951897 M. B. Morris 18951897 H. R. Brannon 1900 1903 R. F. Kidd , 19031905 D. U. O'Brien 1903 1906 J. J. Hendrick 19031904 R. F. Kidd . 1906 M. B. Morris 1906 J. E. Ewing 1906 PRESENT FACULTY. John C. Shaw, Principal (University of Nashville, Clark University) Professional Subjects, Geometry. E. C. Rohrbough, First Assistant (Allegheny College, Harvard) Foreign Languages. Phrania Zink (West Liberty Normal, Peabody Normal College) History, Algebra, Botany. Ada R. Colbert (West Virginia University) French, Latin, Algebra. Mary M. Woods (Union Female College, Alabama; Packer Institute, Brooklyn) Natural Science, English. Harriet T. Stalnaker (West Virginia University) Mathematics, English. Mildred Ruddell (Mary Baldwin Seminary) Music. E. Fuller Shearer (Morris Harvey College, Private Instruction) Elo- cution, Physical Culture. Shepherd College State Normal School BY PRINCIPAL J. Q. KNUTTT. ORGANIZATION AND EARLY HISTORY. Shepherd College dates its founding as a State Normal School to an act of the Legislature of West Virginia, passed Febraury 27, 1872; but it had its beginning in a classical and scientific school, styled "Shepherd College," the certificate of incorporation of which was placed on record at Charles Town, January 12, 1872. The incorporators of this school, all of whom were representative citizens of Shepherdstown, named in the order of their signatures, were C. W. Andrews, A. R. Boteler, C. T. Butler, G. M. Beltzhoover, David Billmyer, Samuel Knott and Henry Shepherd. 80 HISTORY OF EDUCATION. At their first meeting, January 13, 1872, Dr. C. W. Andrews, rector of Christ Episcopal Church of Shepherdstown, was elected president; and George M. Beltzhoover, at that time a rising young attorney, was made secretary and treasurer, a position which he has filled ever since to the eminent satisfaction of the school and the State. After some nego- tiation, the incorporators, who now styled themselves a "board," secured from Mr. Shepherd Brooks, of Boston, a perpetual lease on what is now known as the "old building," which had been erected for a court house while Shepherdstown was temporarily the county seat of Jefferson county, and in this was housed the new institution about-to-be. At the head of the school was placed Joseph McMurran, A. M., who had already attracted notice as a teacher of private schools in the community, with Rev. J. T. Rossiter, A. M., and Alexander Tinsley, M. D., as nominal assistants. The Legislature was soon afterward prevailed upon to locate one of the State's Normal Schools here; and as a consequence "Shepherd College" passed under State control, with the cognomen "State Normal School" added to its original name. Mr. McMurran was continued as principal of the school and was given as his assistants Messrs. D. D. Pendleton, S. S. Smeltzer and Mrs. Lilly P. Lee. The school thrived under this manage- ment in spite of the fact that unenlightened legislatures failed to provide adequately for its support. Principal McMurran has been held in kindly remembrance by all the friends of this school for his unflinching fidelity to it during these troublous times. For his self-sacrificing interest in its upbuilding, he is often affectionately referred to by his "old students" as the "Father of Shepherd College." The school's attendance during the nine years of his administration was very irregular, due no doubt to its uncertain financial support; but on the whole a good foundation was laid, and Mr. McMurran's influence has been no uncertain factor in its subse- quent development. From 1882-85, D. D. Pendleton, A. M., was principal. With Miss Mary E. Allen as his only assistant, the school managed to live through this period of depression. Mr. T. J. Woofter was at the helm from 1885-87. Messrs. W. A. Eckles, Asa B. Bush and Miss Laura C. Strider were his assistants, though he never had more than two at any one time. No material change in the general tenor of the school occurred during this administration, though good work was being done by the few students who were in attendance. Then for four years 1887-91, Asa B. Bush, A. M., was at the head of the school. His assistants at various times were Charles J. Miller, and Misses Ella Fordyce, Alice P. Pendleton and Mary M. Myers. During these years the attendance increased materially and the school's prospects grew brighter. For one year 1891-92, E. Mode Vale, A. M., was principal. As assist- ants he had Charles J. Miller and Misses Pearl C. Hosie and Ella Fordyce. A. C. Kimler, A. B., served as principal from 1892 to 1901. At various times he had as assistants: Messrs. Charles J. Miller, L. D. Arnette, A. W. Porterfleld and A. C. Hines; and Misses Ella Fordyce, Pearl C. Hosie, Harriett D. Johnson, Mary E. McConn, Agnes Beltzhoover and Urna V. Cummings; and Mrs. M. E. Butler. The school had an era of increasing NEW BUILDING, MARSHALL COLLEGE. fcfe^-.^'&^.'.JS FAIRMONT NORMAL SCHOOL AND WOMAN'S HALL ADJOINING. WEST VIRGINIA 81 prosperity during these years. A better equipment and an increasing number of teachers achieved larger results. From 1901 to 1903, E. P. Goodwin, A. B., LL. B., was at the head of the faculty. His assistants were Messrs. J. D. Muldoon, J. B. Triplett, Irvin C. Stover and J. G. Knutti; and Misses Mary McConn, Elizabeth M. Stalnaker, Anna B. Woolery, Mary W. Syme and A. Salome Wingate. A considerable increase in the attendance marked this administration. In 1903, J. G. Knutti, A. B., A. M., was made principal. As assistants he has had Messrs. J. D. Muldoon and J. B. Triplett; and Misses Anna B. Woolery, Elizabeth M. Stalnaker, Blanche Corbin, Louise C. Pendleton, Ada R. Colbert, Myrll Williams and Harriett Jean Trappe; and Mrs. Mabel Henshaw-Gardiner. During these years the school has steadily grown, both in numbers and in the general scope of the work, an increased and greatly improved teaching force and a splendid new building and other equipment having made progress inevitable. The enrollment for the present year promises to reach the two hundred mark, and careful and consistent work is being done in all departments. LOCATION, BUILDINGS AND EQUIPMENT. The Shepherd College buildings are situated on a fine plat of ground near the center of the town of Shepherdstown. The campus, though not large, has many pretty shade trees on it, which, together with the fine carpet of grass that covers the ground during nine months of the year, made to give way in places to beds of flowers, and with a leaping, dashing run skirting one edge, make it one of the most attractive spots to be found anywhere. Less than two hundred yards distant, to the north, is the historic old Potomac, winding in graceful curves among the lowly hills which seem to have planted themselves directly in its path, but whose verdure and soil (their clothing and flesh) were gradually stripped from them, leaving their ribs and backbones skirting the river's edge as evidence of the unequal contest for the "right of way" across the Shenan- doah Valley at this point. It was over one of these cliffy ledges, only a mile below Shepherdstown, that Lee's grim rear guard swept one of McClellan's finest regiments and hurled it to destruction in the stream below. Only three miles to the north is the fine national cemetery of Antietam, with the monument-studded battlefield, where twenty-five thou- sand men were killed and wounded in that awful death-struggle on Sep- tember 17, 1862. To the south of Shepherdstown spread out the boundless reaches of the magnificent Shenandoah Valley, skirted on east and west, respectively, by the Blue Ridge and the North Mountain. A more pic- turesque and historic spot for the location of one of West Virginia's Normal Schools could not have been found elsewhere within her bounds. The school is housed at present in three buildings, of which the "Old Building," as it is now called, is the oldest. It is the one referred to previously as having been transferred by perpetual lease to the trustees of Shepherd College by Shepherd Brooks, Esq., of Boston. It contains six commodious rooms, four of which are devoted to music purposes, the other two constituting the Y. W. C. A. and Y. M. C. A. halls. "Shepherd College Hall" adjoins this building on the north and constitutes an assembly and 82 HISTORY OF EDUCATION drill hall. The "New Building" is situated about forty yards to the north, With its main entrance facing west. In it are a fine auditorium and gymnasium, two literary society halls, the schpol library, Principal's and general offices, and eight recitation rooms; besides toilet and bath rooms, etc. In point of beauty and general architectural design, it is not excelled by any school building within the State. It will long stand as a monument to the architect who designed it and the Board of Regents who had it reared, and is a credit to the State of West Virginia. With the above-described facilities; with a Board of school men to look after its interests; with a liberal State to provide for its future necessities; with a faculty and student body working together for results, Shepherd College State Normal School may be depended upon to make no uncertain return to the State of West Virginia for her share of the finan- cial budget devoted to the education of her youth. The Concord Normal School BY FRANCES ISABEL DAVENPORT, PRINCIPAL. The Concord State Normal School, located at Athens, West Virginia, was established by an act of Legislature passed February 22, 1872 1 . The corner stone was laid on the 22d of February, 1874, with Masonic honors. The first session of the school opened May 10, 1875, with Captain James H. French as principal and Major William M. Reynolds as assistant. rt continued for twenty weeks and had an enrollment of seventy students. The growth and success of the school were so great that the building soon became inadequate, and the Legislature made an appropriation for a new building. In three years this was followed by another appropriation to enlarge the new building. The school continued in this building until February of 1889. In 1897 the Legislature appropriated $20,000 for build- ing an addition. In point of arrangement the present structure is one of the best school buildings in the State. A large dormitory for the young women students has been added. The first principal of the school was Captain James Harvey French. He was born in Giles County, Virginia, October 20, 1818. He received his education at Georgetown, D. C., and at the University of Virginia. On May 10, he became principal and held the position until his death, December 11, 1891. His body rests on the campus north of the school building, where a beautiful and simple granite shaft has been erected to his memory by the members of the alumni association. Major William M. Reynolds, the first assistant teacher, rendered con- spicuous services to the school during the two terms he served in the State Legislature. On the death of Mr. French, Mr. John D. Sweeney, of Tyler County, West Virginia, was elected principal. Mr. Sweeney was graduated from the West Virginia University in 1885, and served six years in the school as assitant teacher before he became principal. Mr. Sweeney was suc- ceeded by Mr. George M. Ford, also a graduate of the \Vv>st Virginia WEST VIRGINIA 83 University in 1897. Mr. Ford served until 1900, when he resigned, and Mr. Elmer F. Goodwin was appointed to the position. At the end of Mr. Goodwin's first year at Concord, he was transferred to the principalship of the Shepherd College State Normal, and Mr. Arthur S. Thorn, a gradu- ate of Emory and Henry College, became principal. Mr. Thorn served for five years, from 1901 to 1906. In June, 1906, Miss Frances Isabel Daven- port, the head of the training department of the Fairmont Normal School, was appointed principal. Since the opening of the school in 1875, in a little wooden school- house, and with about nineteen students, the record of the school has been one of steady growth in numbers and efficiency. It now possesses one of the most attractive school buildings in the State, an excellent library, a first-class model department and the second largest enrollment of the Normal Schools of the State. 84 HISTORY OF EDUCATION Courses of Study in the Normal Schools, NORMAL CLASSIC FIRST YEAR. 5 2 Oriental and Greek History English Latin Physiography Oriental and Greek History English Latin Physiography JIHJA'IAV Algebra English Latin Phys. and Industrial Geog. Algebra English Latin Phys. and Industrial Geog. SPRING Algebra English Latin Roman History Algebra English Latin Roman History SECOND YEAR. | $ j Chemistry or Physics Psychology French German Chemistry Plane Trigonometrv Physics French or German I WINTKR Chemistry or Physics Sociology French German Chemistry Physics Sociology or Spherical Trig. French or German SPRING Chemistry or Physics Ethics French German *-. Chemistry or Agriculture Ethics or Analytical Geom. Physics French or German 86 HISTORY OF EDUCATION ENROLLMENT AND GRADUATES BY SCHOOLS. The following tables give the enrollment and the number of graduates at each of the Normal Schools since they were established. This is an in- teresting and a valuable record and will doubtless be preserved by all who are watching our educational progress. MARSHALL COLLEGE. Year. No. Enrolled. Graduates. 1869-70 4 1871 9 1872 195 11 1873 . .. 161 1874 70 9 1875 14 1876 97 15 1877 73 14 1878 137 8 1879 145 10 1880 15 1881 123 1882 107 4 1883 109 4 1884 98 8 1885 153 8 1886 180 15 1887 147 6 1888 :.. 163 12 1889 172 9 1890 165 6 1891 163 7 1892 183 8 1893 137 10 1894 152 5 1895 222 7 1896 2-22 17 1897 258 19 1898 278 12 1899 456 11 1900 452 20 1901 533 24 1902 637 32 1903 787 12 1904 606 40 1905 790 22 1906 , 978 43 Total 9,149 470 FAIRMONT. Year. No. Enrolled. Graduates. 1869-70 70 1871 60 1872 85 4 1873 108 25 1874 100 19 1875 152 33 1876 105 20 WEST VIRGINIA 87 1877 139 23 1878 221 14 1879 190 25 1880 149 13 1881 182 18 1882 218 9 1883 205 12- 1884 200 8 1885 207 7 1886 230 10 1887 258 8 1888 268 14 1880 297 15 1890 232 24 1891 257 12 1892 260 27 1893 282 21 1894 329 15 1895 . 362 13 1896 383 13 1897 380 22 1898 ; . 354 16 1899 385 17 1900 427 29 1901 :. 459 9 1902 > 358 12 1903 428 14 1904 415 10 1905 ' 425 10 1906 430 9 Total 9,610 550 WEST LIBERTY. Year. No. Enrolled. Graduates. 1871 97 1872 103 ... 10 1873 110 20 1874 54 8 1875 43 7 1876 35 5 1877 56 4 1878 63 6 1879 70 21 1880 ,. 45 10 1881 ,. 43 12 1882 43 1 1883 ,. 54 .*. 2 1884 52 8 1885. 48 4 1886 56 4 1887 75 4 1888 102 5 1889 126 12 1890 ,. 112 8 1891 ,. 133 9 1892 ,. 150 11 1893 138 11 1894 142 10 1895 . 160 19 HISTORY OF EDUCATION 11 14 10 8 11 5 9 5 2 6 9 301 Graduates. 4 10 3 1 5 1 2 2 2 5 7 5 4 7 9 7 15 14 12 18 10 11 10 9 3 3 11 2 5 5 5 8 8 Total 3,576 223 SIIKI'IIKIil) COLLEGE. Year. No. Enrolled. Graduates. 1874 145 21 1875 160 1876 , 136 27 1896 163 1897 185 1898 162 1899 168 1900 186 1901 163 1902 187 1903 172 1904 175 1905 196 1906 207 Total 4 074 Year. 1873 GLENVILLE. No. Enrolled. Gr 120 1874 100 1875 105 187C 71 1877 69 1878 72 1879 54 1880 46 1881 23 1882 65 1883 70 1884 114 1885 108 1886 100 1887 89 1888 123 1889 114 . . 1890 96 1891 103 1892 107 1893 132 1894 111 1895 95 . . 1896 ' 107 1897 138 . . 1898 148 1899 140 1900 132 1901 155 1902 136 1903 123 1904 121 1905 ... 123 1906 166 ' WEST VIRGINIA 89 1877 102 8 1878 94 11 1879 93 18 1880 55 14 1881 71 5 1882 58 9 1883 62 1 1884 59 10 1885 65 12 1886 65 3 1887 69 6 1888 64 3 1889 71 4 1890 69 8 1891 87 10 1892 90 7 1893 99 12 1894 91 8 1895 103 7 1890 103 12 1897 100 9 1898 88 5 1899 105 10 1900 116 15 1901 127 7 1902 151 10 1903 143 7 1904 153 11 1905 175 10 1906 . 158 6 Total 3,327 329 CONCOED. Year. No. Enrolled. Graduates. 1876 70 1877 75 1878 86 2 1879 100 8 1880 65 6 1881 94 17 1882 90 11 1883 110 2 1884 137 9 1885 105 9 1886 96 3 1887 124 7 1888 170 4 1889 166 5 1890 166 7 1891 181 7 1892 217 7 1893 214 12 1894 190 6 1895 192 9 189C 199 12 1897 227 15 1898 236 7 1899 . 189 5 90 HISTORY OF EDUCATION 1900 238 ....> 16 1901 203 4 1902 v 215 10 1903 230 7 1904 224 8 1905 215 9 1906 301 6 Total 5,125 230 TOTAL ENROLLMENT AND NUMBER OF GRADUATES IN ALL THE NORMAL SCHOOLS UP TO CLOSE OF THE LAST SCHOOL YEAR, JUNE 30, 1906. Year. No. Enrolled. Graduates. 1869-70 70 4 1871 157 9 1872 383 25 1873 499 45 1874 469 61 1875 460 92 1876 514 70 1877 514 50 1878 673 46 1879 652 83 1880 360 60 1881 536 54 1882 581 36 1883 610 26 1884 660 50 1885 686 45 1886 727 39 1887 762 38 1888 890 47 1889 946 . . 52 1890 840 63 1891 924 59 1892 1007 ....'..-, 72 1893 1002 84 1894 1015 54 1895 1134 66 1896 1177 75 1897 1288 88 1898 1266 63 1899 1443 54 1900 1551 102 1901 1640 51 1902 1684 78 1903 1883 50 1904 1694 76 1905 1924 65 1906 2240 81 Total 34,861 2103 WEST VIRGINIA 91 West Virginia School for the Deaf and the Blind At the close of the legislative session of 1870 a bill was passed creating a school for the deaf and the blind. The original draft of this bill provided only for a school for the blind. The incorporation of the deaf with the blind was a legislative accident which resulted from an amendment to insert the words "deaf and dumb and" before blind wherever it occurred in the bill. In the absence of technical advice, the friends of the measure acceded to the amendment, and the school became a dual institution, which, it has been the long deferred hope of its best friends to see corrected by enlightened legislation. The Board was organ- ized in the city of Wheeling, and had accepted a donation of buildings adequate for the early needs of the school, and was proceeding to refit them for that end when an injunction issued from the Circuit Court of Ohio County restraining the gift, and the Board of Regents did not resist the proceedings. A month or two later the generous gift of the citizens and Literary Society of Romney was accepted, and the school was organ- ized at that town in July, 1870, by the election of H. H. Hollister as principal, H. H. Johnson as first teacher in the blind department, and Miss Harris as first teacher in the deaf department. Mr. Holdridge Chidester was also made teacher in the same department, and the school was opened at the end of the following September in buildings quite ade- quate for the first year's attendance, a part of the donation which secured the location of the school. In the early part of this first term of the school Mr. Henry White was appointed watchman. He and Mr. Johnson hold the honorable distinction of having been connected with the institution continuously to the present time. At the next session of the Legislature appropriations were made for the increase of the accommodations of the school, and like generous treatment has been accorded as the necessities demanded until we have a large and commodious institution, now crowded to about its utmost capacity, and clearly pointing the way to legislative relief. Mr. Hollister continued to administer the affairs of the school until October, 1873, when he resigned to enter upon a professional career. Dr. S. R. Lupton, the faithful physician to the school, was invited to assume charge as Principal pro tempore, and served for a few months very acceptably. In the meantime the Board appointed Rev. L. Eddy as principal. The latter had been a teacher of the deaf, as had also Mr. Hollister. It was the most natural thing in the world that their predilec- tions should have been for the deaf side of the school. In consequence that side of the school greatly predominated in numbers, and has con- tinued to do so, and there seems to be no remedy except in the correction of the legislative mistake of 1870. Mr. Eddy took charge in the early days of 1874 and remained at the head of the school till June of that year, when a change in the political complexion of the management led to his retirement and the appointment of Major John C. Covell, who had been for years connected with the Virginia Institution for the Deaf and Dumb and the Blind as teacher, assistant principal and principal. He was a broad, cultured and scholarly gentleman who fully appreciated the 92 HISTORY OF EDUCATION whole range of his responsibilities and impressed upon the institution all those permanent features of efficiency that it has been the pride of subse- quent administrations to maintain and extend. He died in 1887, and the Board of Regents, with becoming timidity, hesitated to make immedi- ate choice of a successor, and requested their secretary, Mr. Henry B. Gilkeson, to assume charge until they could be safely advised as to whom to choose. After a few weeks the Board convened again and decided to impress Mr. Gilkeson into the permanent service of the school. He conducted the affairs of the school so comfortably for a year that the hope was entertained that it might be his pleasure to make it his life work; but the fascination of his professional life and the demands of an extensive practice at the bar were too strong to be resisted and he re- quested the Board in due time to look out for a suitable principal. They accordingly invited Mr. C. H. Hill, another teacher of the deaf, to assume charge of this dual school. He did so in the summer of 1888, and con- tinued to direct the affairs of the institution until June, 1897, when in consequence of certain differences that could not be compromised he resigned, and the Board selected as his successor Mr. James T. Rucker, of Lewisburg, W. Va. Mr. Rucker enjoyed the advantage over all his predecessors of being an all-round business man and an accomplished teacher of seeing and hearing children, having been Superintendent of the Schools of his native town for years. He has greatly extended the plans of Major Covell and has brought the institution with leaps and bounds to a degree of efficiency which challenges comparison with any in the land. If his present recommendations are approved by the Legislature, the school will have little more to ask beyond its mere maintenance for perhaps a score of years to come. The location of the institution, at Romney, the county seat of Hamp- shire, is an admirable one. The climate is perhaps as salubrious as can be found in the State. The summers are usually cool and the winters rarely severe. Then another most excellent feature is the abundance of good water. The institution owns its own water plant; the water for drinking, bathing and cooking purposes being piped from a mountain spring some two miles distant. The grounds are large, affording the boys ?n opportunity to engage in all kinds of athletics and the girls a chance for friendly contests in basket ball and tennis. The purpose of the school is entirely educational and embraces none of the features of an asylum. The course is forty weeks, with twelve weeks' vacation, spent at home. A ten years' course is, in most cases, necessary for fitting and preparing pupils for the difficulties and problems which the future holds in store for them. In connection with the educa- tional feature a practical course is given in carpentering, tailoring, baking, shoemaking and printing for the deaf boys and in mattress, broom and chair making for the blind. The girls are given a thorough and practical course in sewing and housekeeping, and it is hoped that a cooking school may soon be installed. Then, too, the institution owns a farm of 100 acres only half a mile from the school, where the boys are given an opportunity to develop whatever tendencies they may have in aii agricultural direction. The literary course is practically the same WEST VIRGINIA 93 as that adopted by the public schools. In the blind department, however, a course is given in Latin, German and English literature and geometry. Quite a good deal of attention is paid to music, and any blind pupil who has any inclination or talent is given ample opportunity to develop it. The West Virginia Reform School BY D. S. HAMMOND, SUPERINTENDENT. The West Virginia Reform School was established by an Act of the Legislature, passed February 11, 1889. Section 12 of said act provided for a commission to be appointed by the Governor consisting of the State Superintendent of Free Schools and one member from each Congressional District of the State, who should within four months after the act went into effect select such location as it deemed best as the site for the West Virginia Reform School. These commissioners after examining different localities and con- sidering a number of propositions during the summer of 1889, finally accepted the offer of the citizens of Taylor County, and located the West Virginia Reform School at Pruntytown, the former county seat of that county, on the Northwestern Turnpike, four and a half miles from Grafton, the present county seat. The location, which is two miles from the Tygarts Valley River, is healthful and quite picturesque. The Board of Directors, composed of A. B. Sinnett, Kanawha County; J. E. Peck, Logan County; W. M. O. Dawson, Preston County; George E. Pi-ice, Mineral County; J. Hop Woods, Barbour County, and J. C. Gluck, Ritchie County, held their first meeting at Grafton, in the parlor of the Grafton House, January 2, 1890. The meeting was called to order by W. M. O. Dawson, of Preston County, and organized by electing George E. Price, president, and J. Hop Woods, secretary. After a number of meetings and consultations the Board, on May 13, 1890, elected Professor C. C. Showalter, of Preston County, superintendent; he took charge of the property belonging to the school, May 21, 1890. The school was formally opened July 21, 1890, with one inmate, a white boy, committed by T. P. Jacobs, Judge of Wetzel County Circuit Court. The following are the superintendents in their order: C. C. Sho- walter, D. W. Shaw, J. C. Gluck, O. E. Darnall and D. S. Hammond. The object of the school is the moral reformation, mental training, development and care of male minors between the ages of eight and eighteen years, both white and colored. The white and colored boys have separate cottages and dining rooms, though they have exactly the same privileges, advantages and care. Every effort is made to elevate if possible each boy inmate to the intelligent, law-abiding and self-support- ing citizen. HOW COMMITTED. Male minors between the ages of eight and eighteen shall be com- mitted in one of the following modes, viz: First, "by a Justice of the 94 HISTORY OF EDUCATION Peace of any county in the State," "on complaint and due proof made to him by the parent, guardian or next friend of such minor, that by reason of incorrigible or vicious conduct such minor has rendered his control beyond the power of such parent, guardian or next friend and made it manifestly requisite that from regard for the moral and future welfare of such minor," he should be committed to the Reform School. Second, by the State Courts for felony or misdemeanor. Third, by the United States District Courts, the Government paying for the maintenance and support of the inmate. Fourth, by parents or guardians wishing to place a minor in the institution for temporary restraint and agreeing with the Board of Directors to make a monthly payment for his maintenance. ENROLLMENT. Since the school opened for the reception of inmates, July 21, 1890, to January, 1907, fourteen hundred and fifty boys have been received into the institution. ENROLLMENT BY BIENNIAL PERIOD. Boys received from July 21st, 1890, to Oct. 1st, 1890 6 Boys received from Oct. 1st, 1890, to Oct. 1st, 1892 98 Boys received from Oct. 1st, 1892, to Oct. 1st, 1894 105 Boys received from Oct. 1st, 1894, to Oct. 1st, 1896 114 Boys received from Oct. 1st, 1896, to Oct. 1st, 1898 176 Boys received from Oct. 1st, 1898, to Oct. 1st, 1900 178 Boys received from Oct. 1st, 1900, to Oct. 1st, 1902 253 Boys received from Oct. 1st, 1902, to Oct. 1st, 1904 273 Boys received from Oct. 1st, 1904, to Oct. 1st, 1906 253 i ~ Total number received in the history of the school 1,420 SEGREGATION. The inmates of the institution are divided and classified according to their age, mentality, natural ability and physical appetites, as far as possible. This classification is one of the very essential needs of any such institution. Anything less than a complete classification would impair the work of reformation. INDUSTRIES. The following are the departments in the trades school: Plumbing, Engineering, Electricity, Printing, Tailoring, Laundering, Shoemaking, Carpentering, Blacksmithing, Brickmaking, Coal-mining, and General Agriculture. There are also Sewing, Baking and Culinary Departments. The object of the trades school is to add to the educational advantages given in the school of letters, an industrial training which will enable the boys, when they go out from the institution and are thrown upon their own resources, to obtain the means of living. Each industrial de- partment is officered by a skilled mechanic, and is in every way qualified for the work of making skilled mechanics and tradesmen, as well as good citizens. Good work is being done in all these departments. WEST VIRGINIA 95 SCHOOL OF LETTERS. The school of letters is one of the most important features of the institution, as the school room is one of the places where the elements of reformation is best and most effectually instilled into the mind of the boy committed to the institution. Many boys need little more than the instruction given in our school of letters, and the mental and moral stimulus which naturally follows. All the inmates are required to attend school regularly at least nine months of the year, except the smallest boys, who attend school ten months in the year, with a short vacation at the close of each term. The school is divided into eight grades, as are the common schools of the State, and the following branches are taught: Reading, Spelling, Writing, Arithmetic, Geography, Civil Government, State History, American History, Physiology, and Language. Boys do not drop out of school after they have passed the eighth grade, but take up high school studies. The institution is fortunate in securing most excel- lent instructors in the school of letters. While we have tried to give an impetus to manual training and trades instruction, special attention has been given to the graded schools. RELIGIOUS SERVICES. Our Sunday School meets at 9:30 in the morning, and the Interna- tional Sunday School Lessons are used. The opening services consist of songs, responsive reading and the lesson read responsively, after which the boys recite from memory the entire lesson. A review of the lesson is directed by the superintendent or some one appointed to take his place. The teachers instruct the boys in the Sunday School lesson during the week, giving each class two evenings, so that they afe all thoroughly prepared for the review on Sunday morning. There is preaching on the first and third Sundays of each month at 10:30 A. M. by the pastors of the churches of the town, and the second and fourth Sundays are filled by the superintendent Or some visiting minister. The superintendent often holds services on Sunday evening in the chapel. We think much good is accomplished by the Sunday services, and we impress upon the mind of the boy that the only true life is the Christian life. LECTURES AND ENTERTAINMENTS. The institution is provided with a very healthful and atractive audi- torium. We have all the lectures, recitals and entertainments that our appropriation for "Ministerial Services and Lectures" will secure. We think that there is nothing outside of the religious services on Sunday which does so much for the boys as our lectures and entertainments. They are always delighted and benefited by them. The matrons of the several departments spend an hour, from 7:00 to 8:00 o'clock, Monday, Tuesday, Wednesday and Thursday evenings with the boys at their cottages. The hour is devoted to reading, reciting and singing, or to whatever the matron finds most helpful and interesting. PAROLE SYSTEM. The following are the rules governing the granting of paroles: All grades are based on a term of two years' work. For uniform good con- 96 HISTORY OF EDUCATION duct and progress in educational requirements there may be allowed a commutation of time, marked by double promotions, as follows: For six continuous promotions there shall be another double promotion; for six further continuous promotions there shall be another double promo- tion; for continuous good conduct each of the grades including 'honor" and "discharge" shall be commuted by a double promotion these to be approved by the Board of Directors so that in eighteen months from the time of admission a "Leave of Absence" may be granted. This "Leave of Absence" is granted by the Board of Directors as a reward for good con- duct and a satisfactorily completed record, and holds good during good behavior or until the boy is twenty-one years of age, as shown by the records of the school. The Board may grant an "Honorable Discharge" to said boy any time they may deem it advisable after one year from date of "Leave of Absence." Said boy is required to keep the superintendent informed as to his location, conduct, employment and employer by writing at least once a month. The parent, guardian or employer is to write also and inform the superintendent of the boy's behavior. This is embodied, in substance, in the "Leave of Absence" card. This part of the contract is not always kept, but few boys have to be returned to the school. The great majority of the boys do well after leaving the institu- tion. The very best method for the reformation of boys is to subject them to a system of discipline and training which is found essential to the training of the normal youth to correct moral and social living. CONTROL. The institution is controlled by the Board of Directors, five in num- ber, who are appointed by the Governor, and the superintendent, who is the executive officer. The Board of Directors meets at the institution the second Tuesday in January, April, July and October. The executive committee com- posed of three of the directors appointed by the President of the Board to serve for three months, meets the second Tuesday of each month to audit accounts, to direct the work of improvement, and to advise with the superintendent in reference to administration. THE PLANT. The plant consists of one hundred and ninety-five acres of land, eighteen buildings, an electric light plant, by which all the buildings are lighted, together with a pumping station at the Tygarts Valley River from which the water is pumped into a large reservoir located upon one of the highest elevations on the farm, to supply the entire institution. A sewer line carries all refuse back to the river. WEST VIRGINIA. 97 FARM AND GARDEN PRODUCTS. ARTICLES PRODUCED IN THE YEAR 1906. Wheat 2-68 Bushels Corn 1800 Potatoes 300 Hay 42 Tons Roasting Ears 1300 Dozen Green Beans 600 Bushels Cucumbers 75 Dozen Beets 30 Bushels Early Onions 840 Dozen Mature Onions 15 Bushels Cabbage . . 2500 Heads Lettuce 225 Bushels Radishes 425 Dozen Tomatoes 525 Bushela Lima Beans 80 Peas 7 Turnips 25 Celery 160 Bunches Peppers 800 Pods Pumpkins 450 Strawberries 156 Gallons Raspberries 54 Gallons The entire period from the opening of the school, July 21, 1890, to the present, has been one of uninterrupted progress and improvement. The moral reformation, mental training and development of the boys committed to the institution is being vigorously prosecuted, and when we consider the mental and moral condition of the boys when they enter, the improvement seems to be marvelous. We are not surprised to find, after examination, that the boys do not measure up to the normal standard of the average boy outside. When we consider the ancestry, environment and mode of life previous to conviction, of many of those committed to the Reform School, it is easily understood why they are mentally, morally and, indeed, physically below the standard. IVIany of them have but little if any home life; their parents, concerned only in the struggle for existence and frequently engaged in vicious employ- ment, are not able to give them more than an occasional thought, and when they do, it is rather to serve their own selfish purposes than to benefit the child. Just as soon as they are large enough they are put to work to earn something to help the family, and then they come in contact with an older and usually rougher class than themselves. The chances are that they have not been permitted to attend school, or if so, have played the truant and have neither the training nor the education with which to begin life on arriving at the period of adolescence. At this time in life they frequently run away or are obliged to leave home and shift for themselves, and are left largely to their own devices, with ill- defined ideas of right and wrong. With but little if any educational equipment and but little or no moral or religious training, they find it difficult to obtain a living, and soon violate the law and naturally gravi- tate to the reformatory or prison. With this picture of the conditions of birth and early environment of the average boy committed to the institution, we will give a brief outline of the method of treatment employed: Upon the arrival of a new boy he is taken before the superintendent, who talks with him of his life and the nature of the crime for which he has been sent to the institution. He is then instructed in the rules and regulations of the school and their meaning and the importance of his 98 HISTORY OF EDUCATION. keeping them, and is assured that by application and good behavior, to- gether with a manifest intention to obey the laws when released, he will be able to hasten his parole. Then the family history, as far as possible, and the personal history of the boy are carefully inquired into, and a rec- ord of the same preserved. A course of treatment is outlined which will meet as far as possible his deficiencies in education and will build up his mental, moral and physical condition. Special attention is given to ascertain how nearly the boy committed approaches the normal standard, in order to estimate his natural ability or capacity, as all this has a distinct bearing upon the educational measures adopted to help in his reformation and also effects to some extent the period of his detention. If a certificate from a reputable physician does not accompany the boy to the effect that he is sound in mind and body and free from all infectious and contagious diseases, he is taken before our physician and a careful medical examination is given him. He is then bathed and fur- nished with an entire outfit of new clothing and assigned his home, school and work. Enforced regular habits and systematic physical exercise enable almost every inmate to leave the school sounder and stronger than when he entered. Long continued military drill makes order, neatness and respect for law and authority, habitual. It may be said that these things effect only the physical and mental sides of their nature, and that what they need is moral improvement. It is true at the start the average boy earnestly applies himself to these things without any love for them, and for the reason that he is told that only by making a certain record of proficiency in them can he be released; but in the doing there comes in time a development of that indescribable something which we call charac- ter, and everything is now looked upon from a different and better point of view. He acquires the power of persistent and concentrated effort, changes his aims and ambitions and becomes receptive to the more direct moral influences of the school. Religious instructions are faithfully im- parted. Through these and similar instrumentalities the object of the institution "reformation" is accomplished with reference to the ma- jority of the inmates. A system of education, to be efficient, must draw out, utilize and develop all the faculties of man's complex nature. These faculties are the intellectual, moral, emotional, spiritual. None of the great constitu- ent human faculties should be neglected. The physician must make health and secure sanitary environment. The teacher must enrich the mind and engender the ability and inclination for useful employment, and the counsels of religion must be used as the supreme instrumentality for arousing all that is noblest and best in the spiritual nature. Thus by a policy of "light and love," conceived in altruism and executed with tact, tenacity and enlightened zeal, will the delinquent be restrained and redeemed. The State, the supreme representative of organized society, the guardian of humanity's welfare, the dispenser of justice and mercy, cannot afford to impair its dignity, nor lessen the prestige which it so proudly WEST VIRGINIA. 99 maintains, by knowingly doing an ungenerous act, nor in the failure of known duty. West Virginia Industrial Home for Girls BY HILDA M. DUNGAN, SUPERINTENDENT. The West Virginia Industrial Home for Girls was established by an Act of the Legislature in 1897. The first meeting of the Board of Directors was held in Clarksburg, July 28, 1897, to select a site. The members of the Board were Dr. Harriet B. Jones, of Wheeling; Mrs. N. R. C. Morrow, of Fairmont; Mrs. R. S. Gardner, of Clarksburg; Hon. John Cummins, of Wheeling; Hon. Stillwell Young, of Gaines, and Hon. J. Jerome Haddox, of Huntington. The towns of Corinth, Buckhannon, Huntington, Bridgeport, Clarks- burg and Salem offered sites, and on September 2, 1897, the site offered by Salem was accepted. There were 33 acres to which ten more have been added. The Home is beautifully located on two hills with a pretty ravine crossed by a bridge, and a grove of trees forming a background. It is fifteen miles from Clarksburg and one and a half miles from the Salem station, on the Baltimore and Ohio Railroad. There is a station at the gate of the institution, named Industrial, at which all accommodation trains stop. There is also a Postoffice of the same name. It has an abundance of excellent water; and, being situated in the gas region, gas is used for heat and light. The cottage plan was adopted by the Board and the Home now consists of two cottages and a school building with a chapel on the second floor. The first building, Jones Cottage, named after Dr. Harriet B. Jones, the founder of the "Home", was opened in April of 1899 with Miss Eliza- beth Clohan, of Wheeling, as superintendent; Mrs. Ophelia Trippett, of Preston County, as manager ,and Miss Mary Davis, of Harrison County, as housekeeper. The first girls came May the 5th, from which time there has never been room to accommodate all who have been committed. The "Home" is in no sense a prison, but a place of instruction and cor- rection, giving the wayward girl the environment of a well-kept home, where she is taught to be industrious and self-respecting, and is kept amid surroundings of refinement and Christian influences that must arouse some desire for a better, purer, nobler life. Incorrigible girls, truants, beggars and those in such surroundings that they are in danger of falling into habits of immorality and vice, from eight to eighteen, may be committed to the care of the "Home" until they are twenty-one. All girls do housework in the morning and attend the school of letters in the afternoon from 1:00 to 4:00. As soon as a girl is thought to be capable of earning her own living, she is found employment and given a trial, usually in a good home; there are thirty-three out at present, doing for themselves; many have 100 HISTORY OF EDUCATION. been placed in excellent Christian homes, where they are looked after morally, mentally and physically. No girl is allowed to leave the Home until every available effort is made to find out what kind of home the applicant offers. Already we see results in the moral, mental and physical improvement of those who have come under the beneficent influence of the "Home". In the changed faces, deportment and language, one scarcely recognizes the girls who entered a few months ago. Is it not worth while to help to make good women, and give these girls a chance? The West Virginia Colored Institute BY PRESIDENT J. MCHENRY JONES. The problem of negro education is by no means a simple one. How to lift an ignorant and long neglected race to the plane of the twentieth century requirements, fitting it for the complicated economic and moral duties of life, giving it the fibre to contend patiently for place amid the maddening competition of the business world; to lay bare the mistakes and follies of the first intoxication of long prayed for freedom and inspire with the spirit of real liberty and true citizenship millions of unfortunate but native born Americans, challenges the sacrifice of the deepest thought and the truest patriotism. In studying the question we must not eliminate from our calculation the fact that we are dealing with the children of a race scarcely a genera- tion removed from slavery and around whom still cling many of the sad results of their parents' unfortunate past. In the minds of most of these children education and labor are distinct and opposite concepts. Education is associated with luxury and idleness, labor with ignorance and drudgery. To teach the nobility of labor and that the greatest usefulness and highest happiness are the handmaids of diligence is the mission of our school. In this work we must make haste slowly. We must guard against unfair standards of comparison and observe that the educational progress of a race cannot always be measured by a progress of things. Buildings and apparatus measure largely the progress of things, but time is a very important element in ascertaining definitely what has been the ultimate progress of hand and mind. The West Virginia Colored Institute, like the other agricultural and mechanical schools for the colored race, is a child of the Morrill Bill. This bill was approved by Congress August 30, 1890, and entitled "An act to apply a portion of the proceeds of the public lands to the more com- plete endowment and support of the colleges for the benefit of agriculture and the mechanic arts established under the provisions of an act of Congress approved July 2, 1862." By this act West Virginia was apportioned eighteen thousand dollars and by act of the Legislature, session of 1891, fifteen thousand dollars was given to the West Virginia University, and three thousand to the West WEST VIRGINIA. 101 Virginia Colored Institute, established by the same act. By the conditions of the act these sums were to be augmented until the University should receive twenty thousand dollars and the Institute five thousand dollars annually, which sums would be the maximum. Mr. J. Edwin Campbell, the first principal of the West Virginia Colored Institute, gives the following account of its establishment: "An appropriation of ten thousand dollars was made by the Legislature with which to purchase a farm of not more than fifty acres and to build a suitable building for such an institution. As the act provided that the institution should be located in Kanawha County, it was first thought best to purchase the property known as "Shelton College," situated on the lofty hill overlooking the village of St. Albans. But the committee ap- pointed, after investigation, reported adversely. It was then decided to erect a building at some suitable location. Finally, thirty acres of level bottom land was purchased from Mrs. Elijah Hurt, near "Farm," on the Great Kanawha River. This land is a part of the estate left by Samuel Cabell, deceased. Upon this farm the Board of the School Fund erected a building. Ground was broken August 25, 1891, and the corner stone laid Sun- day, October 11, of the same year. The building was completed about the 1st of April, 1892, and was received by the Board of the School Fund on April 20th. BUILDINGS. The main or academic building, Fleming Hall, which was the first erected, cost in round numbers about ten thousand dollars. It was care- fully designed and planned to meet the needs of modern education. Since its erection, the building has been considerably enlarged, and is now eighty- three feet long, seventy-six feet wide, and is in every way modern in its ap- pointments. Besides an additional purchase of thirty-eight acres of land, a modern barn and seven other buildings have been erected upon the Insti- tute grounds. Five of these are built of stone and brick; the others are frame buildings. MacCorkle Hall is a large and beautiful building, one hundred and six feet long and fifty feet wide and accommodates a hundred girls. Atkinson Hall, the young men's dormitory, rivals MacCorkle Hall in con- venience and beauty. The A. B. White Trade School, the most commo- dious and by far the largest building connected with the school, being two hundred and forty-four feet in its greatest width, with ornamenta- tions of stone and roofed with slate, would be a credit to any institution. This building, erected at a cost of thirty-five thousand dollars and finished by the students of the school, is intended to contain all of the industries for boys. If we except the Armstrong-Slater Trades School at Tuskegee, this is the largest building of its kind in the United States, and without exception the best lighted and most convenient. Dawson Hall, the build- ing for Domestic Arts and Sciences, now in course of erection, when finished, will be the most beautiful building on the campus. This hall, built of brick and stone, will contain all the girls' industries, and the third story will be utilized as a Senior Girls' Home. These buildings, to- 102 HISTORY OF EDUCATION. gether with West Hall, a large frame building, containing the library and the departments of agriculture and cooking, and with the principal's home, a large and convenient frame building, constitute the buildings of the institution. All of them are heated by steam and lighted with elec- tricity. ALUMNI. It is a well-known fact that the worth of an institution is generally measured by the character of its graduates. The West Virginia Colored Institute has a pardonable pride in the work of the Alumni who have issued from its walls. In all one hundred and sixty-one students have graduated from the school since 1896; of these eighty-five are engaged in teaching, three are successful pastors, two are machinists, one an atorney-at-law, sixteen are carpenters ,six blacksmiths, and twelve are dressmakers. The remainder are leading useful lives. A casual glance at the above figures reveals the fact that by far the larger half of the graduates from our school have devoted their energies to teaching. This is true of the first graduates from nearly all institutions for normal and industrial training for the negroes. It grows out of the great demand among us for trained teachers. Many of these teachers, however, follow their trades during vacation from school duties. THE COURSE OF STUDY. The course of study in the West Virginia Colored Institute is the same as that which is pursued in the other normal schools of the State. In addition to the book-work, every student is required to learn some useful trade before graduation. To do this, it is necessary to divide the six grades of the school into equal divisions, one-half pursuing book work in the morning, while the other half are in the shops and in the various departments. In the afternoon the first half go to the shops, while those who work in the morning have book work in the afternoon. In this way the pupils are given equal opportunities for mental and manual training. DEPARTMENTS. The school has six well equipped departments under the direction of twenty-two teachers, viz.: Normal, Agricultural, Mechanical, Domestic, Commercial, and Musical. The Normal Department has been previously discussed. In the Mechanical Department, Smithing, Wheelwrighting, Steamfitting, Carpentry, Woodwork, Brick Laying, Plastering, Printing, and Mechanical Drawing are taught. The Agricultural Department, besides giving a good course in scien- tific farming, also offers to students entering it practical opportunities in dairying, poultry raising, stock judging, and general farm work. The Department of Domestic Arts teaches Plain Sewing, Dress- making, Millinery, Cooking, Laundering, and Housekeeping. The Commercial Course designed to give the student a knowledge of business forms besides giving a short course in Bookkeeping, has an excellent course in Shorthand and Typewriting. The Musical Department, besides giving instruction in Sight-Reading, Voice Culture, and Ear Training, offers an excellent opportunity for WEST VIRGINIA. 103 instruction on the Pianoforte. Pupils pursue the course of study in this school at a very small cost and with no extra charges for the use of a piano for practice. MILITARY DEPARTMENT. Besides the well organized departments above mentioned, the State provides for the appointment of sixty cadets, who receive their uniforms, room rent, books and stationery free of charge. The course in this de- partment is both theoretical and practical; the first includes recitations in drill regulations, supplemented by lectures on minor tactics; army organization, administration and discipline; small arms, firing regula- tions, and other military subjects. The practical course includes military drill and gymnastics, target practice, military signaling, marching, and castramentation. NUMBERS. The school at present has an enrollment of two hundred and twenty- five students, which is the largest in its history. This number fills the present dormitories too full for comfort. Students are in attendance here from eight states; as we have said before, one hundred and sixty- one graduates have gone forth from the institution, to say nothing of the large number who have gone into the field of life without finishing the prescribed course. INCOME. The income of the school is derived from two sources: First, an annual amount of $5,000 received from the Morrill Fund; second, Legis- lative appropriation. The money received from the United States Gov- ernment can be applied only to instruction in agriculture, the mechanic arts, English language, and the various branches of mathematical, physical, natural and economic science, with special reference to their application in the industries of life, and to the facilities for such instruc- tion. The State has dealt very generously with the West Virginia Colored Institute, as the following list of appropriations will show: 1891 $10,000 1893 14,000 1895 16,000 1897 29,000 1899 39,000 1901 66,000 1903 54,000 1905 64,705 Total $352,705 The idea which has dominated the school from its beginning has been that thrift, education and religion were necessary to lift the negro to the full enjoyment of modern civilization, and following out that original conception, the school aims to teach the hands to work, the mind to think and the heart to love. 104 HISTORY OF EDUCATION. Bluef icld Colored Institute BY R. P. SIMS, PRINCIPAL. AN HISTORICAL NOTICE. The West Virginia Legislature, February 21, 1895, passed an act to establish a High School at Bluefield, Mercer County, for the colored youth of the State. The act provided that the school should be known as the Bluefield Colored Institute, and carried with it an appropriation of eight thousand dollars for the purchase of lands and the erection of a building. On the 17th of October, 1895, the Board of Regents, composed of Hon. Virgil A. Lewis, then State Superintendent of Free Schools; Hon. William M. Mahood, Hon. George M. Bowers, Hon. Joseph Brady arid Hon. John S. Marcum, organized at the Bluefield Inn, and purchased for the sum of eighteen hundred dollars four acres of land on a beautiful em- inence overlooking the city of Bluefield. At a meeting held in Parkersburg, February 10, 1896, a contract was let for the erection of the school building, and Hamilton Hatter, then a teacher in Storer College, at Harper's Ferry, was elected principal of the Institute. All things were in readiness for the reception of students on the 6th of December, 1896. COLLEGE HALLS AND DORMITORIES. These are three in number, and when the sum of money expended thereon is considered, the Institute is highly creditable to the State. Mahood Hall, so called in honor of Hon. William M. Mahood, who was the author of the Legislative bill establishing the school, is the college building. It was in part erected in 1896, and for eight years was used for school purposes. In 1902 the Legislature appropriated the sum of eight thousand dollars for the purpose of finishing the structure accord- ing to original plans. It is one among the best appointed school buildings in the State. The building is 79% x 68 feet and combines beauty and utility in a high degree. On the first floor are five well lighted recitation rooms, two cloak rooms, a study room and the office of the principal. On the second floor is a commodious auditorium with a seating capacity of about eight hundred, and also the rooms of the Domestic Science De- partment. In 1897 the Legislature made an appropriation of four thousand dollars to erect and furnish a Girls' Dormitory. This was received by the Board on November 20 ensuing. The Legislature, in 1903, appropriated six thousand dollars for the purpose of enlarging this building. It is a four-story frame structure with a wing two stories high and having porches extending along the entire front, and contains in all seventy rooms, all of which are furnished and fitted with necessary appliances according to their several uses. It is supplied with hot and cold water, heated by steam, lighted by electricity, and furnished in every way to make it both attractive and comfortable. It is an ideal home and provides accommodations for more than one hundred girls. Music HALL, MORRIS HARVEY COLLEGE BECKLEY SEMINARY WEST VIRGINIA. 105 The Boys' Dormitory, erected in 1900, equals Lewis Hall in con- venience. COURSES OF STUDY. The school offers instruction in two courses of study \he Normal and Academic. The Normal Course is the same as that followed in the State Normal Schools, and is intended to give thorough training for teachers. The Academic Course fits for college. As the students that come into a school of this kind lack and this will no doubt be true for years to come much of the training which is given in well regulated homes, the Board has very wisely provided a Domestic Science Department, wherein girls are taught sewing and cooking. Instruction is also given in vocal and instrumental music. COUNTY SKETCHES. Berkeley County BY E. H. TABLER, SUPERINTENDENT. Berkeley County occupies the central portion of the "Eastern Pan Handle"; it has an area of 257 square miles and a population of 20,000. Free schools were first established in Berkeley County in 1866, with J. Canby as Superintendent. The seven districts following were organ- ized: Mill Creek, Gerardstown, Arden, Hedgesville, Martinsburg, Opequon and Falling Waters. The amount derived from the State school fund was $3,330.10. The enumeration of school youth was 3,898. Harrison Tabler, David Thompson and Jacob Miller, Commissioners for Opequon District, met at Greensburg, March 6, 1866, and organized the district by establishing schools at the following places: Butts Town, Greensburg, Smoketown, Liberty Grove, Myers and Ridenour, Thomas Williams being clerk of the Board. Dr. Thomas J. Harley, Jacob Ropp, and Thomas L. Harper, Com- missioners for Hedgesville District, met in the village of Hedgesville, April 16, 1866, and organized the schools of the district by establishing schools in nine sub-districts, viz.: Hedgesville, Little Georgetown, John- sontown, Silers, Tomahawk, Pitzer's Mill, Dry Run, Welltown and North Mountain. George W. McAllister was clerk of the Board. Schools were established in Mill Creek District at the following places: Bunker Hill, Darkesville, Sylvan Retreat, Pine Grove and Three Runs. No record is left of the other districts. Fifty-four teachers' certificates were issued that year. The Superintendent's salary was $25.00. By the year 1869, the school sub-districts of the county numbered forty-one, in which forty-five schools were in session. Fifty-two teachers were employed; seven new schoolhouses were built; 4,936 school youth were enumerated, of which number an average of 1,428 attended school. Teachers' wages averaged $40.00 per month. There was expended for land $165.00, for houses $8,559.02, and for apparatus $442.25. Seventy-four 106 HISTOBY OF EDUCATION. teachers received certificates, issued in half grades, from one to five. E. S. Lacy was County Superintendent. By an act of the Legislature of West Virginia in 1873, Martinsburg was made an independent district, and the powers given the Commission- ers were enlarged by an act passed in 1875. David Speer was the first Superintendent. Nothing of moment seems to have occurred in the country districts until 1888, when D. H. Dodd was appointed County Superintendent to fill the vacancy created by the death of M. T. Bowen. Mr. Dodd introduced the graded system for public schools, which had been inaugurated in Monongalia county by Professor A. L. Wade, and which had become so popular in many parts of the state. He also issued a complete catalogue giving the classification of all the schools of the county ; which plan is a very important aid in the graded school system. During Mr. Dodd's administration education reached a high plane, which is evidenced by the teachers' examination of 1889. Out of 73 candidates 56 received No. 1 certificates. Up to this time seventy schools had been established, taught by seventy-five teachers. In the school examination, under Mr. Dodd's graduating system, twenty-nine pupils completed the course and received diplomas. From this time down to the present Berkeley County schools have been among the best in the State. We now have eighty-one schools, ex- clusive of Martinsburg Independent District. Martinsburg has thirty-one schools. Our school houses are of brick or frame, seated with hygenic desks; most of them have real slate blackboards, and are provided with charts, globes, apparatus and International dictionaries. The following have served as County Superintendents: J. Canby, J. S. Heilig, E. S. Lacy, W. S. Penich, E. M. Walker, E. S. Tabler, J. P. Stump, S. L. Dodd, H. S. Butts, M. T. Bowen, D. H. Dodd, P. T. Keesecker, C. C. Tabler, James Snyder, J. W. Shirley and E. H. Tabler. Hedgesville District has the honor of having the only real graded school of the country districts of the county. She has furnished eight of the County Superintendents. Out of Little Georgetown School, of this district, have come eight public school teachers and three County Superintendents. The enumeration for this year is, in the country districts, 4,048; in the city of Martinsburg, 2,460. The amount derived from the State school fund for distribution among the country districts is $9,149.60, less $425.00, the salary of the County Superintendent. The amount appropri- ated to the city of Martinsburg is $5,302.00. Brooke County i BY GEORGE W. HOGG, SUPERINTENDENT. The County of Brooke, although it is the smallest in the State, is unex- celled if, indeed, equalled in educational advantages. Having a total area WEST VIRGINIA. 107 of less than eighty-five square miles, the taxable property within its boun- daries is valued at $12,600,000.00. It is traversed by the Wabash, Pan Handle, and Pittsburg, Wheeling and Kentucky railroads. There are twenty- four miles of electric railways in the county. Three modern steel bridges span the Ohio River, affording excellent transportation facilities to the numerous manufacturing enterprises located here. Within the county are numerous rural schools housed in comfortable buildings, all well equipped with charts, maps, globes, slate blackboards, libraries, etc. There are five graded schools employing from four to ten teachers each, and two high schools. Within the county is also located Bethany College, established in 1840, which is in a flourishing condition to-day and one of the most widely and favorably known colleges of the country. For the administration of public school affairs the county is divided into three districts Buffalo, Cross Creek and Wellsburg. Wellsburg Independent District has had an established high school for many years. Cross Creek District, at an election held November 6, 1906, voted to establish a high school at Follansbee. The high school building is under course of construction, and when completed will have cost twenty thou- sand dollars. The Cross Creek Board of Education is also building a new four-room school at Colliers. Buffalo District has a suitable building and is taking steps toward the centralization of several schools at the town of Bethany, and at other places in the district where centralization will be expedient. The great industrial development now in progress is bringing large numbers of people into the county, and the population will have reached the twenty thousand mark by the close of the present decade. But the natural wealth and advantages of the county, due largely to the railroads and industrial enterprise of our citizens, is so great that the rate of taxes for school purposes is surprisingly low in comparison with many other less favored localities. Cabell County IRA F. HATFIELD, SUPERINTENDENT. Cabell County, framed in 1809, from Kanawha, and named from William H. Cabell, a former Governor of Virginia, has an area of 300 square miles. It is situated in the southwestern part of the State and is surrounded by the counties of Mason, Putnam, Lincoln and Wayne. It contains the northern portion of the fertile Guyan Valley and the Mud River Valley, and with its twenty miles of rich fertile soil bordering on the Ohio River, embraces one of the best farming and stock raising dis- tricts in the State. The early settlers were attracted to this spot by the fertility of the soil and the abundance of fine timber that stood along its navigable waters. As the families increased in number, the necessity and import- 108 HISTORY OF EDUCATION. ance of schools began to be considered. There is no record to show when the first school began its existence in what is now Cabell County. As Cabell was of the territory harassed by border warfare, hers was a dangerous and unsettled condition until the question of race supremacy between the whites and Indians was settled in favor of the whites at the memorable battle of Fallen Timbers, on August 2, 1795. Social and educational life in Cabell, or what later became Cabell County, may be said to date from this important event. Up to the time of the establishment of the free school system, the facilities for elementary education consisted of schools supported by pri- vate subscriptions. The few school houses, scattered about over the county, were rude structures. The walls were built of unhewn logs thatched with sticks and clay; the floors were laid with slabs or pun- cheon; the chimneys, occupying a greater part of one side of the houses, were built of sticks and mud. For windows, a part of one or more logs was cut out, allowing the light to enter through a row of glass one or two panes deep, or through strips of greased paper fastened over the open- ing. The furniture consisted of benches without backs, made of split slabs brought from the adjacent woods. To say the least, these houses were very uncomfortable and inconvenient; and as they were situated so far apart, attendance at school was very light and irregular. These schools were presided over by teachers imported from Ohio, Pennsylvania and other states, who, at best, possessed only the rudiments of an education. In contracting for schools they would obligate them- selves to teach spelling, reading, writing and arithmetic to the "double rule of three." Notwithstanding their meager attainments, however, these teachers accomplished a good work in preparing the people for the reception of the free school system which was to come during the un- settled period of Civil War. Among those who were most actively engaged in the pioneer educa- tional work of the county may be named, Robert Coburn, John Coburn, E. E. Morrison, Robert Harbour and Chas. Simpson. Of those since en- gaged in the upbuilding and development of the schools of the county, Wm. Algoe, C. W. Paine, T. B. Summers, Wm. Bramlette, Jno. J. Rousey, Geo. Kaiser, C. K. Thornburg, Frank Herndon, L. W. Wilson, Henderson Davis, A. H. Melrose, Henry Lambert and R. F. Brammer are worthy of mention. For the purpose of government and to meet the requirements of the act of December 10, 1863, the county was divided into five super- visory districts, which number changed in name to magisterial districts remains the same today, with the exception of the independent districts of Barboursville, Central City, Guyandotte and Huntington, which have since been created. I am indebted to Mr. T. B. Summers for information regarding the roster of County Superintendents in their order, and for some statistics of his administration as County Superintendent. The first seven of these were non-political, appointed either by the county court or the Board of Supervisors. The first four were the sole ex- aminers of the county. WEST VIRGINIA. 109 J. M. King 18661868 Geo. R. Blume 1886 1888 T. B. Kline 18681870 J. D. Carter 18881890 John W. Church 18701872 Henderson Davis 18901894 Wm. Algoe 18721874 C. W. Paine 18941898 D. L. Duncan 1874 1878 Jno. J. Rousey 1898 1902 T. B. Summers 18781884 Ira F. Hatfield 1902 P. M. Malcolm 18841886 The Boards of Education of the county including those now in office are to be commended for their zeal and energy displayed in providing comfortable structures for the housing of the school youth of the county. These at present are nearly all modern one-room frame buildings, well lighted and ventilated, furnished with patent seats and desks; but many of them are deficient in school apparatus, charts, maps, globes, etc. These creditable school houses, together with the one hundred and thirty- four live, energetic teachers in charge of them, are a tribute to the ad- vanced educational sentiment of the county. The teachers' institute work is gradually improving as the desire of teachers for higher professional standing increases. Our county insti- tutes are the central point of interest for teachers in the school year, so- cially and educationally. The great interest displayed in these institutes both by teachers and the public prove them to be in high favor with the people. The district institute and teachers' reading circle are gaining ground as indispensable factors in supplying the needs of the district and for the betterment of the teaching force in general. The independent district of Barboursville was established February 12, 1867. The Board of Education has the same powers conferred upon it as belong to Boards of Education of magisterial districts, thus giving it power to establish a high or graded school, as provided in Sections 24 and 26 of the school law, and prescribe branches to be taught and a course of study for same. The school has lost considerable of its importance since the establishment of the Barboursville Seminary in 1888, but in re- cent years interest in the graded school has revived. Recently, a four- room brick building has been erected to meet the demands of a rapidly increasing population, which is now scarcely large enough to accommo- date the district. The Milton graded school has, in most respects, met the approval of the people of that thriving little town and of the people of the district in general, admirably serving its purpose in the regular school term as a graded school and taking its place later as a spring and summer normal. The school this year is ably managed under the care of its genial and enterprising principal and corps of teachers. Central City has made such rapid strides toward the front of late, in business enterprise, increased population and in school affairs that it is hard to keep pace with her. Her schools have long been a recognized force in the -educational affairs of the county. By a recent act of the Leg- islature Central City was made an independent district, and is making good use of the new opportunities thus afforded. The erection recently of a splendid four-room brick building, with a spacious auditorium overhead, is proof of her growth and enterprise. The schools have reached a stage 110 HISTORY OF EDUCATION. under the supervision of Superintendent G. W. Pilchard, second in impor- tance only to those of Huntington. Guyandotte is one of our oldest towns. Her schools have been open for many years, making slow but sure progress until today there are nine rooms in use, including the colored school. These are now crowded so that the building of more houses is becoming imperative. The schools are graded and classified, the pupils receiving all the benefits of a graded course of instruction and high school advantages combined. The schools are at present doing excellent work under the management of Professor H. D. Groves, Principal. The writer in closing this sketch, feels it his duty to pay a tribute of respect to the one hundred brave, self-sacrificing teachers struggling against wind and weather and the many adversities attendant upon edu- cational endeavor in rural districts. They are the ones that must furnish enthusiasm for the indifferent patrons and stimulus to the tardy youth. Calhoun County BY WELLINGTON LESTER, SUPERINTENDENT. In this sketch, it is proposed to give only a brief outline narrative of the course of educational affairs of the territory now embraced in Cal- houn county from its earliest settlement down to the present time; and in order that the reader may have the best position from which to view the subject, it is deemed expedient to speak first briefly of the territory itself, THE TERRITORY. Beginning on the West Fork of the Little Kanawha river, at a point about one mile above the mouth of this branch, and proceeding up the same, this stream marks the southwestern limits of Calhoun county, until we reach the point where the waters of Henry's Fork flow into the West Fork, when the boundary line leaves the West Fork, proper, and deflects to the south and follows the course of Henry's Fork to the mouth of Beech Fork, and thence winding among the hills, with a small bend to the south, it reaches the Clay county line and from this point eastward the county is bounded on the south by Clay and Braxton. The entire eastern boundary is fixed by the Gilmer county line, which is irregular throughout its extent and makes one long bend to the west, thus carrying the eastern limits of Calhoun county at that point far inward. The northern limits are fixed by the boundary lines of Wirt and Ritchie counties. Within the boundary above set out is contained the territory, which was stricken from Gilmer county and in the year 1856, took upon itself corporate existence under the name of the county of Calhoun. In the northern part, the Little Kanawha river, in its devious course from east to west for more than thirty miles, its waters receiving many tributaries, winds it way among the hills. More than one-half of the territory and by far the best and most populous portion of the county lies between the Little Kanawha river and the West Fork. WEST VIRGINIA. Ill EARLY SETTLERS. The first settlers for the most part took up their abode along the val- leys of the Little Kanawha and the West Fork, and were descendants of the pioneers of Virginia. Like their progenitors, they were daring and enterprising. THE VALLEY OF THE WEST FORK. In the fertile regions of the Valley of the West Fork, the settlers were so few and far removed from each other that for awhile schools were im- practicable and the education of the children was such as they received at their homes under the instruction of their parents, and such persons as occasionally sojourned among them. It was not until about the year 1840 that an attempt was made to teach a school in that section. Charles Arnold, John Shed, Charles Preston and Amie Silcott were among the ear- ly teachers of this part of the county. THE VALLEY OF THE LITTLE KANAWHA. What has been said of the early settlers of the West Fork valley is also applicable to the early settlers along the Little Kanawha, a neighbor- hood consisting of only a few families. The first assembly of pupils within the territory of Calhoun county that could be called a school was taught near the neck of the Big Bend in the winter of 1828 in a small log cabin seated with rude benches and lighted by means of greased paper windows. Ephriam Siers was the teacher. THE EARLY SCHOOLS AND TEACHERS. The early schools were taught as follows: In the Hardman Bend in 1838 by Daniel Hill; In 1840 on Pine Creek, by Fielden A. Knight; and in the same year on the south bank of the river, just above Grantsville, by Harrison Cunningham; in 1841 on Pine Creek, near Stevens schoolhouse, by Wm. Bennett; and at the same place in 1842 by Augusta C. Modesit; and in 1843 by Rev. John Bennett. From 1843 to 1850 several terms were taught on the right bank of the river, about three miles above Grantsville, by Rev. Jonathan Smith. In 1847 a school was conducted on Big Root by Elizabeth Betts; and one on Yellow Creek in 1853, by Harrison R. Ferrell. Cal Kessinger, Anne Betts, John Woodford, Joab Wolverton and Anna Campbell may also be mentioned as early teachers in this section. All of the pioneers of education, whom I have mentioned, have long since gone to their final account. About the year 1860, the public mind became centered upon the great struggle, then imminent betwen the North and the South. This was the all absorbing question of the day and the thought that otherwise might have been given to the cause of education was now diverted to internal strife; what little order had developed was suspended. During the entire period of the war and for more than a year after its close, there was only a fitful bestowal of the distracted public mind upon the cause of education. The Free School System did not go into operation in this county until the estrangements engendered by civil strife had in a measure passed away. Until this time, all schools had been taught under the private subscription 112 HISTORY OF EDUCATION. plan, and of course the pay of the teacher was limited. The teacher would often board and lodge among the patrons of the school and was not expected to pay for his "keep." COURSE AND EXTENT OF INSTRUCTION. The subjects, usually taught in those early schools were spelling, read- ing, writing and arithmetic, and in some of the later ones, geography and grammar. Much of the time and energy of the pupils was devoted to the subject of spelling. Reading was taught with a special effort to secure a loud and distinct utterance. Writing was required to be done by the use of pens, made from the large feathers of birds, and ink was often made from walnut bark, maple bark and indigo; arithmetic was the only mathematics taught and one who could instruct the pupils therein, as far as the double rule of three, compound proportion, was regarded as well equip- ped for teaching that subject. Geography and grammar were probably the least understood and most poorly taught subjects in the schools of this period. A NEW ERA. A new era in the educational affairs of the county began with the coming of the Free School System. After the close of the Civil War, the old order of things completely gave way to the new. The Constitution of 1872, placed the schools under the general supervision of a State Super- intendent and the Legislature was given power to provide for County Superintendents, who should have a limited control of the school affairs of the county, and whose term of office was at first two years; but was later lengthened to four years. COUNTY SUPERINTENDENTS. Calhoun county has had the following County Superintendents of Free Schools: John Bennett 18661868 L. H. Trippett 18821884 Alexander Rice 18681870 William Metz 18841886 David Knight 18701872: James E. Ferrell 18861888 Patrick Bruffy 18721874. E. Chenoweth 18881890 J. P. Knight 18741876 Bruce Ferrell 18901892 R. W. Hall 18761878 Bee Hopkins 18921894 French M. Ferrell 18781880 John H. Roberts 18941898 Daniel Sturm . ..18801882 Wellington Lester 18981907 Grant County BY J. L. REXROAD, SUPERINTENDENT. Grant county, named in honor of General Grant, was formed from the county of Hardy in 1866. It is situated in the eastern panhandle of the State and surrounded by the counties of Mineral, Hardy, Pendleton and Tucker. It includes that portion of the South Branch Valley in and about WEST VIRGINIA. 113 Petersburg, the soil of which is very fertile and well adapted to corn and wheat growing. To it also belongs that part of the Alleghenies from Min- eral to Tucker county, which is covered with fine timber, among which is the famous maple sugar, which brings to the farmers a considerable rev- enue. The surface of this region is underlaid with coal. It contains the new mines at Henry, Bayard and other points. As to the educational position and development of the county, we feel that rapid progress has been made, and we believe it will compare fa- vorably with other counties of equal advantages. The first free schools of Grant county came into existence with the organization of the county, numbering the first year fifteen or twenty. They were taught principally in log houses with a space between floor and ceiling of little mor.e than six feet. They were built upon the theory, "The smaller the space the easier to warm." Since then the number of schools has increased to about seventy, the majority of which are roomy and comfortable. For the great improvement in school buildings and furniture in Grant county perhaps no man in the county deserves more credit than Edward F. Vossler, who was born and educated in Germany, and located in Grant county in his early life. He was the first superintendent of the county, and has ever since been in some way connected with the public schools. As a member of the First Free School Legislature under the new consti- tution he was chosen on a sub-committee with State Superintendent W. K. Pendleton to frame the Free School Law of 1873. Of the superintendents who followed were Wm. M. Davis, from 1879 to 1885; J. C. Judy, from 1885 to 1889; H. W. Kuhn, from 1889 to 1891, and J. L. Rexroad, the present superintendent, who has served in the office since 1891. Under the latter's supervision about thirty new houses have been built, nearly all of which have been furnished with modern desks and a moderate supply of apparatus. The examinations for teachers for a number of years prior to the Uniform System were rigid, and a scarcity of teachers resulted. The motto of the examiners was, "Better be a little short than have a sur- plus of inferior teachers." The first year's uniform examination did not diminish the roll of teachers in the county. At the close of the examinations for the first year under the uniform system, no applicant failed, and no teacher was turned away with a lower grade than formerly held under the county board. The school system of the county is in fairly good condition and there is a growing sentiment toward a longer school term and better teachers' wages. Hancock County BY T. M. COCHRAN, SUPERINTENDENT. The writer has been unable to ascertain just when the first school was 114 HISTORY OF EDUCATION. established in the territory now included in Hancock county, but it is certain that schools were taught at least a century ago. Most of the schools of that period were kept by Irish masters, the opinion prevailing thatno one but an Irishman could teach school. We are told that some of them were sadly deficient in learning and most of them ever-fond of strong drink. Prior to the organization of West Virginia as a separate State there were no free schools in the county, although an effort was made in 1852 to establish free schools under a sort of local option law passed a short time before by the Legislature of Virginia. J. H. Atkinson canvassed the county in the interest of free schools, but when the votes were counted they came a little short of the required three-fourths majority. Among the earlier teachers in the county was J. H. Atkinson, who for several years taught a subscription school in what was known as the academy building in Hollidays Cove. Mr. Atkinson was afterward chair- man of the Senate Committee on Education in the first Legislature of West Virginia and drafted the first free school bill and was largely instru- mental in its passage. Mr. Atkinson was a life-long resident of New Cumberland, where for a number of years he was a manufacturer of fire clay products, and afterward engaged in the practice of law. During his long life of eighty-five years Mr. Atkinson took an active interest in educational progress and was a familiar figure at teachers' institutes. He died January 3, 1906. Thomas Bambrick taught school in Fairview seventy-five years ago and several of his descendants are among our best teachers of to-day. Free schools were opened as soon as the law establishing free schools became effective, and they have made rapid progress; always maintaining a high standard of qualification for teachers and paying as good salaries as were to be had anywhere in the State. At the present time we have 24 school buildings in good condition and fairly well equipped with apparatus. The graded and high school in New Cumberland, established in 1893, employs eleven teachers. The graded and high school of Chester, established in 1903, employs 14 teachers. The graded and high school of Hollidays Cove, established in 1901, em- ploys three teachers. There is a graded school at Fairview, employing three teachers, and Poe District, of which Fairview is the center, is considering the con- solidation of the four schools of the district. Our rural schools pay salaries for teachers holding certificates of No. one grade, ranging in amount from forty-five to fifty dollars, and there are twenty-three teachers employed in the rural schools. In 1898 Rev. J. D. Hull purchased the old court house at Fairview, transformed it into a beautiful little school building and established the Tri-State Normal and Business College. The school enjoyed several pros- perous years, but has been closed since June, 1903. At present there is not a private school of any kind in the county. WEST VIRGINIA. 115 Hardy County L. S. HALTEBMAN, SUPERINTENDENT. Hardy Count}', named for Samuel Hardy, wa& formed from a portion of Hampshire county, 178G, and has an area of 450 square miles. It is diversified with mountains and hills, valleys, coves and dales, making scenery hardly surpassed in picturesqueness. The soil is more or less adapted to farming, grazing and fruit growing. The county is divided by the South Branch mountains into two main sections, of which the western is traversed by the beautiful South Branch Valley, whose fertility is known far and wide; and because of its accessi- bility, its attractiveness and its adaptability, was early settled. Moore- field and Sourth Fork districts are within its limits. The eastern section embraces Capon and Lost River districts, and like the South Branch Valley, was early occupied by settlers from the Shen- andoah Valley, chiefly, who were mostly Holland Dutch. Germans, Scotch and Irish were much in evidence also, especially in the South Branch Valley; the very name of these suggests honesty, industry and thrift. The northeastern portion of the eastern section is drained by Capon River, which is simply Lost River found on a larger scale. Wardensville is the business center of this pretty little valley of farming and grazing lands. Lost River Valley lies wholly within the borders of the eastern sec- tion. The river is not lost at all times as many suppose, but only when its waters are low, does it disappear gradually in its sandy bed, to find its way under what is called Sandy Ridge to come forth the head waters of Capon River. Its channel, when above low water mark, is around Sandy Ridge, or through a gap in the same. Owing to a lack of school records it is impossible to give an accurate early, or even later, history of education since the introduction of the Free School System; but it is a well known fact that subscription schogls existed prior to this. Of course, the first schoolhouses were log struc- tures, small, ill-lighted and ventilated, supplied with the worst of seats and without apparatus. But there has been a gradual development in almost every particular; larger and more substantial buildings have been and are being erected, with better equipment. Patent desks are taking tne place of home-made ones, and it is only a question of a few years un- til some of our districts will be wholly supplied with this improvement. Notwithstanding the fact that we have low salaries though not so low as one would at first suppose, living being cheap the average effi- ciency of the teachers is increasing, and popular education it becoming more general. Many of the schools have established small libraries during the past two years, and the outlook for the coming year is promising. Consider- able attention is being given by our teachers to the matter of school improvement-cleaning grounds, decorating walls, etc. Capon and Lost River districts are not financially able to accomplish 116 HISTORY OF EDUCATION. what is desired, and Moorefield and South Fork districts, though wealthy, do not foster popular education as they should and could do. We hope for better conditions, and will work accordingly. Harrison County BY L. WAYMAN OGDEN, SUPERINTENDENT. In 1865, the free schools began in Harrison County. There were about sixty-five schools taught that winter throughout the County. The term was three months and the salaries paid teachers were low. The first frame school house was built on Sycamore Creek near West Milford in Union District. The school records were kept and carried about in a meal sack by each County Superintendent until James N. David's term of office. Mr. David transferred them to his successor in a box; now they are kept in an office provided by the County at the Court House. In the early days of free schools, teachers went to the County Super- intendent and after being asked a few questions by him were given a certificate. These grades ranged from Nos. 1 to 5. The following persons have served .as County Superintendents : 1865-67, Dr. Emory, Strickler. 1867-69, Dr. Wm. Meigs (deceased). 1869-71, Dr. D. C. Louchery. 1871-73, Cruger W. Smith. 1873-81, James R. Adams. 1881-85, James N. David. 1885-89, Jasper S. Kyle. 1889-93, F. M. Harbert. 1893-95, Joseph Rosier. 1895-99, James E. Law. 1899-03, Morton B. Newlon. 1903-07, L. Wayman Ogden. 1907, Cyrus E. Webb (elect). The first County Institute was held at Lost Creek by Superintendent Dr. Emory Strickler. This institute was conducted by Rev. A. H. Lewis of Shiloh, New Jersey. A County Institute was held each following year by the County Superintendent and teachers until the institute law went into effect in 1879 in which the State Superintendent acts as the offi- cial head in appointing instructors for each County. Before the adoption of the institute law, in 1879, there was a regular organization known as the Harrison County Teachers' Association. Many of the early teachers of the County were graduates of academies and col- leges. They set a high standard for teachers. Those persons most active in carrying on the Teachers' Association were E. M. Turner, J. R. Adams, C. W. Lynch, James N. David, D. C. Louchery, B. F. Martin, P. N. Miller (deceased), Mrs. Naomi Everett, and Miss Belle Davidson. Most of the early teachers were men. In 1871, J. W. Young, J. W. Samples, R. A. Douglass, and James N. WEST VIRGINIA. 117 David, teachers of Elk District, met at Homines' Mills and held a District Institute. It was composed of only the four teachers named at first, but it became very popular before the winter was over and many teach- ers and others interested in education attended these meetings. The average salary for first grade certificates is forty-five dollars per month. We have an excellent corps of teachers who are establishing libraries, improving the school grounds and helping to keep our educa- tional development in line with our great material development. The County schools were excellent in their beginning and they have marched steadily onward and their effect is noticeable upon the schools of the County to-day. They have grown in numbers from sixty- five to two hundred and sixty; in length of term from three to six months, and in addition to the magisterial districts, we have a number of independent districts that have a term of eight and nine months. A number of graded schools have recently been established and Clay Dis- trict voted at the election in November, 1906, to establish a High School at Shinnston. This makes four High Schools in the County. Many new school buildings have been erected in the County within the past few years. Two excellent ward schools have just been com- pleted in Clarksburg and the contract has been let for the erection of an eight-room brick building at Adamston. Kanawha County BY M. H. EPLIN, SUPERINTENDENT. Kanawha county was a strong free school county. There were some good schools at Charleston as early as 1818. About the year 1829, Colonel David Ruffner donated a lot in Charleston for a church and an academy, and contributed to the erection of suitable buildings. This county along with other counties, was named in the special act passed February 25, 1845, to establish free schools in certain counties, and adopted the act in 1847. In obedience to the strong free school sentiment prevailing in this county, its representative in the Legislature, Dr. Spicer Patrick, took an active part in securing the passage of the act afterwards adopted by this county. Notwithstanding the fact that Kanawha county had taken a leading part in the movement for the establishment of free schools, and had adopted the act by more than two-thirds of the vote of all qualified voters in the county, before it could be put into operation, strong opposition by large property owners must be met and overcome. In 1853 the firm of Dickinson and Shrewsbury brought suit against James H. Fry, the sheriff of the county, who had levied on the property belonging to this firm to secure the payment of school tax due from it to the amount of $350.82. The suit was decided in favor of the sheriff. Kanawha county is divided into ten school districts, a description of each of which will be found below, commencing with the earliest days 118 HISTORY OF EDUCATION. of the educational facilities in the county and extending up to the present day. LOUDOX DISTRICT. The territory, which was laid off on the south side of Kanawha river opposite Charleston some time after the war for a magisterial and school district, is now London District. In that territory there were, or had been, fine old log school houses. At Browns town, which is now Marmet, the old log school house had rotted down, and the first school taught there after the war was in the Southern Methodist Church. There are now in London Disctrict a three-room, graded school at Marmet; a four-room, graded school at Fernbank; a two-room building at Kanawha City; and a two-room building at Lick Branch. There are thirty-three school rooms in the District, and they are fairly well furnished with patent desk seats, blackboards, maps, charts and globes. Total value of school property, $27,293. WASHINGTON DISTRICT. In 1865 Washington District had three log school houses, two of them being 15 feet by 16 feet by 7 feet high, built of round logs, a board roof held on with weight poles, chimney built of sticks and mud, and a fire place five feet wide. There was one writing bench ten feet long, and a log was sawed out of the side of the building to give light, the writing bench being used as a shutter for the opening in cold weather. One school house was built of hewn logs with two glass windows, which was considered a model school house at that time. It was built in 1839, and is now occupied as a dwelling house by S. Pickens. The house is fairly well preserved. Washington District, the smallest in population, now has twelve good frame school buildings, furnished with patent desk seats, blackboards, maps, charts and dictionaries. Total value of school property, $5,322. JEFFERSON DISTRICT. Steven Thomas Teays, of St. Albans, gave the following sketch showing how they did things when he was a school boy. The people were almost all Methodists in that community, and built a beech log house 40x60 feet, and used it for a church and school house. Mr. Teays remembered seeing more than a hundred horses hitched near the old beech church on various occasions. The people came from Elk river, Coal river, and from up and down the Kanawha river, and took part in old-iashioned Methodist meet- ings. Mrs. Joplin taught the first school in the old beech church in 1845, and also taught in 1846 and 1847. A teacher, whose name was Kirkum, taught in 1848. During that year, Teays, then a boy of ten years of age, full of fun, to vary the monotony of a dreary school day, blew the ashes off the top of the wood stove into the eyes of a boy schoolmate, who yelled considerably, and under the excitement, the teacher seized a piece of stove wood and struck Teays a blow on the head, which disabled him for some time. The teacher started for parts unknown, and has not yet returned. Steve's father was away at the time, but his uncle got his gun and started after the teacher, but the uncle soon found that he could not WEST VIRGINIA 119 carry a gun and catch a scared teacher who had no gun to carry. Mr. Teays is one of the many good citizens of St. Albans, and is engaged in the mercantile business. He still carries the scar made by the teacher Kirkum. There have been great developments in Jefferson District since the days of the old church school house. There are twenty-five frame school rooms in Jefferson District at this time, and all are furnished with patent desk seats, charts, maps and globes. The school building at Fairview is a foiir-room frame house, well arranged and well ventilated. Four teachers are employed and there are 118 pupils enrolled. Total valuation of the school property in the District is $10,670. ST. ALBANS INDEPENDENT DISTRICT. The school building in the Independent District of St. Albans is a splendid four-room building, with basement and steam heaters. Four teachers are employed, and there are 166 pupils enrolled. Total valuation of school property is $11,510. CHARLESTON DISTRICT. Charleston District is one of the smallest in territory, and is back of the city of Charleston. There are twelve school buildings in the Dis- trict, two of which are frame buildings with four rooms; one building with two rooms, and eight one-room buildings. The buildings are fairly well supplied with desk seats and other fixtures. The total value of school property in the District is $15,900. BIG SANDY DISTRICT. Big Sandy District has seventeen frame buildings, furnished with patent desk seats and other fixtures. The total value of school property in the District is $6,700. ELK DISTRICT. Elk District has thirty-one frame school buildings, furnished with patent desk seats, maps, charts and globes; and also has two rooms rent- ed this year. The total value of school property in the District is $15,599. MALDEN DISTRICT. Maiden District has seventeen frame school buildings, with twenty rooms, and one room rented. The school rooms are fairly well furnished with patent desk seats, maps, charts and globes. The total valuation of school property in the district is $11,265. UNION DISTRICT. Union District has twenty-two frame school buildings, furnished with patent desk seats and other fixtures. Union is a farming district, and the people, seem to take considerable interest in the school work of their district. The school property of Union District is valued at $8,860. 120 HISTORY OF EDUCATION POCA DISTRICT. Poca District has twenty-four frame school biuldings, furnished with patent desk seats and other fixtures. The school property of the district has a valuation of $6,070. The teachers of Poca District met at Sissonsville, October 31, 1903, and organized a very interesting teachers' district institute. The school work of the District is progressing very well. CABIN CREEK DISTRICT. Cabin Creek District is the largest in territory and population in the county. It has a larger number of pupils enrolled than twenty-three of the counties. There are one hundred and eighteen teachers employed in the district, and there is a growing demand for more school houses and more teachers. Mr. Adam Schlaegel is the efficient secretary of the Board of Educa- tion and devotes his entire attention to his work during the time the schools are in session. The school property of the District is valued at $61,105. Lincoln County. BY W. C. HOLSTEIN, SUPERINTENDENT. Lincoln County was named in honor of the illustribus Lincoln and was formed in 1867 from the counties of Kanawha. Cabell, Putnam and Boone. At that time we had very few teachers. Schools were few and far apart, a large per cent of the teachers were from other counties, and some were from other states. The pioneer teachers of Lincoln County served their purpose for that time, but their qualifications would not do for the present. However, we had some teachers, who taught a few of the branches very well. The old "blue-backed spelling book" and the old series of McGuffey's Readers were the principal text-books then used. The school houses of that day were not supplied with any kind of apparatus there were no maps, charts, blackboards or any thing else which might aid the teacher in giving "busy work" for his pupils. Some of the teachers opened their schools by reading a chapter from the Bible or New Testament. This was followed by the reading of the rules, and the pupils who violated them had to suffer the penalty of the "rod," which was always a conspicuous article in the school room. The school houses were rude and built of logs; sometimes schools were taught in other buildings. The first school the writer of this sketch ever attended was taught in an old log church house. A chimney stood at one end of the building and a box pulpit was at one side. The seats were benches made from two-inch lumber and were without backs. When meetings were held at night the house was lighted by tallow candles. Where the old log church house stood there stands to-day a beautiful church building, and when "evening service" is held, instead of the tal- WEST VIRGINIA 121 low candles, chandeliers and lamps light the room. A select school was taught last Summer in the new church building by two of Lincoln Coun- ty's best teachers. Thus we see what educational progress means. It means better church houses as well as better school houses; better homes, and a better citizenship. Though the old log school house will soon be a thing of the past, there are still fifteen of these houses in Lincoln County. These are as rapidly as possible being replaced by frame buildings, of which we now have ninety-three. A very good three-room school building is located at Hamlin, and a two room building at Grifflthsville. The educational progress of a county depends somewhat upon the amount of taxable property it contains, and as Lincoln County is not a county of wealth her educational progress has been hindered. However, the value of her taxable property is gradually increasing. In 1897 the total enumeration of the county was 5,176 and the amount available from the General School Fund was $6,650.65. In 1906 the total enumeration was 6,383 and the amount derived from the General School Fund was $13,757.20. There are about 1,300 books in the school libraries of the county, but the Board of Education of Carroll District bought 1,160 of these, leaving 140 in two other districts which have libraries. The Uniform System of Examinations has been a little hard on Lincoln County teachers, but it receives their hearty endorsement. There are now in the county nineteen male teachers holding first grade certifi- cates; nineteen second grade, and nine third grade. The total number of male teachers is forty-seven. There are six female teachers holding first grade certificates; thirty-seven, second grade, and nineteen, third grade. The total number of female teachers is sixty-two. The total number of male and female teachers is one hundred and nine. The average salary of teachers per month is now; for first grade certificates, $37.25; for second grade, $31.50; for third grade, $26.28. Twenty years ago the average salary for first grade certificates was about $25.00 per month and we had to teach twenty-two days for a month. We realize that we are making progress, and we feel the necessity of mental training for our boys and girls; but we know that it is of greater importance to train their will-power in the right direction. Marion County. BY CARTER L. FAUST, SUPERINTENDENT. Marion County is doing her full share in the noble effort of the State to provide for the free education of the whole people. Her 244 teachers are progressive and show a desire to bring credit upon their profession by improving the work of the schools. The county has 151 school buildings. The old buildings are fast 122 HISTORY OF EDUCATION* being replaced by attractive modern houses. There are 32 buildings in which are employed two or more teachers. At Seven Pines, in Manning- ton District, the Board of Education, in harmony with the tendency of the times, has consolidated the schools of three sub-districts into one graded school. This is the first consolidated country school in West Vir- ginia. Mannington District employs a District Superintendent who de- votes his entire time to the supervision of the district schools. According to the County Superintendent's report for 1906, the value of all school property in the county is $439,529.00. This includes houses, lands, furniture, apparatus and libraries. The maximum salaries paid school teachers is $50.00, $45.00 and $35.00, respectively for the three grades of certificates. The length of the term is six months. About one- fifth of our teachers are Normal School and University graduates. All of the rural schools are supplied with some apparatus, as charts, globes, maps, slate blackboards, etc. The earnest work of teachers and pupils, through the School Improvement League, has done much to- wards improving and beautifying school property. In 1906 there were 11,- 776 volumes in the school libraries of Marion County. There are at present 7,918 pupils enrolled in the schools of the coun- ty. Of these, 103 are colored, for which we have two schools, one a four- room brick building in Fairmont, the other a one-room building at Mon- ongah, in Grant District. Realizing that education should last through life, and that it should not be a mere matter of grammar and of words, but should include some training of the hand and eye, this year the boys in one district, are being organized into- a club for the study of elementary agriculture. This will be followed later by sewing and cooking clubs for the girls. Marion County with nearly half a million dollars invested in school property, 244 schools in operation, 8,000 children under intellectual train- ing, has reason to be proud of her showing. McDowell County. BY F. C. COOK, SUPERINTENDENT. The real history of the school system in McDowell county begins with the recent material development of the county, covering a period Of about fifteen years. Previous to that time there had been no appreciable ad- vancement in the system and but little, if any, improvement in the schools. During that period the system has developed very rapidly, the results have been decidedly favorable, and, while the work has not been alto- gether satisfactory, it has, in a measure, kept pace with the great material development of the county. Xo statistical information relative to the schools of the county pre- vious to the year 1885 can be obtained, but by reference to the report of the county superintendent for that year we find that there were only nine school houses in the county, and those were log houses. WEST VIRGINIA 123 It is a source of amusement for those who are acquainted with the situation to glance at the list of teachers employed at that time, all holding first grade certificates, and compare them with the teachers of the present time. The space allotted to this sketch will not permit an elaborate ac- count or a detailed statement of the growth and advancement of the schools, 'but a comparison of conditions and advantages existing eighteen years ago with those at the present will suffice to give an idea of what is being done. Then there were about forty teachers, none of whom had ever at- tended a school other than the public schools of the county or a summer "subscription school;" there were nine school houses, worth less than one hundred dollars each; there was no furniture except "home-made" bench- es, and no apparatus of any character; the school term was from three to three and one-half months, and teachers' salaries were fixed at the mini- mum allowed by law; the "three R's" constituted the curriculum, and but few pupils completed the course contained therein. Now one hundred and fifty teachers are employed, a large majority of whom have attended the State Normals, the University, or some reputa- ble college, many of them being graduates and having special training for school work; there are seventy-eight school buildings belonging to the dis- tricts and several others under course of construction, costing from three hundred to six thousand dollars each, and practically all of them furnished with the best modern school furniture, fixtures and apparatus. The total value of school property reported for the year 1905-06 was $80,587.15. Seventy of the schools have an eight-month session; twenty-seven have six months, and eighteen, five months. The salaries for first grade teachers are from forty to fifty dollars per month, and the total amount paid to teachers for the year 1905-OG was $43,334.50. All the branches prescribed for the public schools are being taught and in many instances, the .higher branches. Libraries have been established in most of the schools and during the past year more than 1,000 volumes of choice lit- erature were added. While the results are gratifying there are many difficulties which stand in the way of progress, and under existing conditions it will likely never be possible to reach the highest degree of advancement. One trouble incident to the coal and lumber districts, which we can not hope to overcome, is the character of a considerable element of our citizens who are locally designated as the "floating population." These people live but a short time at any one place and are constantly shifting and transferring their children liom one school to another with the result that very little advancement is made by such pupils. In some instances the enrollment is almost completely changed during the term of school, and teachers upon returning to a school for the second year rarely find the same list of pupils who were enrolled the previous year, and quite often find a complete change. The most rapid development has been within the past five or six years. During this time those old fogy ideas which formerly predominated have been practically stamped out and exist today only in the minds of those 124 HISTORY OF EDUCATION whose influence, power, and control over boards of education once dictated and directed our educational interests. By careful selection we are now supplied with boards of education who earnestly and conscientiously guard the interests of all classes, and who do not hesitate to draw upon the public fund when the interests of the schools demand it, and we expect in the future better houses, better furnishings, better salaries, and ultimately a much higher grade of schools. An effort is being made to grade the schools more thoroughly, and look- ing to that end some of the boards have declared all schools employing more than one teacher to be graded schools under the section of the law granting that authority. The question of consolidation has been given some consideration, and, though there is considerable opposition, based mainly upon the condition of the roads and other inconveniences in the way of travel, some of our boards have -adopted a system by which we will be able to combine a num- ber of the schools in the densely populated sections. In pursuance of this plan one of our boards this year consolidated five schools and built a house at a cost of six thousand dollars. There are four teachers in charge of the school and more than two hundred and twenty-five pupils attend. The results are so very satisfactory that further action will be taken in that direction next year. Under the existing conditions the schools of this county are con- ceded to be making as rapid progress as could be expected, but it is to be hoped that we may be able to overcome some or the difficulties and disad- vantages standing in the way, and that the efforts of those interested may be crowned with greater success than they now anticipate. Mercer County. BY J. H. GADD, SUPERINTENDENT. The educational history of Mercer County, prior to the Civil War, is similar to that of other counties in the southern part of the State. Very little in fact had been accomplished along educational lines at the begin- ning of the Civil War. The county suffered very much from the war. The court house at Princeton was burned as was almost the entire town. The county was overrun by both armies and the close of the war found the county great- ly impoverished and the people divided on all public questions. How- ever, as they became reconciled they began to build and equip school houses as rapidly as their limited means would permit. Our real educational progress began with the advent of the Norfolk and Western Railroad in this county (1880) and the subsequent develop- ment of our immense coal field. New towns have been built, manufac- turing plants have been located here and industries of various kinds have sprung up. Along with this material progress and development has WEST VIRGINIA 125 come a like development in educational matters. The last log school house has disappeared and we now have large frame buildings, nearly all of which are furnished with modern seats, desks and necessary apparatus. Wages have been advanced and the term increased throughout the coun- ty in the last few years. We now have 165 school buildings, comprising over 200 rooms, (or schools) with a school population of more than 10,000. The Deepwater Railroad is being built through the center of the county and will increase very materially our school funds besides being of general advantage to the county. In addition to our public school advantages in this county we have a branch of the State Normal School at Athens, the Bluefleld Colored Insti- tute at Bluefleld and the Princeton Collegiate Institute at Princeton. We trust our educational progress has kept pace with our material de- velopment. We may have failed in a few respects, at any rate, we are not satisfied in every particular. People who are satisfied with present condi- tions are not progressive. We want a better salary for teachers and then more teachers who have had special training for their work. These, among other things, are essential to our future progress. As to salary we believe the day is not far distant when teachers' wages will be commen- surate with the training and work required. We believe the progressive spirit of our citizens will not abate in the future and that our county will sustain its enviable reputation as one of the leading counties, educationally and otherwise, in Southern West Virginia. Mineral County. BY GEORGE S. ARNOLD, SUPERINTENDENT. SCHOOL DISTRICTS. Mineral County has been divided into seven districts. Five are rural Elk, New Creek, Welton, Cabin Run and Frankfort. Piedmont District contains the towns of Piedmont and Beryl, and Keyser Independent Dis- trict contains the town of Keyser. SCHOOL HOUSES. At an early date good substantial houses, though too small, were sparsely built over the county. But later, in the progress of public edu- cation, still better and larger houses were built, and well finished and furnished with modern appliances. In 1877 there were thirty-eight school houses, to which belonged 2,404 youth, and which were occupied by forty- six teachers, while at present there are seventy-five school houses, which should be occupied by one hundred and ten teachers. For the employment of these we have an enumeration of 4,710 youth. \ SCHOOL APPARATUS. About twenty-five years ago a small amount of apparatus was placed 126 HISTORY OF EDUCATION in many of the schools by the Boards of Education. But within the past several years there have been furnished in nearly all of the schools all or some part of the following apparatus: Charts, manikins, mensuration blocks, globes; International, Unabridged and Academic dictionaries; National and State maps and tellurians. But in the year 1903 the largest purchase of apparatus was made, consisting of Webster's International dictionaries, large globes, large State maps and world maps. In two dis- tricts Piedmont and Elk the schools were supplied with all this apparatus. This purchase for the county aggregated nearly $2,000. TEACHERS' INSTITUTES. Back in the seventies teachers' institutes were held in Keyser on Saturdays for the improvement of the teachers. Of the active workers among the teachers were Miss Lizzie Russell, now principal of a female school in Japan; James Buchanan, Mr. Heskett, Mr. Brown and others. In 1882-3 the institute work took the form of district institutes, which were numerously held throughout the county with good success. In them teachers, patrons and pupils took a lively part. This institute work was continued for nine years. Then for the next seven years but few district institutes were held. In 1899, however, the institute work was revived and has been vigorously continued since. And, in order to produce more substantial growth in the work, to give better instruction, to arouse more enthusiasm and to awaken new interest, arrangements have been made from year to year with the faculties of the University Preparatory School, the Keyser High School and the Davis High School of Piedmont to attend these institutes over the county and render efficient help. TEACHERS' BEADING CIRCLE. In 1887 State Superintendent B. S. Morgan recommended the forma- tion of teachers' reading circles. Accordingly a circle was organized in Mineral County; more than half of the teachers joined, and most of them did successful work. Some of them passed good examinations on the prescribed course of reading. Suitable certificates were issued to the teachers who made the required grade on examination. Through this organization many teachers were greatly benefited. The work was vigorously continued several years and then was permitted to drop back to individual effort till the year 1901. when it was enthusi- astically and vigorously resumed through the new organization "The Mineral County Teachers' Association." Where it is not feasible to pur- sue the adopted course of reading through organized effort, many do the work independently. GRADATION AND GRADUATION. Soon after the grad.ed course for the country and village schools was prescribed by law the system was put into operation here. It has been faithfully carried out as far as practicable, and has lead up to the gradu- ation from these schools of many worthy and competent pupils. WEST VIRGINIA 127 CERTIFICATES OF HONOR. As a further means of stimulating attendance at school, Superin- tendent C. F. Halm, in 1895, introduced the plan of issuing certificates of honor to pupils neither absent nor tardy for the term. The results were so satisfactory that the County Superintendent and Boards of Education have continued to issue these certificates. They are of two grades. The first grade certificate is granted to pupils neither absent nor tardy, and the second grade certificate to pupils having been absent or tardy not more than ten days, and then for sickness only. SCHOOL LIBRARIES. Until recent years the work of establishing public school libraries did not receive the earnest attention of the teachers and County Superin- tendent that is due so important a work. But last year it was given new impetus, and about one thousand three hundred volumes were placed in the schools. About two hundred of these were added to several libraries established some years ago, and the others were placed in newly started libraries. Including all the public school libraries in the county, the number of volumes aggregated about three thousand five hundred at the close of last year. In Elk District alone, in which twenty-one teachers were employed, the schools raised about three hundred dollars for libraries and the Board of Education added one hundred and one dollars to this sum. With these funds seven hundred and eighty-five volumes were put into the libraries, and several bookcases were purchased. This year the work along this line is vigorous and more general over the county. Many new libraries are being established and many volumes are being added to libraries previously established. At this time there are no data by which to determine the number of volumes being placed this year. THE WEST VIRGINIA SCHOOL IMPROVEMENT LEAGUE. It is under the auspices of this league that the library work is being done; arbor work is receiving some attention; flags are being raised on some of the schools; in New Creek and Elk Districts, however, the Boards of Education supplied the school houses with flags several years ago; bells are being placed upon some of the houses; many fine pictures are being provided for the decoration of school rooms, and school grounds are being cleared of rubbish and improved. SALARIES OF TEACHERS. As an appreciation of services faithfully rendered by the better class of teachers, there has been a strong public sentiment in favor of paying that class of teachers better salaries. Before the law was enacted pro- viding for an increased minimum, the Boards of Education made an increase in the salaries of Mineral County teachers of from five to ten dollars per month in the , rural districts. And now that the minimum salary for first grade is thirty-five dollars, the boards have advanced to forty dollars, except in Welton District, where the salary is 128 HISTORY OF EDUCATION thirty-seven dollars. There is a prospect for an increase to forty-five dollars next year in some of the districts. The salaries in the graded schools, for the principals, vary from forty dollars to one hundred and fifteen dollars, and for assistants, from thirty-five dollars to ninety dollars per month. SCHOOL TERM. Keyser Independent and Piedmont districts have nine months, Elk District has six months, New Creek, Welton, Cabin Run and Frankfort districts have only five months. NUMBER OF SCHOOLS. The number of schools has slowly increased till at present there are nine graded schools employing from two to nineteen teachers each. Two of these are graded and high schools combined. There are sixty-two single schools. THE NUMBER OF TEACHERS AND THEIR STANDARD. The dearth of teachers has been a serious problem for solution. Con- ditions in this county are such that the vocation of teaching is necessarily brought into competitive relation to public works, and the term being short and the salary inadequate, many ambitious young people amongst our teachers have made choice of other vocations. At present there are ninety-seven teachers in the schools, whereas one hundred and ten are needed in the county. We now have teachers from six counties in West Virginia and some from Maryland. Of this number of teachers, seventeen are gentlemen and eighty are ladies. Forty-eight hold first grade or State Certificates; thirty-seven, second grade certificates, and twelve, third grade certificates. The standards formerly established under the county system of examination has been maintained under the State Uniform sys- tem. COUNTY SUPERINTENDENTS. All the persons who have served as Superintendent of Mineral County are living, and four of the number are yet intimately connected with the school work. They served at the time and in the order indicated as fol- lows: T. P. Adams, 1870 to 72; J. W. Vandiver, 1873 to 76; J. A. Sharp- less, 1877 to 80; D. C. Arnold, 1881 and 82; G. S. Arnold, 1883 to 92 1 ; W. M. Foulk, 1893 and 94; C. F. Hahn, 1895 to 98; G. S. Arnold, 1899 to present time (1907), who has been re-elected for another term of four years. Mingo County. P.Y CHARLES H. ELLIS, SUPERINTENDENT. The schools of Mingo County have improved greatly during the past four years. Four years ago we had only a few good school buildings; we were using a number of log houses, and some schools were housed in WEST VIRGINIA 129 buildings that had been used for camps. At that time we had about seventy-six schools in the county in all, and only four houses with more than one room. Teachers were paid $30.00 and $35.00 per month for first grade certificates. Now we have one hundred and one schools in all, and ten of them are graded schools. We have erected twenty-five school buildings within the last four years. They are all creditable houses, well furnished. Our teachers are paid $50.00 and $55.00 per month for first grade certificates, and we now have seven and eight-month terms, while four years ago we had only a five-month term. All of our districts are in good standing financially and claims are worth their face value. The independent district of Wil- liamson is now enploying six teachers and is erecting a fine brick school building with eight rooms. Monongalia County. BY JESSE HENRY, SUPERINTENDENT. The school master was in Monongalia County before the year 1780, and schools were taught for eleven years before the Indians departed from the county; but now not even the names of those old masters can be obtained, and the description of their school houses only has come down to us. The frontier school was conducted beneath the trees, or in the cabin of a settler close to the fort. Later came the backwoods school house. This early school house was a single-story cabin built of round logs. The furniture of these houses was as rude as the buildings themselves. The master, as the teacher was then called, was usually a grim and stern personage, presiding with absolute authority, and ruling by fear and not by love. The schools were not regulated by law. A subscription paper, stating the price of tuition per scholar for the term, was circulated, and each person affixed to his name the number of scholars he would send. If a sufficient number was obtained, the school began. The course of instruction was limited to the few primary branches spelling, reading, writing and arithmetic; and the qualifications to teach even these properly were generally wanting in the master, though there were a few good teachers in these first schools. The school history of Monongalia County may be divided into three periods that of the pioneer schools, that of the subscription schools and that of the free schools. I will say no more of the first two periods. COUNTY SUPERINTENDENTS. The County Superintendents of Free Schools of Monongalia County, up to the present, are as follows: 1864-1866 H. W. Biggs, who removed from the county, and George C. Sturgiss was appointed to fill the vacancy. 130 HISTORY or EDUCATION 1867 - 1869 Henry L. Cox. 1869 - 1871 Henry L. Cox. 1871 - 1873 Henry L. Cox. 1873-1875 Rev. J. L. Simpson, who did not serve; Henry L. Cox was appointed to fill the vacancy. 1875 - 1877 Alexander L. Wade. 1877-1879 Alexander L. Wade. 1879 - 1881 Bruce L. Keenan. 1881 - 1883 Benjamin S. Morgan. 1883 - 1885 Benjamin S. Morgan. 1885 - 1887 Virgil Vandervort. 1887-1889 W. E. Glasscock. 1889 - 1891 W. E. Glasscock, who was in a short time elected ClerK of the County Court of Monongalia County; M. L. Brown was appointed to fill the vacancy. 1891-1893 M. L. Brown. 1893-1895 D. B. Waters. 1895-1899 D. B. Waters. 1899 - 1903 Stephen Mason. 1903 - Jesse Henry. ORGANIZATION. To A. L. Wade belongs the honor of being the author of a graduating system for country schools, which has had a marked influence for good on the schools of Monongalia County. The first class was formed in 1875, and was called the class of 1876; 261 pupils entered the class and 196 completed the course and received diplomas. To B. S. Morgan belongs the honor of being the author of an outline course of study, which has proved to be of great help to teachers in their work, and has met with great success throughout the State. This outline course of study was introduced into the common schools of Monongalia County in 1880. The Teachers' Association of Monongalia County was organized by County Superintendent George C. Sturgiss, on December 27, 1865, and continued to meet twice a year at Morgantown until 1869. On December 27, 1870, a County Institute was held at Morgantown by appointment of the State Superintendent. Since 1879 county institutes have been held for one week in each year at Morgantown. The free school system did not go into effect in Monongalia County until 1865. It is said that Grant District was the first to open free schools, and that Cass and Clinton were next to follow. Monongalia County is divided into eight districts Battelle, Clay, Cass, Clinton, Grant, Morgan, Union and the independent district of Morgantown. With but one school house worthy of the name forty years ago that one being Fort Martin, located in Cass District we now have 118, most of which are very good buildings. Recently constructed houses are built with a vestibule or cloak room. We have also some attractive two-room buildings. In the past two years many libraries have been started in the WEST VIRGINIA 131 rural schools of the county, and the movement is continuing to go for- ward. Union and Morgan districts have six months terms of school, the remainder five months. The salary of teachers holding No. 1 certificates ranges from $40.00 to $50.00 per month; for No. 2 certificates, $30.00 to $43.00 per month. The enumeration for 1906 shows a school population of 6,087. The act of 1903, establishing the uniform system of examinations in West Virginia, while it has caused a scarcity of teachers for the present, will, I sincerely believe, revolutionize the free school system. And, to raise the standard of education in Monongalia County, we must have better attendance, more enthusiasm among the pupils, and more solid progress by them; a growing appreciation on the part of the people, and more general co-operation by them, and improved qualifications and better work on the part of teachers. Monroe County. B. F. HOYLMAN, SUPERINTENDENT. The educational history of Monroe County, prior to the Civil War, is similar to that of the other counties of the State. Up to the time of the establishment of the public school system, the facilities for education consisted of schools supported principally by private subscriptions. The few school houses were rude structures, very uncomfortable and inconvenient, with but little apparatus or furniture of any kind, and situated so far apart that attendance at school was quite irregular. From crude beginnings the school work of this county has gradually developed and improved until we now have 130 schools taught by able and efficient teachers, who feel the responsibility of their positions and are devoting their best energies to the noble work of teaching and train- ing the boys and girls, who come under their care, in the ways that lead to noble manhood and true womanhood. Monroe County is strictly an agricultural section and has not experi- enced the sudden changes in material development and wealth that have come to some other counties of the State. The advancement and im- provement in educational facilities have been gradual, but continual, and the schools have been constantly improving. Teachers are more earnest in their work and are becoming better qualified; pupils and parents, more interested in education, and our schools .are now better than ever before. The teaching force of the county consists of young men and women from the best families, a number of whom have attended some one of the normal schools of the State that they might better fit themselves for their work. During the spring and summer we nave a number of "Summer Normals," conducted by our most experienced instructors. These are 132 HISTORY OF EDUCATION largely attended by teachers and other young people, and have been a very great source of improvement among our teachers. The Teachers' Institute work of the county has gradually improved until today the institutes are considered annual intellectual feasts. The great interest manifested in these Institutes both by the teachers and the public, makes them quite helpful and the most interesting teachers' meet- ing in the school year, both socially and educationally. Many of the teachers of the county attend and take an active part in the teachers' meetings, such as district institutes, reading circles and district associations. Upon the whole the schools of Monroe County have improved rapidly, the future prospects are encouraging, and all concerned are aiming to- ward better things. The following is a list of the County Superintendents of Monroe County, with the term of service of each, as nearly as can be ascertained: 1867-1869 B. F. Ballard. 1869-1871 J. A. McMan. 1871-1873 A. B. Beamer. 1873-1875 M. H. Bittinger. 1875-1877 J. D. Beckett. 1877-1879 J. P. Campbell. 1879-1881 J. P. Campbell. 1881 - 1883 J. D. Beckett. 1883-1885 J. D. Beckett. 1885 - 1887 C. M. Honaker. 1887-1889 W. E. Hines. 1889-1891 J. E. Keadle. 1891-1893 T. J. Wickline. 1893-1895 W. F. Weikle. 1895-1899 J. H. Cook. 1899-1903 J. N. Hoylman. 1903 B. F. Hoylman. Nicholas County. BY S. C. DOTSON, SUPERINTENDENT. On account of the school records being destroyed by fire, I am unpre- pared to give much definite information concerning the early educational history of Nicholas county. Nicholas County was formed in 1818, from Greenbrier, and named in honor of W. C. Nicholas, a Governor of Virginia. Until after the organiza- tion of the free school system, under the government of the State of West Virginia, only a few schools existed, supported by private subscriptions. Prior to, and for a number of years after the close of the Civil War, the educational facilities of the county were very meager. There were not many schools, and on account of the distance to be traveled, it was im- WKST Vnw.iMA 133 possible for many of the children to attend them. The school houses were crude log buildings, lighted by means of rectangular holes cut in the walls, with paper pasted over them. In most cases the floors and seats were made of split or hewn puncheons. The term of school lasted only from two to three months. Reading, spelling, writing and arithmetic were usually the only subjects taught. As time passed, and the citizens became acquainted with the good results of the free school, they became attached to the system, and soon the antiquated log houses were being supplanted by modern frame build- ings; and today, within convenient distance of almost every home in the county, is to be found an attractive, commodious, well lighted and ventir lated school house. In 1893, under the leadership of W. G. Brown, a most excellent school man, the Summersville Normal School was established. Most of our teachers, old and young, entered this school for training; and, becoming alive to the more important use and aim of education, carried out with them into the schools in all sections of the county, better methods of instruction and much higher intellectual ideals than had before existed. I feel that I am fair to all when I say that the teachers of Nicholas County today will, in all respects, compare favorably with those of the leading educational counties of the State. The work of the Teachers' Institute gradually improves as the teach- ing profession moves to a higher standing, and the County Institute has become the central point of interest for the teachers, socially and intel- lectually, while the district institutes and reading circles are doing much to advance educational interests. The educational status of the county is rapidly rising; the uniform examination system is having a telling effect along this line. The teachers are becoming more impressed with their great responsibility and with the need of a more thorough preparation for their work. There seems also to be a great awakening among many patrons as to the importance of an education for their children. Until recently, school libraries seemed to be almost unthought of, but within the past three years considerable interest in this subject has de- veloped among teachers, patrons and pupils. The Board of Education of Jefferson District, which is the banner district for supplying the schools with apparatus, purchased libraries for the schools of that district, while libraries have been placed in a number of schools of the other dis- tricts by the earnest and energetic efforts of teachers. Richwood Independent District, created under an act of the Legisla- ture of 1903, has arected good school buildings, and with an enumeration of 715 children of school age, 1906, now employs sixteen teachers, paying salaries as follows: Second grade teachers, $40.00 per month; first grade, $45.00; first assistant, $75.00; superintendent, $100.00. Length of school term, seven months. The country districts, seven in number, all have a five-months school term and pay their teachers this year the minimum salaries, except 134 HISTORY OF EDUCATION Jefferson District, which pays $40.00 and $45.00 per month to second and first grade teachers, respectively. There were 139 schools in the county in 1905; 4,740 children of school age; an enrollment of 3,997; an average daily attendance of 2,740. In 1906 the enumeration was 5,053 and the number of schools was 144. The cost of education per capita per term, 1905, based on enumera- tion, was $7.66; based on enrollment, $9.68; based on average daily at- tendance, $14.13. Nicholas County possesses an abundance of wealth in natural re- sources, which, as yet, are practically all undeveloped. In recent years a great deal of capital has been invested within the county. Railroads are being constructed, large lumbering plants and other factories erected, and some coal mines are being operated. With this increase in capital to produce more school revenue, and with the increased interest being mani- fested in the cause of education, unless some unforeseen event should check this progress, much can be expected of our schools in the future. Ohio County. GEO. 'S. BIGGS, SUPERINTENDENT. The first free school of Ohio County was founded in the year 1848. Ohio County was among the first' of the State to adopt the free school system. This county now has seventy-two schools, and most of them are well provided with libraries, maps, charts and other requisites for suc- cessful teaching. Ohio County is rapidly increasing in population and wealth. Ritchie and Triadelphia districts will have nine months' school; Washington, ten months, and Richland and Liberty, eight months next year. The teaching corps of Ohio County is composed mostly of young men and women, yet they compare favorably with the best in the State. Liberal advances have been made in teachers' salaries by the Boards of Education in all the districts, and a greater advance will be made next year. The West Liberty State Normal School and the County and District Institutes are sources of great help to the Ohio County teachers. This county has about 3,585 pupils of school age (outside of the city of Wheeling), most of whom attend the public schools, and the re- mainder attend church and private schools. Our school houses are frame structures, with the exception of a few brick buildings. Most of them are heated with coal and the remainder are heated and lighted with natural gas. Ohio County contains 120 square miles. The hills and valleys are dotted with these school houses, and every boy and girl may easily obtain a good education. The first County Superintendent of Schools was S. G. Stevens, and the present one, George S. Biggs, of West Liberty, who is to be succeeded by J. Vincent Giffin, of Elm Grove. WEST VIRGINIA 135 The Elm Grove Graded School is the largest in the county, outside of the city of Wheeling, having eight teachers and an enrollment of over 350 pupils. The other graded schools are those at Edgington, Triadelphia, Park View, Glenova, Valley, Valley Grove, Fulton and Leather Wood. In the last two years the following schools have been built: At Honey's Point, a two-room frame building; Bethlehem, a two-room frame building; Mount de Chantal, a two-room frame building; Glenova, a four- room building; Elm Grove, a twelve-room brick building; Edgington, a four-room addition, making an eight-room brick building. These recently constructed houses are furnished with modern seats and slate blackboards, and are built with vestibules or cloak rooms. Many of our schools are establishing good serviceable school libraries; eight schools have purchased organs, and two schools pianos, and many flags, fine pictures and other things have been supplied to make school life both pleasant and helpful. All of our teachers are endeavoring to classify their schools according to the nine-year schedule of Superintendent Thomas C. Miller. The first persons to receive common school diplomas under the graded system graduated within the term of ex-Superintendent F. C. Cox in 1895. This graded system has proved beneficial to Ohio County and has spurred the youth on to greater efforts. Each year others have completed the com- mon school course and many have taken up work in higher institutions. Triadelphia District, containing more than half of both teachers and pupils of the county, has had for two years a district organization which is doing good and efficient work. Wonderful progress is being made, and the boys and girls of ten years of age know more than did those of twenty years in the days of the log school house with puncheon doors and floors, goose quill pens and soap-stone pencils. . Pleasants County. BY A. W. LOCKE, SUPERINTENDENT. All things must have a beginning, however humble, and in the case of the free schools in Pleasants County, the beginning was certainly not roseate with promise of success. According to the best information I have been able to find, the number of schools in the county the first year of the free school system was nine. This must not be considered the very beginning of education in the county, however, for no sketch would even approach accuracy without devoting some time to the period during which the '"subscription school" flourished and the old-time teacher traveled from settlement to settlement in search of employment, carrying his personal belongings with him, as in the days of Ichabod Crane. Much has been said and written in derision of the schools and teachers of this period. Some of the criti- cism is no doubt just, but much of it is misleading and cruel. Certain 136 HISTORY OF EDUCATION it is that the "old-time pedagogue," notwithstanding his abiding faith in the efficacy of the rod of birch, did in his own way and his own time a great work for the State that was to be, and is deserving of much better treatment than is usually accorded him by the later-day critic. Tradition has preserved the names of a few of Pleasants County's educational pioneers, and occasionally one will hear some very old man speak of Gideon Terry, Martin Winninger or Aaron Belong in a rever- ential tone of voice, such as he would use in naming George Washington or Thomas Jefferson. The last named teacher became the first County Superintendent under the free school system, and was in many respects a remarkable man. In appearance he was decidedly unprepossessing, being more than six feet tall and as lank and ungainly as "Old Abe" him- self. He was of a literary turn of mind and was a man of no meager attainments. Some of his poems and prose sketches are still in existence, and are marked by a felicity of expression and a depth of thought un- locked for in one of such scant opportunities. The examinations during the early days of the free schools were to some extent farcical. They were oral and were given at the home of the County Superintendent at such time as best suited the convenience and pleasure of the applicant. Five grades of certificates were issued, and the wages paid for the highest grade was much less than is now paid for the lowest grade. Pleasants County, in common with her sister counties along the Ohio River, was forced for many years to fill her schools with teachers from the State of Ohio. Indeed at a date not later than fifteen years ago a large percentage of our teachers hailed from the Buckeye State. The educational progress of the county (in recent years) cannot be better illustrated than by pointing to the fact that at the present time not one teacher from Ohio is employed in our schools. The growth of the educa- tional system in the county was not rapid. The people were poor and even a small tax was burdensome. The school houses built were not well planned, and were located far apart. Nothing was thought of chil- dren's having to walk several miles to school. Slate blackboards were unknown and in some cases the wood used for fuel was furnished by the larger boys. Sanitary conditions were overlooked. All of the above mentioned conditions have been changed for the better, but the changes have been brought about gradually. As the ma- terial wealth and population of the county increased, more attention was given to educational matters. Better houses were built, higher wages were paid teachers, and longer school terms provided for. At the present time there are in the county fifty-five school buildings, and sixty-five teachers are employed. This seems amply sufficient when we remember that the county has an area of but one hundred and fifty square miles. Most of our school buildings are substantial, well-built structures. Those built in recent years are not only well built, but are decidedly attractive. The grounds also are usually clean and well kept. But it is inside rather than outside the building that the greatest change has been wrought. Instead of the dirty, box-like room of days gone by, we find a neat, cosy, cheerful place. Comfortable seats have taken the places of clumsy benches; at- WARD SCHOOL, MOBOANTOWN. HIGH SCHOOL, CHARLES TOWN. WEST VIRGINIA 137 tractive pictures hang on the walls; the floor is clean and the ceilings painted. Several shelves are filled with choice books, and a slate black- board extends across one end of the building. Maps, charts and other helps are to be seen; and, last but far from least, we find ourselves breath- ing good, pure, invigorating air. This may seem like the picture of an ideal school room, but we have a number in Pleasants County which will measure up fully to this description. The improvement in other lines of school work has been as marked as in school architecture. Pocahontas County. BY J. B. GRIMES, SUPERINTENDENT. Pocahontas County, formed in 1821 from parts of Bath, Pendleton and Randolph counties, Virginia, and named from the Indian Princess of that name, is one of the large counties of West Virginia, having an area of 820 square miles. About two decades after the formation of the county there was an educational awakening, and on motion of Hon. John Grimes, who was at that time representing Pocahontas in the Virginia Legislature, charters for three academies were granted Greenbank, Huntersville and Hillsboro. Among those who taught in the Greenbank Academy appear the names of Benjamm Arbogast and James Slaven. Some of the teachers of the Huntersville School were J. C. Humphreys, A. Crawford, Rev. T. P. Magruder, J. Woods Price and Professor Miller. The Hillsboro Academy was established in 1842. The first principal was Rev. Joseph Brown, who served in that capacity for seven years. He was succeeded by Rev. M. D. Dunlap, who remained at the head of the institution for eleven years, or till the Civil War began, and the school closed. In 1865 the county purchased the building, and for several years it was used for public school purposes. But later, this building being in- adequate to accommodate those who wished to attend school here, was razed and a new building was erected on the same lot; to this an addition has been built in recent years, and it is now a commodious four-room structure. This was the first school of high order in the county, and its influence has been felt throughout this section of the State. It has had some very distinguished teachers, among whom appear the name of an ex-Governor of this state, that of Hon. William A. MacCorkle. This school can now prepare students to enter the Sophomore class of our leading colleges, and is under the care of A. Lewin Kibler, A. M., assisted by his brother, Thomas L. Kibler, A. M., and Miss Myrtle Hogsett and Mrs. Verdie Mann. There are some very earnest teachers in Pocahontas County, some of whom have been serving their county in this capacity for thirty-five years. Among those who have served as County Superintendent of Schools 138 HISTORY OF EDUCATION of Pocahontas County are the following: C. J. Stulting, S. B. Hannah, Uriah Bird, H. M. Lockridge, M. G. Mathews, D. L. Barlow. James W. Warwick and J. B. Grimes, the present incumbent, who was re-elected November 6, 1906, to succeed himself. When this county was formed, school facilities were very poor. Tkere were a few select schools; but, to reach these, some of the children had to travel several miles and then spend the day in a very uncomfortable manner seated on a bench prepared by splitting a log into two pieces. Thus some of the smaller children would sit all day long with their feet suspended above the floor. Yet from such crude and poorly equipped school houses have gone men whose influence has not been confined alone to their native county, neither has it been circum- scribed by the boundaries of the State, but it has been felt throughout the length and breadth of the country. With the material development of our county, our educational inter- ests have kept pace, and today we have schools conveniently located, so that all our youth may have the benefit of a common school education. Our more ancient houses are being replaced with beautiful up-to-date buildings, furnished with the best modern desks, and each supplied with a good selection of books for a library. We have erected a dozen elegant school houses this year (1906), one of which is a beautiful two-story brick building with six class rooms and a large auditorium. This house is located in the flourishing town of Marlinton. Our people are interested in education as they have never been before, and our motto shall ever be: Better teachers, better schools and better ciizens. Preston County. ARTHTJB W. CABRICO, SUPERINTENDENT. The public schools of Preston County have had a steady growth from the time the State was admitted into the Union, in 1863, when there were fewer than twenty school houses in the county. The Preston Academy, at Kingwood, incorporated January 2, 1841, began its work under the administration of Dr. Alexander Martin, who was afterward the first president of the West Virginia University, and it was long a power for good. A handsome brick structure has since been erected in its stead. There are now 180 school buildings in the county, the majority of which are of frame construction, except those of Kingwood and Terra Alta, which are built of brick and are of modern construction and con- venience. These two schools employ seventeen teachers. New buildings are to be erected this year at Newburg and Rowlesburg, at a cost of from $10,000.00 to $15,000.00 each. Nearly all the school buildings in the county are furnished with modern seats, and the majority are supplied with maps, globes, mensura- WEST VIRGINIA 139 tion blocks and reading charts. Seventy-five per cent, have slate black- boards. Recently constructed houses are built with vestibule or cloak rooms, and are finished throughout in hard oil. Quite a number of houses have recently been painted with three coats of paint, inside and out. All the town and village schools have libraries, and libraries have been started in a number of district schools. The total valuation of all school property in the county for the year 1906 was $150,000. The county expended in the year 1906 for all school purposes, $61,647.00. The total enumeration of white and colored youth in 1906 was 7,613. Of these 6,076 were enrolled in the public schools. The county employs 210 teachers, of whom 80 hold first grade certifi- cates. The average salary for first grade certificates is $40.00 per month. Of the 210 teachers, 40 have been teaching more than ten years, 30 more than five years, and 30 more than three years. Kingwood, Terra Alta and Tunnelton high schools have each a seven- months' term and Rowlesburg has an eight-months' term. All the districts have a five-months' term except Lyon, which has six. Teachers' District Institutes have added materially to the educational advancement of our county, and are coming more into the favor of teachers and the public, and are being supported by our best citizens. Preston County has produced from among her early teachers one Governor, two College Presidents, one United States Senator (now repre- senting another State,) one State Superintendent of Schools, a Professor of Pedagogy in the West Virginia University and one State Normal School Principal. The list of County Superintendents is large. Among the records may be found the names of James P. Smith, John H. Feather; B. M. Squires, deceased; Peter R. Smith, now living at Kingwood; W. S. Bayles, deceased; Joseph H. Hawthorne, now Circuit Judge in Illinois; Aaron W. Frederick, now teaching in California; Ben H. Elsey, now teaching in the public schools of the county; William G. Conley an eminent lawyer of the Kingwood Bar; Lorain Fortney, principal of West Liberty State Normal School; Horatio S. Whetsell, editor of The Preston County Journal, and Frank W. Gandy, principal of the Terra Alta schools. Randolph County. BY W. J. LONG, SUPERINTENDENT. Early in the history of the State of West Virginia the Legislature saw the importance of education as one of the prime requisites of good citizen- ship, and to promote such citizenship a system of schools was devised and established by law, on the liberal lines necessary to secure to all persons between the ages of six and twenty-one years, such education as would fit them to perform the ordinary business transactions of life. No system of self-government can long continue without intelligence on the part of the people who exercise it. Schools increase intelligence; intelligence makes good citizens, and good citizens make good government. West 140 HISTORY OF EDUCATION Virginia, therefore, put into the structure of her State government as the corner stone a system of primary free schools. The township was at first made the basis of educational work. The present district, so far as edu- cation is concerned, remains with practically the same functions as the township. Immediately after a system of free schools was established in West Virginia, the enterprising and patriotic citizens of Randolph County set about securing for themselves the advantages of the system thus provided. To this end the county was laid off into districts and sub-districts; a County Superintendent and Boards of Education were elected, trustees were appointed, school houses were built, teachers were employed and the schools were opened. The people were eager to take advantage of the opportunity afforded, and it was soon found necessary to enlarge buildings already in use and to construct new ones to accommodate the school children of the county. The present force of teachers show marked ambition and a desire to bring credit upon their office by improving the work of the schools. Ac- cording to the Superintendent's report for 1906, the value of all school property in the county is $65,520.00; this includes houses, lands, furni- ture, apparatus and libraries. There are ten graded schools in the county paying liberal salaries to teachers. The town of Elkins began its corporate existence in 1889. It was then a small village, giving little promise of the thriving town it has now become. Its present population is estimated to be 4,500 and is steadily increasing. From its youthfulness the brevity of its educational history may be inferred. The expansion of the public school has kept pace with, the increase of population and it is not claiming too much to say that in thoroughness of organization and instruction and in practical efficiency it is second to few or none oi the schools of the State. A history of educational progress in Randolph County would be in- complete without some mention of Davis and Elkins College. The building for this institution occupies a commanding eminence in the southern suburb of Elkins. The college is under the management of the Presby- terian Church. The Lexington Presbytery raised a specified amount of money and the additional sum needed to furnish and equip the building was contributed by ex-Senator Henry G. Davis. The total cost of the building was about $60,000. Ritchie County. BY L. II. HAYHUBST, SUPERINTENDENT. Ritchie County lies almost entirely in the valley of Hughes river which was discovered and named in 1772 by Jesse Hughes. It continued an unbroken wilderness until "The State Road" was built from Clarks- burg to Marietta about the year 1800. At this time a few isolated set- WEST VIRGINIA 141 tlements were started and John Webster built the old "Stone House," the oldest house in the county, which is still standing in Pennsboro in a, good state of preservation. Ritchie County was formed in 1843 from parts of Wood, Harrison and Lewis. Up to this time but very little is known of its history. There were but very few roads, mere paths connected the widely separated settlements. Its progress was very slow until the construction of the Northwestern Turnpike and the Baltimore and Ohio Railroad. Since that time it has rapidly improved. Until the founding of the present free school system, our schools were run by private subscription. The houses were inconvenient and uncomfortable log structures. The teachers taught whenever they thought it would pay, and they generally agreed to teach only reading, writing, spelling and arithmetic. These schools and teachers did a great work. John Ayres came from Rockbridge County, Virginia, and taught in 1810, the first school in the county at the mouth of Cedar run, in a house that had been used as a dwelling. The first school house was erected in 1814 on the land now owned by William Kennedy, who lives two miles below Smithville. The second teacher was Samuel Rittenhouse, who tame from Harrison County; the third, Adam Deem, Jr., who came from Pennsylvania; the fourth, Barcus Ayres, son of John Ayres, the first teacher. There are now one hundred and fifty-three frame and three brick houses. In some parts of the county the houses are located entirely too close together, some not being more than a mile apart. As a result, we have a great number of schools that are so small that they are al- most worthless. The question of consolidation of schools is a very im- portant one in some parts of this county. Last year, 1906, there was in the county an enumeration of 6,103, an enrollment of 5,044, and an average daily attendance of 4,088. The schools in 1906, cost $59,405.25; $39,947.78 of this being paid to one hundred and eeventy-nine teachers. The length of school term in Ritchie County in Clary and Grant dis- tricts is six months, and in Murphy and Union, five. The salary for num- ber one teachers ranges from $40 to $45 per month. The following is a list of the County Superintendents of this county, all of whom are living but the first: James Wood, J. M_ McKinney, farmer living near Pennsboro; F. H. Martin, T. W. Ireland, P. W. Morris, editor Parkersburg State Journal; J. N. Kendall, a minister living in Tex- as; George W. Lowther, B. & O. ticket agent at Graf ton; H. C. Showalter, postmaster at Harrisville; M. K. Duty, member of the State Legislature; C. E. Haddox, warden of the State Penitentiary; J. H. Nichols, H. B. Woods, judge of the Circuit Court of Pleasants, Ritchie and Gilmer coun- ties; D. B. Strickling and S. M. Hoff, Prosecuting Attorney of Ritchie Countiy. Ritchie County is divided into the following districts: Clay, Grant, Murphy and Union. Clay is the most northern district. Its first school was taught by 142 HISTORY OF EDUCATION John McCauley in a log cabin on Lynn Camp. It now has forty-five schools with an enrollment of 1,177. It has three graded schools, Mole Hill, Whiskey Run, and Pennsboro. The last is the largest school in the county, employing eight teachers and doing two years of high school work. Grant is the most western district and the largest. Its first school was taught by John Piatt on Rush Run, one mile from Cairo. It has forty-nine schools with an enrollment of 1,447, and three graded schools, Oil Ridge, Cornwallis and Cairo. Cairo has an eight months term, em- ploys six teachers and has two years high school work. Murphy, the most southern district, has forty-three schools, one graded, Smithville, and an enrollment of 1,275. Union the most eastern district is the smallest. Its first school was taught by P. F. Randolph in 1818. It has thirty-five schools, three of which are graded, Auburn, Berea and Pullman. The enrollment of the district is 911. Harrisville Independent District was formed in 1883. It is now one of the best schools in the county. The school building contains six rooms and an auditorium with a seating capacity of 200. It has a library of over 500 volumes and does two years of high school work. This history would not be complete without a short sketch of the life of General Thomas Maley Harris who was born near where the de- pot at Harrisville now stands, in 1813, and died September 30, 1906. Gen- eral Harris had witnessed the growth of the county from the time it was a "howling wilderness" till the present. He attended the schools of his time, studied and practiced medicine until the beginning of the Civil War. He entered the Union Army and rapidly rose to the rank of Brig- adier General. He was a member of the court that tried the conspirators that had formed a plot to assassinate the leading members of the Gov- ernment. At the close of the war he returned to his home at Harrisville. Probably no one in the county could see the need of educational advance- ment as could he. He gave a five acre tract of land to the county upon which it might erect what would be known as the T. M. Harris High School. The Legislature of 1905 passed an act submitting the matter to a vote of the people in 1906. There arose a great difference of opinion and in spite of all its friends could do for it, it was badly defeated. While it is true the High School was voted down the schools of the county are improving and we have ample facilities for all who will at- tend. There are eleven graded schools in the county, three of which do high school work. The Reading Circle, the district institute, and the system of uniform examinations are helping the teachers of the county towards the develop- ment of better methods and broader culture. WEST VIRGINIA 143- Summers County. BY GEO. W. LILLY, SUPERINTENDENT. Summers County lies in the Southern part of West Virginia. It was established by an Act of the West Virginia Legislature in February, 1871 r and organized in the following March. It was formed from territory then belonging to the counties of Fayette, Greenbrier, Mercer and Monroe. The close of the war found the territory now embraced in the county, practically without both schools and churches and it was not until about the year 18G8, that any interest was manifested in either schools or churches. That portion of the county taken from Fayette had not a single school. From Greenbrier County's territory we received, as nearly as I can learn, not more than four schools; from Mercer County six, and from Monroe county six, making a total of sixteen in the county at its formation; and immediately after the adoption of the Constitution of 1872, which prescribed that the Legislature should provide for a "thorough and efficient system of Free Schools," our people awoke from their lethargy and made rapid strides until our system to-day is as good as can possibly be made under the existing circumstances. The primitive school buildings (a few of which are still standing) were very rude structures, being built by the public spirited citizens without cost to the county or district. These houses were only sixteen feet square, without any chimney (one end of the house being left un- covered for the space of five feet to afford a passage for the smoke), the whole end being used as a place in which to build fires. The furniture consisted of small logs split into halves and "pegs" used as legs. These houses were all "cabined off," covered with boards held down by "weight poles," and only a very few floored with "puncheons," the others having the bare earth for floors. Windows were unknown, and a rough board was used as a "writing desk." The teachers were scarce, none trained in colleges, normals or high schools, and teachers that were proficient in the three R's, "Reading," "Kiting" and "Rithmetic," were in con- stant demand at salaries ranging from fourteen to twenty dollars per month, and when such teachers could be secured they were considered quite a luxury. During the ten years extending from 1890 to 1900, there was the greatest possible activity among the friends of education. Boards of Ed- ucation throughout the county were then discarding the old log buildings, and erecting new frame cottages, supplying them with ample light, black- boards and the best of modern school furniture, and many of them, ap- paratus. In 1890, the schools of Summers County had increased from 16 at its organization to 120 primary schools, two graded and one High School. But at no time in the history of Summers County has the zeal for education been greater than at the present. All the old buildings have been replaced by modern ones, with ample room, light and modern furniture, cloak room and everything for the convenience and health of both teachers and pupils. These buildings are 24x36 feet, 14 from floor 144 HISTOEY OF EDUCATION to ceiling; they have eight large windows, and are well equipped, with modern furnishings. Their total cost ranges from $850.00 to $1,000.00 each. In 1903, a system of examination known as the "uniform system" went into effect. This system raised the standard of the teachers, and this, together with the material development of the State, has produced a shortage of teachers, from which our schools are now suffering. The material development of the State has opened many positions to teachers at salaries far above that offered by Boards ot Education, and conse- quently, our schools have lost many of her efficient teachers Such- has been the zeal of Summers County's citizenship, that every obstacle has been gallantly met and overcome, and school property is guarded as a treasure, the value of which cannot be computed. Summers County, at its organization, could not boast property worth one cent; and now at the opening of 1907, she has to her credit property worth $200,000. Summers County now has 161 schools, in which are employed 175 well equipped teachers, at an average salary oi $33.00 per month, has enrolled 5,000 pupils from a total enumeration of 6,800, and has an aver- age daily attendance of 3,850 at an annual cost per capita of $12.35, based on attendance $8.70 based on enrollment and $6.54 based on the enumeration. At its organization and for several years thereafter, Summers County liad only on lady teacher, Miss Mollie Jordan, daughter of Gordon L. Jordan, Summers County's first representative in the West Virginia Leg- islature. At this time seventy-five per cent of our noble and true hearted teachers are ladies. The upbuilding of the present system in the County has been material- ly aided by her efficient county superintendents, viz: John Pack from the formation of the county to 1873. C. L. Ellison, Forest Hill District, 1873 to 1877, two terms. D. G. Lilly, Jumping Branch District, 1877 to 1881, two terms. Jas. H. Miller, Green Sulphur District, 1881 to 1883, one term. H. F. Kesler, Talcott District, 1883 to 1885, one term. C. A. Clark, Pipestem District, 1885 to 1887, one term. V. V. Austin, Pipestem District, 1887 to 1889, one term. J. F. Lilly, Jumping Branch District, 1889 to 1891, one term. Geo. W. Lilly, Jumping Branch District, 1891 to 1893, one term. J. M. Parker, Jumping Branch District, 1893 to 1895, one term. Geo. W. Leftwich, Forest Hill District, 1895 to 1899, one term. H. F. Kesler, Talcott District, 1899 to 1903, one term. Geo. W. Lilly, Jumping Branch District, 1903 to 1907, one term. J. E. Keadle, 1907, Term beginning July 1st. THE HINTON HIGH SCHOOL. At the formation of Summers County the 'territory embraced in the districts of Greenbrier and Talcott, formed only one District, Green- Tirier, and supported only six schools. In the year 1874, the number had increased to 13, and in that year, PARKERSBUBG HIGH SCHOOL. CHARLESTON HIGH SCHOOL. WEST VIRGINIA 145 a. Building Committee consisting of W. W. Adams, C. A. Fredeking, M. V. Galloway and C. A. Sperry, was appointed to provide suitable specifi- cations and let to contract a school house in sub-district No. 13, which house was erected by E. A. Weeks at the price of six hundred and seventy- five dollars; this is the foundation of the Hinton High School. This new building was opened in the fall of 1875, with W. R. Thomp- son and Miss Anna Hoge as teachers. Mrs. W. W. Adams had previously taught in a rented building. W. R. Thompson was succeeded by Harvey Ewart with Miss Lida French as assistant. Next came Rufus Alderson and Miss Hoge, who were followed by John J. Cabell, Major J. S. Rudd and J. H. Jordan, with Misses Anna Hoge, Jennie Hamer and Nannie Mc- Creery. His Honor, Judge James H. Miller, taught in this school in 1877, fol- lowing H. Ewart. Miss Anna Hoge was his assistant. He again took charge of the school in 1880, with Miss Mariah Beasly as his assistant, and in 1881, with C. A. Clark as assistant. J. F. Holroyd opened the first school in what is known as the City of Avis, in the same year, which school has since grown successively to two, three and four rooms, and has recently been made a branch of the Hinton High School. In 1887, our people determined that their children should have bet- ter educational facilities, and tiring of sending them away to other schools, they filed a petition with the School Board, then consisting of J. C. James, President; S. W. Willey and James Briers, Commissioners, and J. M. Car- den, Secretary, asking for the establishing of a District High School. The proposition was submitted to a vote of the people, and carried by a large majority. In accordance with the expressed wish of the people a High School was established with" four teachers, viz: J. H. Jordan, Princi- pal;' V. V. Austin, Miss Mary Ewart and Miss Nannie McCreery, assistants. The grounds cover eight full size city building lots, four of which were donated to the Board of Education by the Central Land Co. of West Vir- ginia, and the remaining four were purchased. These grounds alone are now worth about $60,000. The first building was a brick structure containing four rooms, but soon after the Board found it necessary to add two rooms, which with this addition was sufficient to accommodate the pupils until 1895, and in which year it was determined to erect a more spacious building and ^quip it with all modern appliances for the continually growing enroll- ment. The building was supposed to cost about $20,000, and the Board was forced to borrow $12,000; with this amount the Board could raise a sufficient fund to build the house. Accordingly, an election was or- dered to be held December 31, 1895, which resulted in a majority of 301 to 16 in its favor. Work was immediately commenced on the structure and the fall of 1896, marks its completion in time for the opening of the school. New branches have been added from time to time and addi- tional teachers employed until now the opening of 1907, finds it second to no school in Southern West Virginia. The first Board of Education of Greenbrier district, consisted of Robert H. Wikel, President; James Boyd and M, A. Manning, Commissioners; 146 HISTORY OF EDUCATION and S. W. Willey, Secretary. Under this Board the first election for authorizing a school levy was held. There were cast 187 votes; one hun- dred and eighty-six were cast in favor of the levy, and one against it. J. T. Huffman, President; S. W. Willey and James Sims, Commission- ers, and J. B. Lavender, Secretary, comprised the Board of Education under which the new building was erected. The present Board, Wm. H. Sawyers, President; R. E. Noel and J. D. Roles, Commissioners, and W. E. Price, Secretary, have been untiring in their efforts to make this the best school in the state. Especial care has been taken to make the sanitary conditions good; much new furniture and apparatus have been recently added, until now the buildings, grounds and appointments are valued at $150,000. The en- rollment is now 825, with an average daily attendance of 700. The school consists of the primary grades and the High School department. Af- ter graduating from the High School a pupil is prepared to enter the West Virginia University. Jno. D. Sweeney was appointed as the first Superintendent of Hinton Schools in the fall of 1899. He was succeeded in the fall of 1900 by H. F. Fleshman, who held the position for a period of four years, during which time the school made rapid progress. Mr. Fleshman was succeeded by I. B. Bush in the fall of 1904, who is now in charge of the city schools with a corps fc of twenty-one well equipped teachers, four of whom are in- the high school department. The high school course consists of four full years work, and gradu- ates are admitted to a number of, our' leading universities and colleges, without examination. Scholarships have been awarded to its graduates by Washington and Lee and Tulane Universities. The following schools are represented by their graduates in the High School corps of teachers: West Virginia University, Vanderbilt University, Dickinson College, Ran- dolph-Macon Woman's College and Woman's College at Richmond. The grades are taught by eighteen well equipped teachers, graduates of seminaries, high and normal schools. Music and drawing were in- troduced in the fall of 1906, and great progress has been shown under competent supervisors who are in charge of these subjects. Superintendent Bush is a ripe scholar, a genial gentleman, and to his untiring energy is due the fact that in the spring of 1906, the Board of Education submitted a proposition to issue bonds for $25,000 for the erec- tion of an additional High School building, which bond issue carried by an overwhelming majority, and the Board has now under process of con- struction a magnificent new building on a site, costing $10,000, which when completed and furnished will add $75,000 to the value of the High School property. GBADED SCHOOLS. Graded Schools have been established as follows: In the town of Avis, in 1891, with two teachers. Two more have since been added. In 1905, this school was made a branch of the High School. Prof. H. O. Curry is now Principal with three well equipped WEST VIRGINIA 147 teachers as assistants. Prof. Curry is a scholarly gentleman and to him is due the present high standing of this school. At Green Sulphur Springs, with Miss Ella George a lady of splendid attainments, as Principal, with one assistant teacher: At New Richmond, with Miss Irene Hoke as Principal, with one as- sistant teacher: At Talcott, Prof. M. E. Garden, as principal, with, at the present, only one associate teacher; but the growing interest will in the near future make necessary the employment of two more: At Jumping Branch, with Mr. Lee Harper, a teacher of several years experience, as principal, with one assistant. This school has been since its establishment, doing good work, and the citizens are very proud of it. Ere long the increasing enrollment will make necessary addition- al teachers. The Hinton Colored School, established as a graded school in 1897, employing four teachers, is well appointed and affords a means by which the colored youth are acquiring a splendid education. Graduates from this school are admitted to the leading colored schools of the country. The school biuldings, grounds, furniture and apparatus are valued at $10,000. These schools are all doing good work, and in the near future it will be necessary to establish other graded schools in the county. Taylor County. BY DELLET NEWLON, SUPERINTENDENT. Taylor County, named in honor of Hon. John Taylor of Carolina, the 'illustrious exponent of the doctrine of strict construction, so popular in eastern Virginia. It was formed from parts of Barbour, Harrison and Marion counties in 1844, and has an area of 150 square miles. The county seat is Grafton. The schools prior to the adoption of the public free school system were subscription schools, and were largely patronized. They were Iwpt in the old log school houses, out of which came some of our educational leaders of to-day. The pioneer teachers of our county were not as well versed in liter- ature as those of to-day, yet they served their purpose for that time, and some of our teachers and leaders remember them with gratitude, for it was from them that they received the foundation for their education. Taylor County, exclusive of Grafton Independent District, has 65 school buildings, in which seventy-five teachers are employed. Most of the schools are supplied with apparatus, such as mathematical blocks, charts, maps and globes. A number of the schools have slate black boards. Of the 75 schools taught in this county, five are colored, which are among the best, being taught by trained colored teachers. 148 HISTORY OF EDUCATION Salaries of the teachers range from $35 to $45 per month for a No. 1 certificate, from $30 to $40 for No. 2, and from $25 to $30 for No. 3. The county is divided into seven Districts, five of which are rural and two independent. The rural Districts have only five months' school, but hope to have a longer term soon. The natural wealth of the county, such as coal and gas is just being developed. In Court House District one of the finest coal plants in West Virginia has been completed. It is equipped with mode-n machinery, aud everything is up to date. The putting in of this plant caused the build- ing of the town of Wendell, adding materially to our school revenues in this District. We welcome all industries that tend in this direction. There have been two modern school houses built in the cpunty this year. The outlook for the schools in the county is very encouraging. Ev- erything points towards District High schools. I am glad to report a growing sentiment in favor of longer terms, better buildings, increased salaries. We regard these as very important in order to obtain the best teachers possible, and Taylor County is able to have all of these. Our District institutes have aided us very materially and especially so in getting the sentiment of the people as regards what they favor. The High School in Flemington District, which was established four years ago, has developed from a poorly graded school to a good High School. It now employs four teachers and is doing work in all the grades from the primary to and including the High School course. It is under the able management of Frank J. Tracy as principal and W. E. Tomblyn as assistant. A word of commendation for the Board of Education of Flemington District is not out of place here. In the face of opposition and misunderstanding this board labored earnestly and suc- cessfully to establish and give to the people of Flemington District a good school. The board is composed of the following gentlemen: John B. Gather, John Boss and Baxter Holler. The progress of the schools in this county as a whole is not what we had hoped for; but with the aim in view to push on and grow we do not care to be classed as the poorest nor as the best. Tucker County. BY C. U. ADAMS, SUPERINTENDENT. Tucker County was formed from territory belonging to Randolph County in 1856. Most of it at that time was primeval forests. The fertile valley along Cheat river and other most inviting locations were sparsely settled, ther^ being no cities or towns at this time. Prior to 1803 there were a few log huts not over a dozen used as school houses. Churches were frequently used for schools in those neigh- borhoods that were fortunate enough to have them. These schools were maintained and patronized by those families that were able to pay tui- WEST VIRGINIA 149 tion, and the children af the poorer class got little or no school training. The teachers were very poorly paid and of very limited education as a rule. They governed with the rod, and in this crude way succeeded in knocking off the bumps and turning out some good citizens, many of whom are now the sinew and backbone of this county. Others of them have been able to rise to distinction in the West having heeded Gree- ley's admonition "Young man, go West." Teachers' Institutes were unknown and each teacher pursued his own course whether he knew anything about the pedagogical training and de- velopment of the child mind or not. Possibly the first regular teachers' institute was held at St. George in 1881; it was conducted by Prof. U. S. Fleming. From this time on there has been a gradual unifying of the schools in various ways until to-day we have three or four schools doing some high school work, with a definite course of study; others having a prescribed graded course, and all carrying out at least in part the graded course prescribed for the common schools. The institutes have grown in interest and attendance until they are considered a necessary adjunct of our school system. The annual county institute is not considered suffi- cient either, but the energetic teachers in most of the magisterial districts have district institutes and reading circles at frequent intervals during the school term, where teachers, school officers, parents, and pupils fre- quently congregate and come in closer touch with each other, adding sys- tem, experience, interest, and enthusiasm to the cause. Of course the county superintendents have been factors in this work in directing it by suggestion and otherwise. Among the first of these were A. H. Bowman, Philitus Lipscomb, W. B. Maxwell, L. S. Auvil, H. J. Du- mire, C. W. Long, J. D. Stalnaker, and Elmer Bowers, who are now de- ceased, or engaged in other callings; also J. M. Shaffer, A. C. Shaffer, J. W. Ramsey, C. U. Adams, and A. E. Michaels still in the profession. There are over one hundred teachers employed in the county at this time with salaries of principals ranging from $300 to $1200 per term, and of other teachers, from $100 to $400 per term approximately. Nearly 3,500 pupils are enrolled in these schools with an average attend- ance of about 2,200 daily. There are 72 school buildings varying from one room buildings 20x30 feet, to the commodious fourteen-room brick and stone structure at. Davis. These buildings with few exceptions are pro- vided with improved furniture, maps, charts, globes, dictionaries, encyclo- pedias, and mechanical blocks, to assist the teacher in his work. Many of the teachers are taking active steps to furnish and direct the reading of the pupils by organizing libraries. s We now have about two thousand volumes in our school libraries and the good work is going on, thanks to our noble, self-sacrificing, energetic teachers. May they never weary in well doing. Tyler County. BY D. L. TALKINGTON, SUPERINTENDENT. Education in Tyler County previous to the establishment of the free 150 HISTORY OF EDUCATION school system was in a very crude condition. Agriculture was the chief industry, and it required about all of the time of the hardy farmer to acquire the necessities of the home. Education was then a luxury which but few could enjoy. Though the farmer wished to educate his children, he had not the means to pay for their tuition, and in many instances the children could not be spared from the farm. But as the years passed by conditions changed. Other industries sprang up; oil and gas were dis- covered. Dame Nature smiled graciously on all. Many farms, whose chief products were greenbriers, ragweeds and tax bills, soon were spout- ing forth abundantly streams of rich yellow liquid bringing immediate wealth to the poor farmer who had for years been toiling hard and earnestly over the rough and rugged hills. Before the free schools were established the only opportunities offered the youth for intellectual improvement were in private schools, and very poor ones they were. There is nothing that shows progress more vividly than to contrast one of the "old field" schools with one of our schools of today. The private school was established usually in this manner: Some teacher, or, as he was more commonly called, a master, would wander into the community from Ohio or Pennsylvania; a contract would be circulated around among the citizens, who would sign a certain number of pupils and agree to pay a certain sum of money to the master for tuition. If there was no building in the community that could be used as a school house, a crude log structure would be hastily prepared. The heating apparatus was usually a huge fireplace occupying most of one end of the room. A broad slab supported by wooden pins in the wall formed the writing desk, the seats were constructed from sapplings about six inches in diameter split and cut into pieces five or six feet long; two holes were bored in each end and wooden pegs inserted, forming the legs of the seat. The master was a person well qualified to keep school, but unquali- fied to teach school. He was an absolute monarch in governing, and from stories oft related by our fathers and grand fathers, the lads in the old school had to "toe the mark." So little was done in educational affairs while this county was a part of Virginia that it need not be mentioned in this sketch. Free schools were established in 1865. The first examination was held in Sistersville. Miss Emiline Jones, the first applicant, received a second grade certificate. The schools did not make much progress till about 1880. At that time the county was supplied with buildings sufficient to accommodate the pupils. By that time all the old log houses had been abandoned and their places filled by more comfortable frame buildings. Since then we have made steady progress. Our schools are in very good condition at present. We do not boast of an ideal school system. We see the need of many improvements, many which we are now making and others which we hope to see made in the near future. Great improvement has been made in buildings, and much useful apparatus has been supplied during the past few years. The School Improvement League is organized in this county and has done good work. The school boards have been interested and have responded WEST VIRGINIA 151 "by selecting more beautiful locations and erecting better buildings. The rural school buildings that are being built in this county at the present time are not surpassed if equaled in any other part of the State. The teaching fraternity of Tyler, we think second to none in the State. Several of our teachers are trained graduates of the Normal Schools of the State. Many others are graduates of recognized high schools or de- nominational schools of standing, others have attended the normal schools, but have not graduated. Most of our teachers are young, but they are -enthusiastic and industrious and do very excellent work. Tyler has now 130 schools, with an attendance of 4,230 pupils. The total enumeration being 5,375; over 80 per cent, of the enumerated youth of the county are in attendance in the public schools. This is a great improvement over the conditions that used to exist and shows that, al- though the compulsory school law is not as effective as it should be, It has done much good. The average term in Tyler is six months, and the average wages throughout the county for first, second and third grade teachers are, respectively, $45.00, $35.00 and $30.00 per month. The average number of pupils enrolled in each room of the county and village schools is thirty; in the graded and high schools, forty-two. The Sistersville public schools employ thirty teachers and have en- rolled over 1,000 pupils. This is an ideal school from the primary rooms to the high school. For completeness and thoroughness of the work done in all the grades and in the high school the Sistersville schools have few equals south of Mason and Dixon's line. This school has developed during the last fifteen years from a poorly graded four-room school to its present proportions and efficiency. Professor J. D. Garrison is City Superintend- ent. He is a good school man and is maintaining a very high educational sentiment in the city, as is evidenced by the many improvements made during his administration. The high school course has been strengthened until it is now one of the accredited schools of the West Virginia Uni- versity. Two courses are given the Latin and the English. The Latin course prepares for the University. The English course is designed for those who are not expecting to continue longer in school. Five teachers are employed in the high school, including the superintendent. The departmental method of work is in operation. Miss Anna N. Elliott is principal cf the high school and in charge of the department of mathe- matics. Miss Elliott is a graduate of the Wheeling High School, a student of the West Virginia University, and one of the best teachers in the State. Miss Mary D. Hutchinson, a recent graduate of Mount Holyoke College, has charge of the Latin and German languages. Miss Florence M. Ramsey, another Mount Holyoke graduate, is teacher of English, Miss Herma Shriver, a graduate of Washington (Pa.) Seminary and Marshall College, has the department of history. There are no teachers employed in the high school or in the grades who are not graduates of a recognized high school, normal school or college. Music and drawing have been added to the curriculum in Sistersville and are in charge of a special teacher. Miss Mary L. Peck, a graduate of the Oberlin Conservatory of Music, has charge of the work and is doing 152 HISTOBY OF EDUCATION nicely. A new high school building is in process of erection at Sisters- ville, costing about $45,000.00 a beautiful two-story buff brick building of fifteen rooms, including a large assembly room and a room fitted up with modern apparatus as a laboratory for teaching chemistry and physics. The building will have a large campus, which can easily be made one of the most beautiful in the State. The Ohio River and the hills to the west form a very picturesque landscape, viewed from the building. The Middlebourne Graded School employs four teachers and has en- rolled 140 pupils. Professor Frank Haught is principal and is doing all that can be expected. The building is too small to accommodate the pupils properly. Miss Hallie M. Swan is first assistant. Mr. C. B. Hamilton has charge of the intermediate room and Miss Maude Carpenter is primary teacher. The Friendly Graded School employs four teachers and has enrolled 120 pupils. Professor E. S. Lively is principal and is doing good work, ably assisted by the following corps of teachers: Mr. J. E. Morgan, third room; Miss Maude Martin, second room; Miss Eleanor Horn, first room. Friendly has secured a very suitable modern school building. There are several other schools in the county I would like to give special mention, but space will not permit. The schools of the county are all doing nicely; I congratulate the teachers, pupils and patrons on this fact and hope that the progress of the past will continue, greatly aug- mented in the days that are to come. The proposition for the establishment of a county high school in this county, submitted to the voters at the last election, carried by a large majority. The Board of Directors have secured a beautiful site for the building at Middlebourne and have adopted plans for the erection of a building costing about $40,000.00. I am proud that Tyler is the first to establish a county high school, and hope that the future of the school will be such as to lead other counties to emulate our example. Upshur County. BY W. S. MICK, SUPERINTENDENT. Just thirty years after the Pringle brothers began their pioneer life in the hollow of the Sycamore tree standing on the south bank near the mouth of Turkey Run and nine months after the immortal Washington had left the White House to become a private citizen at Mount Vernon, Mr. Haddox, in a primative log cabin near the mouth of Radcliff's Run, less than two miles south of the present town of Buckhannon, indeed, within the suburbs of the town, taught the first school in the bounds of the present county of Upshur. This school was supported by private subscrip- tion. The interest manifested can only be measured at this date by the liberality of the contributions which, when all collected, and paid over to the first "jolly pedagogue" in the present bounds of Upshur, amounted to- MOUXT HOPE> PUBLIC SCHOOL SALEM PUBLIC SCHOOL WEST VIRGINIA 153 the libera salary of $60.00 and board per month. The latter half of this consideration was by compliance with the condition that the teacher go home in turn with th Is of each patron and supporter of the schooL This remuneration is in iking contrast with the meager salary paid by our present District Boards of Education. The attendance of this first school was regular, large, and wide. During the three months, the length of the school term, tradition informs us that the inexcusable non-attendance was nothing. Pupils were present at the hour of opening and during the day the program proceeded with the regularity of the clock. Children gathered from a circuit or five miles from the school house and answered the roll call. "Here." Our reliable informer also tells us the names of some who attended this first school. Thomas Carney, Zachariah Westfall and David Casto were pupils, Jacob, John, William and Isaac Cutright and their sister, Ann, and the Oliver children on Cutright Run were also pupils. Adam, Daniel, and George Carper from the present site of Buckhannon were boys in attendance, and the Tingles, the Finks and Hyers from Finks Run were also enrolled. The second school was established about 1800 on the site of the present court house in the town of Buckhannon and a Mr. Samuel Hall was employed to instruct the children of the neighborhood in reading, writing and arithmetic. Mrs. Mary Bradley taught the first school at French Creek in the year 1817. Thus the meager beginning of the school history in Upshur county. To these three schools others were added, as necessity and comfort advised. The increase of schools was not and could not be satisfactory, owing to the need of children at home, to clear the forest, to tend and col- lect the crops and otherwise to assist parents in providing for the absolute needs of the family. In the mind of the pioneer, the greatest and highest achievement in education consisted in the ability to read a morning and evening scripture lesson, a deed for land, or a stray volume of Shakespeare, or Poor Rich- ard's Almanac, also, to be able to answer notices, to prepare contracts and deeds and to communicate with the land office at Richmond. Along with these marks of proficiency went the ability to add sums, estimate dis- tances, to ascertain areas and to calculate interest. Whenever the child could handle and apply readily the principles of these branches, he was well qualified to meet and combat the contingent experiences of this for- est life. The greatest stimulus to general education with equal school ad- vantages came with the emigration of the New Englanders to this country. This emigration began in the year 1801 with Zachariah Morgan settling on the Buckhannon river near the town of Sago. His story of this new country attracted Aaron Gould, Sr., and his, in turn, brought Robert and Gilbert Young with their families in the year 1811. The years 1814, 1815, 1816 and 1817 brought scores more of these enthusiastic Puritans, who con- tributed much to the agitation for greater school advantages which was 154 HISTORY OF EDUCATION seed sown in good ground and in time bore and is bearing fruit to the glory and honor of Upshur county citizenship. According to their strict ideas of life they forced an educational opportunity and made their child- ren take and improve it. Continuous battle was waged between poverty and the illimitable forest on one side and ambition and a hope of better future on the other. The acts of the Virginia Assembly of the late forties, giving partial State support to the schools were due in some measure to the violent agitation of the New Englanders west of the mountains. The Poor Fund converted many dwelling houses and churches into school houses. These required teachers and on February 1, 1847 an act was passed by the General As- sembly of Virginia entitled, "An act to incorporate the Male and Female Academy of Buckhannon." The incorporators by this act purchased a lot in the town of Buck- hannon, near where the Episcopalian church now stands on Main street, And built thereon a comfortable one-story school house. Nearly all the jBtudents who attended this school became teachers as soon as their preceptor thought them capable. Some became influential in county politics after 1851. So great was the interest in common school work that many new schools were started and the Poor Fund allotted to this county paid tmt a small part of current expenses. One teacher of this period tells us that he had thirty-five pupils and got only $36 from the Poor Fund. Whenever the Poor Fund was not sufficient to compensate the teacher for tils services he could choose either to teach for the Poor Fund only, OT had to solicit from the patrons, a varied subscription, which was paid in 4 / . .?' . . bw // WEST VIRGINIA 209 the stock. Anything seemed to be good enough for their children. We think, however, that School Boards are beginning to realize that out- children are the most precious of our belongings, and we are now coming to the point when our school rooms will equal in comfort and health- fulness, our homes. In the old school house some of the best teachers of the county have taught. Among them are Rev. William T. Price, D. D.; Hon. George W. McClintic, Uriah Bird, M. G. Mathews, George Baxter and Miss Emma Warwick. When the new town sprang up, much trouble was experienced in getting proper support for adequate school facilities. Edray District, in which the town is situated, is more than three times as large as Brooke County and has at this time taxable property amounting to four million dollars, a fourth of which is in the town. The board did not encourage good schools at the county seat. In 1905 the Legislature passed a bill making the town an independent district, which was unanimously opposed and voted down by the four country precincts. It was lost by a majority oi 43 votes. A change occurred in the School Board at the beginning of the year 1906, the president of the board moving to another district. The County Superintendent, J. B. Grimes, appointed Andrew Price, a lawyer living in Marlinton, to the place. Captain A. E. Smith, a wealthy lumberman of Marlinton, was already on the board, and the district had for the first time a board inclined to give the town its dues. This board, during last year, expended fourteen thousand dollars in improvements in Marlin- ton, having levied in Edray District for all purposes 50 cents on the 1100.00, all other taxes being 18^ cents only. Their action was approved by the State Tax Commissioner on investigation as well as by the people of the district at large. The school term has been extended to eight months. The present school is very successful and gives the greatest satisfaction to the people of the district. From this time on it is to be believed that Marlinton will be proud of her schools. In the good work, County Superintendent Grimes has been active and helpful, and we are glad to state that he has been re-elected, leading the head of his ticket by the substantial vote of 147. Martinsburg Public Schools. BY W. A. PITZER, SECRETARY BOARD OF EDUCATION. The public schools of Martinsburg were organized in 1865, but were not in full operation as such until 1866, when a part of the "Kruzen property," located near the center of the city, was purchased at a cost of $7,500, and opened as a graded school. Dr. Irwin, Mr. W. C. Matthews and Mr. George R. Wysong were the first commissioners. About 500 pupils, taught by a corps of eight teachers, were accommodated in the fcuilding. The primary department, four grades, occupied the second 210 HISTOEY OF EDUCATION story, which contained one large room and two smaller recitation rooms. The grammar department, consisting of three rooms, occupied the lower story. As the population increased, new houses were erected for the accommodation of the pupils. We have at present six school buildings, as follows: One in the Second Ward, erected at a cost of $6,900, to which annexes were added in 1900 and 1906 at a cost of $5,000; one in the Third Ward,, the "Kruzen property" above referred to; one in the Fourth Ward, at a cost of $5,200; one in the Fifth Ward, a handsome, modern, brick building, erected in 1897 at a cost of about $10,000; a neat brick building, Second Ward, for the colored school; and the High School, a two-story brick edifice erected in 1884 at a cost of $7,500, pleasantly located in South Queen street, and furnished with heating apna^tus and other modern conveniences. By an act of the Legislature passed in 1875, Martinsburg became an independent school district, since which time the schools have ex- perienced a season of wonderful growth and prosperity. Thirty-one teachers in all are employed, twenty-nine white and two colored. The city educated, for the most part, its own teachers, giving in every instance the preference to graduates of the High School, thus securing that unity of system and harmony of action which are essential to the efficiency of any school. The public schools of Martinsburg were never in a more prosperous condition. The teachers are zealous, industrious and competent; the school officers watchful, considerate and obliging, and the patrons courte- ous, helpful and intelligent. The High School is an accredited school to the University of West Virginia, and to the University of Cincinnati, and its graduates have in recent years entered without examination Washington and Lee Uni- versity, Woman's College of Baltimore, the University of Chicago, and Dickinson College. Under the able administration of Superintendent Brindle our schools have made marked and material progress along all lines. His policy is to retain and encourage merit and success, to urge the necessity of careful and continuous improvement and advancement in thought and practice, to stimulate the teachers in their efforts to do better work, and to utilize in a practical way modern methods of instruc- tion. The people of Martinsburg, in fact, have every reason to feel proud of their most excellent school system, and to expect in the future a still greater degree of advancement and prosperity. No city in the State of West Virginia affords better educational facilities than does the city of Martinsburg. A list of the superintendents of the Martinsburg public schools from July 1, 1875 to July 1, 1907: David Speer July 1, 1875 to July 1, 1876 A. Tegethoff July 1, 1876 to July 1, 1880 William Gerhardt July 1, 1880, to Sept. 10, 1886 W. G. Hay Sept. 10, 1886, to Dec. 29, 1886 Jennie L. Ditto, principal High School Dec. 29, 1886 to March 14, 1886 J. A. Cox . March 14, 1886, to July 1, 1894 WEST VIRGINIA 211 A. B. Carmen July 1, 1894, to July 1, 1897 C. H. Cole July 1, 197, (o July 1, 1904 G. W. Brindle July 1, 1901 BOARD OF EDUCATION, 1907. A. T. Russler, President and Commissioner Fourth Ward. C. A. Young, Commissioner First Ward. R. K. Siebert, Commissioner Second Ward. J. W. Snowden, Commissioner Third Ward. J. H. Whetzel, Commissioner Fifth Ward. BOARD OF EXAMINERS, 1906 - 7. G. W. Brindle, President. C. W. Miller and D. H. Dodd, Associates. History of McMcchcn School. BY J. T. KING, PRINCIPAL. In 1890 B. B. McMechen laid out the first plot of the Town of Mc- Mechen, then a sparsely settled school district enrolling some eighty pupils. A two-room frame school building furnished ample accommoda- tions for the school youth at that time. The growth of the town was so rapid that the frame building became overcrowded and four rooms of what is now known as the old brick school building were erected. The school was transferred to this build- ing in October, 1891. Three years later an addition of two rooms was added to this structure to relieve the crowded condition of the school. Some years after the district was divided and a four-room building erected in the northern portion of the district or town. Since this time the Board of Education provided for the growth of the school by renting rooms in different sections of the town. The new building now occupied by the school was completed Sept- 1, 1906. It is a handsome and commodious structure containing fifteen school rooms. The auditorium on the third floor has a seating capacity of six hundred and ninety. The enumeration of school youth April 1, 1906, was seven hundred and ninety two, and the enrollment of the school for February, 1907, was six hundred and two. A High School with a three-year course of instruction was estab- lished September 1, 1894. A class of seven girls completed the course and graduated in 1896. Since that time a class has graduated each year. The alumni of the school now number forty-nine. There are at this time thirty-four pupils enrolled in the High School. 212 HISTORY OF EDUCATION The Morgantown Schools. I5V WILLIAM II. GALLUP, SUPERINTENDENT. The history of education in Morgantown ii, somewhat unique. From the founding of the town in 1795 to the present time the chief interest of Morgantown's citizens has been centered in the cause of education. Few towns have been so rich in men and women of culture and refinement. A roster of her great names would be too long to publish in this brief paper. Monongalia Academy was established on the 29th of November, 1814, and for fifty-three years did excellent work. Under the administration of Rev. J. R. Moore it experienced its greatest prosperity. Fourteen States were represented by the students upon its rolls and it was recognized as the very best of western academies. Woodburn Seminary was opened in 1858 and from the first was very successful. The trustees of Woodburn were ever interested in advancing the cause of learning and in 18G7 offered the State their entire plant and money amounting to $50,000, if the Agricultural College should be located on the site of Woodburn. The State accepted ttie offer and West Virginia University was established at Morgantown. On the 22nd of December, 1838, the trustees of Monongalia Academy, which educated males only, petitioned the Legislature to grant a charter for an institution to be called Morgantown Female Academy. The petition was granted and the institution was later known as Whitehall Female Seminary, on account of the buildings being painted white. This institu- tion was successfully conducted until sold in June, 18C9 Morgantown Female Seminary was another educational institution that opened its doors to ambitious girls in 1856. For years it did excel- lent service, but after the State University admitted girls there seemed no longer a need for an exclusively woman's school. Old Monongalia Academy was purchased from the trustees of the Ag- ricultural College in 18G8 for public school purposes for $13,000. This building continued to be occupied by the public schools until it was de- stroyed by fire in 1897. The first principal, Mr. Adam Staggers, had two assistant teachers. Mr. Alexander L. Wade was the next principal and gave the schools his enthusiastic service. Mr. Henry L. Cox, the next principal, was given three assistants and under his efficient leadership the schools made excellent progress. After a few years Mr. Cox resigned and the adminis- tration of the schools passed into the hands of Mr. Benjamin S. Morgan, who proved a worthy successor to the able men who preceded him. Five teachers were now employed. Professor Thos. E. Hodges was the next principal. He reorganized the school thoroughly, extended the course of study and had the honor of graduating the first class from the high school. Prof. Hodges had six as- sistants. Mr. Nacy McGee Waters succeeded Prof. Hodges. Mr. Waters was an untiring worker, enterprising and scholarly. WEST VIRGINIA 213 Frank Snyder followed Mr. Waters and six teachers were employed as assistants. The school continued to prosper. Harvey Brand, the next principal served for seven years as principal and for one year as superintendent. The number of teachers increased from year to year till twelve teachers were hired. Mr. Brand was active and earnest in his efforts to keep the Morgantown schools in the front ranks. The destruction of the school building and the consequent disad- vantages of having the pupils scattered about town in unsuitable rooms made the duties of the superintendent very arduous for the last two years of his term. With the opening of the new building in September, 1899, William H. Gallup took charge of the schools. The high school course was increased to four years by the addition of new studies. The presence of the preparatory school of the State University has made it difficult to build up the high school. However, some progress has been made. From considerably less than a dozen pupils the enroll- ment has grown to one hundred and sixteen. The senior class of 1907 numbers nine boys and nine girls. Four high school teachers devote their entire time to teaching. The teaching force of the school now (1907) numbers twenty-nine and by another year thirty-six should be employed. The Central building with its furnishings cost about $65,000. It is admirably adapted to public school purposes. The Fourth Ward school building was completed in 1903 at a cost of $20,000. Two small build- ings were erected in 1906 but the growth of the town has been so great that the school rooms are badly crowded. From the installation of the public school to the present day Morgan- town has been fortunate in its school boards. Men of the highest social and professional standing have given their untiring devotion to the in- terests of the schools. Conspicuous among these men were Col. A. Fair- child, who served on the board for twenty-eight years, and Mr. Thornton Pickenpaugh, whose term of office was nearly as long. Nothing else is so helpful to the cause of public school advancement as the earnest super- vision of intelligent school boards. New Cumberland. BY SUPERINTENDENT C. W. FRETZ. Up to his death in 1906, New Cumberland was the residence of Hon. John H. Atkinson, author of the first West Virginia public school law. Naturally he was a leader in the educational affairs at his own home. In 1871 the main school building was constructed. It is related that some taxpayers were so much opposed to progressive measures of this sort, that they sold their property and invested in the West. Losing all there, some at least, returned to work for their daily bread, on the very build- ing, which they had so bitterly opposed. In 1883 the North and South wings were added. H. C. Shepherd 214 HISTORY OF EDUCATION was the first principal, with three assistants. In 1877 Will B. Swearingen, now of Pueblo, Colorado, was elected with five assistants. Present Sen- ator Oliver S. Marshall came next. His successor was W. J. Huff, now deceased. R. H. Jackson, now a prominent attorney of Pittsburg suc- ceeded him. Next in order were E. D. Haines and Van Bernard. In 1889 W. H. Gallup, now Superintendent at Morgantown, took the reins and directed affairs with ability during the next ten years, 1889- 1899. He was ably followed by W. M. Henderson, now head of the Mounds- ville schools. S. C. Durbin, a graduate of Ohio State University came next, but entered Harvard after one year of service. He is now at Culver Military Academy, Indiana. The present Superintendent, C. W. Fretz is closing his third year of service. For more tahn a decade the high school principal has been a graduate of a prominent college. Miss Faye Bennett, of Dennsion University holds that position now. During the entire history of the Board of Education there have been but three secretaries, M. M. Cullen, George Lambert and C. S. Bradley. M. N. Price is president of the board, with Col. J. A. Smith and B. J. Dornan as commissioners. Eleven teachers are needed to supply the school, which is on the accredited list of the State University. The school possesses a well selected library of a thousand volumes. For twelve years the custodian, A. R. Wright, has aimed to make the building wholesome and attractive on the interior and to beautify the sur- roundings. As a direct result of the liberal use of such old-fashioned means as soap, water, carbolic-acid, sulphur, and "elbow grease." New Cumberland has practically escaped the epidemics of contagious disease, that have ravaged some neighboring places. The writer can vouch for the statement that during the past three years at least, no case of contagion has been spread through the school; History of the New Martins ville Schools. BY P. Y. DEBQLT, SUPERINTENDENT. The year 1879 will ever be held sacred by the people of New Martins- ville, as it marked the beginning of the educational life of the com- munity. A few years previous to this time, the Legislature authorized the establishment of a High School for Magnolia district, this county; said school to be for the use and benefit of all higher grade pupils throughout the district. By reference to early records, we find, that prior to the year 1877, the boards of education were composed mostly of out-of-town members. This being true, the interests of education in the town were sadly neg- lected. The schools here, were put on the same basis as those in the country. The people of the town very naturally rose up in rebellion, and in 1877 the differences wen* settled by a contest of votes, which resulted in a victory for the townspeople. A board of education was elected who favored better school facilities for the rapidly growing little town. At WEST VIRGINIA 215 the above named election, the following men were chosen members of the Board of Education: William McG. Hall, President; Levi Tucker and Felix Abersole, Commissioners. These men set about immediately to better the conditions of the schools in New Martinsville. They organized graded schools, drafted a course of study, with rules and regulations therefor; they increased the wages of the principal and a part of the teachers. The schools worked under these conditions until 1880. The board's term of office having expired, another election was held in the fall of 1879, at which time the following men were chosen to rep- resent the interests of education: William McG. Hall, President; Levi Tucker, Felix Abersole, P. Rothlesberger and J. B. Burch. The new board began at once to lay plans for the establishment of a High School, and to prepare for the erection of a suitable building, as the one then in use was quite inadequate to the growing demands of the town. The first step taken, was to purchase a suitable location. After some weeks of deliberation, the present school site was purchased. After the location for the building had been secured, the board saw that the school funds were somewhat limited, yet, with the increased levy authorized by the election of 1879, they saw their way clear to take fur- ther steps in the work. They laid the levy to the utmost limit of the building and High School funds, then by skillful management accumulated money in advance. In the spring of 1880, through the aid of the worthy State Superintendent, W. K. Pendleton, plans were adopted and the erec- tion of a school building begun. Again, owing to shortage of funds, the work of construction was delayed, and the building was not completed until sometime during the summer of 1881. On this account the town was without a full term of school during the winter of 1880-1. Prof. D. T. Williams, now principal of Madison school, Wheeling, was chosen the first principal of the new High School ; but owing to the fact that the building was not completed, and that a call came from another place, he resigned the position here for the other work. In the fall of 1881, Mr. A. F. Wilmoth, of Randolph County was chosen principal. He organized the school, and worked by the plan ar- ranged by the first Board of Education. He was ably assisted in his work by a corps of five teachers. Being dissatisfied with the course of study as previously planned, Mr. Wilmoth began the construction of a course of study, having in mind the regular graduation of pupils. This work was completed at the end of the term, and instituted at the begin- ning of the next term. It provided for three years of work in the gram- mar school, and three in the High School. When the pupils had completed this course, they were awarded diplomas of graduation. It took some years to bring the school up to the standard desired. The first class graduated in 1893, and since that time, classes have been regularly grad- uated . The town continued to grow very rapidly, and was fast becoming a thriving little city. The increase in population, also ^brought about an increase in the school population. So rapidly were the schools filling up, 216 HISTORY OF EDUCATION that the building became inadequate to the demand, and plans were made for the erection of a new and more modern building. In the early spring of 1901, the old building was torn down, and the ground broken for the foundation of the present building. The corner-stone was Kid on July 18, 1901, and the building completed in the early summer of 1902. This is a well planned and commodious school building and one of which the people are justly proud. On the first floor are eight class rooms and the principal's office; three stairways lead to the second floor, which contains eight class rooms, a library room and the physical laboratory; on the third floor is a neat little auditorium with a seating capacity of about seven hun- dred. During the year 1905-06, the superintendent, Mr. B. G. Moore, set about to strengthen the High School course by adding another year there- to, thus bringing our schools up to the level with others of the state. The present incumbent has finished the work begun by Mr. Moore, and now a four-year course is in full operation. Owing to the change thus made in the course of study, no class will be graduated at the close of the pres- ent term. There are three young ladies and two young gentlemen in the class of 1908. Since this is a district High School, many boys and girls from the country avail themselves of the opportunity of obtaining an education within its walls. The early prejudices have all been laid aside, and there is now no opposition to the High School. The following persons, many of whom are prominent in our State, have served in the capacity of principal of the school: A. F. Wilmoth, S. Bruce Hall, S. W. Martin, F. Burley, E. E. Umstead, J. N. VanCamp, W. W. Cline, J. M. Skinner, D. W. Shields, B. H. Hall, W. J. Postlethwait, 1900-02; B. G. Moore, 1902-06; P. Y. DeBolt, 1906 . The present Board of Education is composed of the following named gentlemen: E. B. Snodgrass, President; Jacob J. Rothlesberger, Joshua R. Thorn, Commissioners; and Leslie J. Williams, Secretary. Piedmont Public Schools. BY W. H. WAYT, SUPERINTENDENT. The town of Piedmont was founded about the year 1850, springing up very quickly after the arrival of the Baltimore and Ohio railroad. There were, of course, no free schools in either Allegheny county, Mary- land, or in Hampshire county, Virginia, in which Piedmont, lay. Mrs. Jessie Bickford started a private school in her own home in 1852, but it could not stand the competition of the larger school of Mr. Warren across the river, and was soon discontinued. There was no other school of any permanence until 1856, when Miss Annie Ambrose, of New Ham- shire, opened a school in the home of her aunt, Mrs. Bickford, a house then standing on the corner, but now back of the Methodist Episcopal church. The superiority of her methods, and those of Dr. Connor, a SHEPHEBDSTOWN GRADED SCHOOL LIBRARY AND READING ROOM. HIGH SCHOOL, KEYSEB. WEST VIRGINIA 217 graduate of Dickinson College, who started a school for higher studies in Westernport about 1858 or 1859, sounded the knell of the "old field" schoolmasters, who had so long held sway. As an instance of her su- periority to the old regime it may be mentioned that Miss Ambrose brought the best and latest text-books to be had z and especially that she brought the first primary books ever introduced into the community. Mr. Nathaniel Ambrose folowed his sister in the school begun by her, and some persons so much appreciated the opportunity then offered as to take up some such higher work as Latin and algebra. A great many persons either could not or would not send their children to the private schools just referred to; the result was that the attention of the teachers was concentrated upon a few children and these received really excellent in- struction. The influence of the Civil War worked in various ways to break up the private schools, and the history of education throughout that stormy period is almost a blank. Mr. O'Gorman taught about this time, in a school held in a basement of the old Presbyterian church that once stood where the Davis Free School now stands. A Miss Mary Jarbo after- wards Mrs. Carless taught on Piedmont hill, although the dates of this are lacking. Even information concerning the establishment of the public schools, and their history up to a comparatively recent time, can- not be found in any accurate or well-authenticated form; for the official records have been lost. Mineral county was formed late in the sixties. Mr. Thomas P. Adams was elected as the first County Superintendent of Free Schools. He ap- pointed Boards of Education in the various districts. Their task was a hard one. There were neither school houses nor school districts, nor money, nor teachers, nor books. There was no great sentiment in favor of free, schools, but there was a great deal of sentiment against them. For Piedmont District, which was at that time called Mt. Carbon Dis- trict, it seems that the first Board of Education appointed by Mr. Adams was as follows: Wm. Right, President; Emil Nefflin, K. S. Jones, J. T. Blakiston, Jas. A. Burris, all of whom were good friends to popular ed- ucation. Mr. Nefflin later became president of the board and served from his appointment in 18G8 until 1893 in all twenty-five years. One of the first schools after the war was in a building originally a market house, standing where the town hall now stands, which was re- modeled into a school house, and in which Mr. N. M. Ambrose was principal and Mrs. Jennie Nesbit was assistant. The cause of free edu- cation grew in influence and strength; but even the names of principals, teachers, and members of the Board of Education, who by their labors contributed to this growth, are in a great many instances owing to the loss of records above referred to no longer to be found. In 1871 Mr. Nefflin was able to secure an allotment of $300 from the Peabody Fund, which was allowed annually thereafter until the fund was diverted to the support of the State University and other uses by act of the Legisla- ture. It seems that this was the only district of the county that was ever able to secure this Peabody grant. Mr. Wm. O'Gorman referred to above was one of the early principals 213 HISTORY OF EDUCATION of the public schools. He also taught the Beryl school for a long while. Miss Lizzie Russell, who taught in both public and private schools, is worthy to be mentioned here by virtue of her later career. She became a missionary in Japan, and founded there a girls' school, which later developed into a college with branches over the kingdom. May, Wilson, Van Horn, and Purinton, are the names of persons who were principals of the public schools at different times during the seventies. From 1883 till 1887 the position was held by Mr. John Newlon, now of Pruntytown. Mr. David Arnold, now of Elk Garden, followed and held the place one year. Mr. D. W. Shields, from Ohio, held the position one year also, go- ing from here to Keyser, where he remained some years. Mr. R. M. Collins was next principal (1889-1891). He was succeeded by Mr. W. M. Foulk, whose administration of the affairs of the school was for many reasons a notable one. He held the position for twelve years, only re- signing it to take up another responsible and more remunerative position. He is now the efficient Superintendent of the Huntington Schools. C. R. Murray of Ohio, proved himself a worthy successor to Mr. Foulk. Mr. Murray resigned in 1905 to accept a more lucrative position as Principal of the Williamson Schools. The names of what is said to have been the first Board of Education have been given already. The presidents of the board, besides the two there named, have been P. S. Hyde, J. C. Kuhnly, H. C. Thrush, and D. E. Parke, the latter of whom together with Judge John H. Keller and Elza Newcome constitute the Board of Education at present. Among the many citizens who have served on the Board Mr. Henry Right is deserv- ing of mention for long and honerable service. The present secretary is J. T. Parke. The present high standing and splendid condition of the schools bear ample testimony to the fact that the District has had ex- cellent men on the Board of Education; and the present board, to those who are acquainted with it, needs no commendation on the score of faith- ful, diligent, and enlightened devotion to the interest of the public schools. The building referred to before and sometimes known as the Fred- lock school, was for many years the principal school house, another school of two or three rooms called the Adjunct school stood on the west corner opposite where the Davis School now stands. In 1883 the Hill School was built for persons living in that part of the town and the Adjunct school was soon discontinued. The Hill School is now known as the Howard School and is used to accommodate the colored children. The Beryl School is in the same system as the Piedmont schools, all be- ing under the control of the Board of Education of Piedmont District. The building has three rooms and was erected about 1892, the previous building having been destroyed by fire. One of the most notable things in the educational history of Pied- mont was the gift of the Davis Free School building, in 1890, Ex-United States Senator Henry G. Davis, who had lived and done business in the town for twenty-five or thirty years, seeing the need of better education- al facilities and realizing that the town was not in a good condition to raise the money by taxation, built and gave to the town the fine struc- WEST VIRGINIA 219 ture that bears his name, thus giving lasting evidence of his generosity and his interest in the cause of popular education. Since then the schools have moved to a constantly higher standard of usefulness. One of the things accomplished was the establishment of the nine months term. Another was the formation of a four years high school course. In 1905 all schools in the Piedmont Magisterial District, viz. Davis Free School, Beryl School, Hampshire School, and the Howard school, were placed under the management of a Superintendent. Except- ing the Howard school, all the schools have been graded on the same basis and have the same course of study, which covers nine years. Pupils who complete this course are graduated from the gramtoiar school and are admitted without examination to the Piedmont High School. The first commencement of the High School was held in 1892, since then twenty young men and fifty young ladies have finished its course and have gone out to take positions of usefulness in active life. By a constant strengthening of the course of study the High School has been raised to the rank of an accredited school at the State University, which is one of the best possible evidences of the strength and thoroughness of its courses and instruction. Many of the teachers have done long service and all have been faith- ful and efficient. Each one is without doubt working with his fullest powers for the advancement of the pupils, and the interest of the schools and the town at large. It is among the present aims in the management of the Davis Free School to provide it with adequate library facilities. The movement has been but lately begun, but it has the cordial sup- port of the teachers, the school authorities, and the citizens of the town in general, and bids fair to be very successful. There are two hundred and sixty-six pupils enrolled in the Davis Free School at present; one hundred and thirty-nine in the Beryl School; twenty-five in Hampshire school, and ninety-four in the Howard (colored) school. History of the Point Pleasant School. BY MISSES STEINBACH AND MCCULLOCH. When a town was laid off at the Junction of the Ohio and Great Ka- nawha rivers, a lot was given by Thomas Lewis as a site for a school building. On this lot, the present location of Langston School, (colored), a small log building was erected which was used as a school and church. A frame building replaced this at a later date. In 1848 a subscription was raised among the citizens of the town to build a better school house on the same lot. This movement resulted in the erection of a brick struc- ture of two rooms, to which two more were later added. In 1865, when the public school system was established in West Virginia, this subscrip- tion school became one of the district schools of Mason County. By an act of the Legislature, dated February 24, 1887, the Independ- ent School District of Point Pleasant was created out of a part of Lewis 220 HISTORY OF EDUCATION District. To meet the needs of a growing population, two smaller school buildings were erected in the suburbs of the town. These schools were discontinued in 1890, when a progressive board of education, composed of Col. H. R. Howard, Mr. G. W. Tippett, and Capt W. H. Howard, opened to all the white children of Point Pleasant the present school building of eight rooms, library, office, and an extra recitation room for the High School. The building is provided with the exhaust system of hot air heating. In 1897 the nucleus of a library was secured and since 1904 the library, through the energy of the present superintendent and principal and recent boards of education, has been increased to over 500 carefully selected volumes. The books are arranged in sectional book- cases and a record of their use in kept by means of a card system. The office is equipped with a card system for keeping records of the work of both pupils and teachers, and with such modern conveniences as electric lights, telephone, type-writer and duplicator. Within recent years the walls of the school building have been tinted, frescoed, and adorned with a few choice pictures, while the grounds have been improved and beauti- fied with ivy, trees, and beds of flowers. Within the past year an osage hedge has been planted, and imposing steps and broad walks have been constructed of re-enforced concrete. At an early date in the history of the schools provisions were made for a high-school, but the organization was not perfected until 1890. The first class was graduated in 1892. Since that time there have been 77 boys and girls graduated from the High School. In 1897 the High School course was re-arranged and improved by the addition of one year's work. In the same year the entire school was regraded, and at present the course includes 12 years of work; two primary, four intermediate, two grammar, and four high school. The schools are progressive and improv- ing. Within the last few years the graduates of the High School have been admitted to West Point, and with slight conditions, to the freshman class of the State University. The teachers are interested in their work and are ambitious to im- prove the conditions of the schools. They are pursuing the Teachers' Reading Course prescribed by State Superintendent Miller, and avail themselves of the special teachers' library of about thirty volumes which the present progressive Board of Education has provided for their use. For the following list of principals we are indebted to Miss L. A. Gilmore, who has devoted her life to the work of education in Point Pleasant Point Pleasant Public School organized in September, 1865. Principal during the term of: 1865-66, Mr. A. Stevens. 1866 - 07, Mr. Haight. 1867-68, Mr. A. Stevens. 1868 - 70, Mr. D. P. Guthrie. 1870-73, Mr. W. J. Kenney. 1873-74, Mr. D. P. Guthrie. 1874 - 75, Mr. H. G. Nease. WEST VIRGINIA 221 1875-77, Mr. W. J. Kenney. 1877 - 78, Rev. W. E. Hill. 1878 - 80, Mr. W. J. Kenney. 1880 - 81, Mr. R. E. Mitchell. 1881-84, Mr. W. J. Kenney. 1884-87, Mr. J. E. Seller. 1887-95, Mr. W. J. Kenney. 1895-97, Mr. M. Bowers. 1897-02, Mr. R. A. Riggs. 1902-03, Mr. L. S. Echols. 1903 - 07, Mr. Peter H. Steenbergen. The Ravenswood Schools. BY W. L. MCCOWAN, PRINCIPAL. Before the Free School System was authorized by the Legislature of West Virginia, the schools of Ravenswood were subscription schools. The first school house within the present corporate limits of the town was a log cabin erected early in the 40's by Ephriam Wells. In this the youth of Ravenswood were instructed until the accommodations were inadequate. New quarters were then secured in the Old Institute, a building used for a town hall and religious purposes, which stood opposite the Baltimore and Ohio railroad depot. This school prospered for many years and de- veloped educational thought and sentiment in the town. In 1858 W. P. Harmon, of New York, came to Ravenswood. Seeing the interest taken in education, he built an academy. This school, known as Union Academy, opened with two teachers in 1859. At the breaking out of the Civil War, Mr. Harmon enlisted as a soldier, but his Academy flourished until after the war. When the Free School System was authorized in 1864, Ravenswood was in Gilmore township. The Board of Education of this township purchased the Academy building from Mr. Harmon, and, in 1864, opened the first free school in the town. From this time until 1887, the Academy was used as a free school. By an act of the Legislature of West Virginia in 1870, the town of Ravenswood and the tract of two thousand four hundred and forty acres of land granted to George Washington, on which the town is located, was made an independent school district. With the advantages of an in- dependent district, Ravenswood made rapid strides along educational lines. As the population increased, the old Academy building became in- adaquate for the number of pupils, and a levy was begun early in the 80's looking towards the erection of a new school building. In 1887 the present artistic and commodious building of which Ravenswood is justly proud was erected. The School Board was then composed of G. W. Long, E. W. Brown and J. F. Stone. E. W. Wells, of Wheeling, was the archi- 222 HISTORY OF EDUCATION tect. The building alone cost $13,700. The school property, including grounds, buildings, furniture, heaters, etc., cost the district about $20,000. In 1887, school was opened in the new building, the old Academy having been sold. Since the erection of the new building, the following principals have been in charge: C. E. Keys with three assistants, 1887; Cora Manuel with five assistants, 1888-9; J. W. Watson with five assist- ants, 1890; L. W. Philson with six assistants, 1891; W. L. McCowan with six, seven and eight assistants, 1892-1900; C. H. Ebers with eight assist- ants, 1901-1905; W. L. McCowan with eight assistants, 1905. In 1890 the Board of Education adopted a graded course of study for the Ravenswood scnools, concluding with a two years High School course. In 1898 the High School course was developed under the administration of Principal W. L. McCowan. During his administration the standard of the schools was raised and their influence extended: In 1901 Principal McCowan resigned and C. H. Ebers, a graduate of the State University, was elected his successor. Under his administra- tion the course of study was again revised. The entire course now covers a period of twelve years; concluding with four years high school work. This course is practical and thorough. It compares favorably with the best schools in the State. The high standard of the Ravenswood schools is the means of bringing many influential families to Ravenswood to re- ceive the advantage of her school system. The High School course is strengthened in some parts every year. The subjects of study are so graded and corrected that the work in each grade prepares the student to do that in the next higher. Thorough work is required in order that the standard for the high school subjects may be attained. The Ravenswood High School, when its present course is worked out in detail, will admit those who complete it to the freshman class of the State University. Since the adoption of the High School course over 50 young men and women have finished the course and are now filling responsible and useful positions in society. The High School is a benefit to the town in many ways. It is the most democratic of all institutions. It offers to the poor and rich on equal terms a culture which will adorn and ennoble any situation in life. Besides, the High School gives tone and efficiency to the lower grades and offers that inspiration which is needed to retain pupils in school. Finally, the teaching force in a graded system of public instruc- tion is most efficiently recruited from the High School. Hie Richwood Schools. BY W. B. GBOSE. At the beginning of the year 1900 the site of the present town of Richwood was known as Cherry Tree Bottoms and was inhabited by only three families. These were surrounded by a vast stretch of virgin forest which contained almost every variety of timber known to our state. WEST VIRGINIA 223 The hills and valleys abounded in large game and was a favorite re- sort for sportsmen from far and near. But the past six years has wit- nessed a transformation truly wonderful. In August 1900, the Cherry River Boom and Lumber Company be- gan the erection of their extensive plant. In less than one year the mill was in operation furnishing employment to more than one thousand men. Then began a boom which rivals the typical western town. During the year 1901, the Dodge Clothespin Factory was removed from Duhring, Pa., to Richwood. The same year a Tannery Plant was begun. In the summer of 1905 the buildings of the Cherry River Paper Co. were com- pleted and soon after the paper mill began operations. The establish- ment of these factories brought immigrants from all parts of America making a truly cosmopolitan population. The town was incorporated in 1901 and the first school was taught during the winter of 1901-2 in a two-room building furnished by the Lum- ber Company. E. E. Deitz, who was chosen as the first mayor of the town, and who is now president of the Board of Education of the Inde- pendent District, was the principal. The accommodations being insuffi- cient the Board of Education of Beaver District assisted by the town erected a frame building consisting of five rooms. Only three of these rooms were used during the ensuing winter of 1902-3. The movement for an Independent District was begun in the latter part of 1902. The Legislature of 1903 passed the bill creating the Inde- pendent District of Richwood and when placed before the voters of Beaver District received the endorsement of the people. But the Board of Edu- cation contested the issue on a legal technicality. The Circuit Court gave a decision in favor of the Independent District and was sustained by the Supreme Court of' Appeals. In the meantime a graded" school was established in the new building with Rev. E. E. Paterson as principal for the year 1902-3. The following year Miss Syd Amick was elected principal. She being ably assisted by Misses Clara Cronin and Mary Cronin. S. F. Richardson was principal for the year 1904-05. The district paid the minimum salary and it was only by liberal donations of public spirited citizens that teachers could be secured. The building was entirely inadequate and at one time the rooms became so badly crowded that the trustees were compelled to resort to the novel expedient of dividing the school population into two sections and allowing one section to attend the morning session and the other in the afternoon. The difficulties which confronted the teachers may be easily imagined. The first Board of Education for the Independent District was elected in April, 1905, and was composed of the following gentlemen: A. A. Wil- liams, President; Dr. Jas. McClung, S. T. Knapp, J. H. Watson, L. C. Wil- liams, Commissioners. L. T. Eddy was chosen Secretary. In the fall of the same year two, two -room buildings were erected, one in South Richwood and the other in the section of the town known as Tannerytown. Frank R. Yoke was elected superintendent and with a corps of highly capable assistants began the work of reorganizing and 224 HISTOEY OF EDUCATION regarding the schools of the Independent District. Their success is at- tested by the fact that each teacher who presented an application was re-elected for the ensuing year. The continued rapid increase in population necessitated more room and an increased teaching force, so the Board of Education recently added two commodious rooms to the main building, making eight rooms in all, and two new rooms to the building in South Richwood. The Independent District includes three one-room buildings outside the corporate limits of the town one of which has just been completed. The school population was 715 according to the last enumeration, and notwithstanding the greatly increased capacity of the buildings, some of the rooms are crowded, and if the Compulsory School Law were enforced more room would be a necessity. The district now has seven months school and employs seventeen teachers, paying the superintendent $100 per month, first assistant $75, first grades $45, and second grades $40. The town is in a prosperous condition and the people give the schools liberal support, cheerfully paying the highest levy laid in the county for school purposes. The Board of Education is composed of men identified with the business and educational interests of the town. The secretary and three of their members have been successful teachers in the public schools of the State. The present condition of the school is excellent. The attendance is regular, the grading more thorough and systematic, the teachers mani- fest a progressive spirit, and general interest and harmony prevail. The course of instruction includes two years High School work in addition to the common branches. A collection of about 300 volumes of choice lit- erature serves as the nucleus for a library. A number of new books have been added since the beginning of the present term. Ronceverte Public Schools. BY EX-PBIXCIPAL H. W. BAECLAY. The first District School in Ronceverte was established in the year 1875. A frame school house containing one large room was built from the district funds. This house is still standing and is situated on Greenbrier avenue near the back road to Lewisburg. It is now occupied by a respec- table colored man named Dick Williams. The school at first numbered about 25 pupils and was taught by Mr. Erwin Beckner for a year. He was followed by Mr. Jno. T. Cribbins and Mr. Keys Nelson. About 1882 the school had outgrown its quarters, and a part of it moved into the two room brick building, corner of Greenbrier avenue and Pine street, now owned and occupied by Mayor S. R. Patton. The principals in order were: Miss Ella Krebs, Rufus D. Alderson, MANNIXGTON DISTRICT HIGH SCHOOL WEST LIBERTY NORMAL SCHOOL ,- WEST VIRGINIA 225 1883; A. P. Farley, 1884; L. J. Williams, 1885-86, and Rev. Walter S. Anderson, 1887. As the number of pupils increased, teachers were added until in 1884 there were four teachers. On Nov. 22, of the same year, the Board of Education accepted the Ronceverte school house built by Contractor D. H. Foglesong at a cost of $800. This was the two story frame addition immediately in the rear of the brick school house. After this change was made the original district school house was occupied for a short time by a colored school. Owing to a defect in the title to the lot upon which the building stood, the Board of Education finally lost control of this property. The present two story building in which the colored school is taught was built in 1887 by Contractor D. C. Howard. In 1885 Ronceverte became an incorporated town. THE GBADED SCHOOL. Another step forward in education was taken by the Board, when, in 1888, they elected a principal at an increased salary and three assistants, over whom he should have authority, and ordered that the school should be graded in accordance with the Public School Manual. Of the Graded School Rev. Max Parr was the first principal. He was succeeded by Miss C. Betts, 1889, Mr. Wm. Hayes, 1890, and Mr. G. D. Shreckhise, 1891-93. The population of the town increased very rapidly from 1888 to- 1890 and the need of a building large enough to accommodate the chil- dren of the town became apparent. The Board of Education desired a. suitable site for tne new school building and, after due deliberation and much discussion, the town authorities presented for this purpose lots numbers 69, 71, 73, 75, 76 and 77, as per plan of the town of Ronceverte. The contract for a large three-story brick building was let to Messrs. Dris- col & Peters July 16, 1892, but the work was not completed until the session of 1894. The Graded School was then moved to its new quarters. Mr. Wn M. Boal was the principal in charge. He was succeeded the next session V 1895) by Mr. Elmer Leach. During Mr. Leach's administration, in 1896, by a vote of the people of the district, the Graded School was made a High School and the course of study extended. Mr. Leach was succeeded in 1897 by Mr. H. W. Barclay, and he was followed in 1904, by H. F. Fleshman, who was made superintendent of the three schools of Ronceverte. The High School building is a three story brick structure, 70 feet square, and contains ten recitation rooms and on the 2nd floor a hall for general school exercises. It has high ceilings, good ventilation, water and steam heat. Beautiful for situation, the pride of the growing city, the High School building is the first object of interest that attracts the attention of the passing stranger. It crowns a high hill immediately north of the town, overlooks it, and is surrounded by a grove of ancient oaks and pines. 226 HISTORY OF EDUCATION The course of instruction offered to the pupils of the district covers a period of 12 years, 8 in the elementary course and 4 in the High School. Since 1875, the following gentlemen have served terms as school com- missioners of Fort Spring District, viz: Oliver Curry, Ben Hurxthal, Fleming Duncan, D. W. Weaver, Lewellyn Davis, Robert C. Rodes, S. R. Patton E. P. Staley and J. Robertson. The Board of Education at this date (1906) consists of A. B. C. Bray, President; Howard Templeton and W. H. Hanger, Commissioners. Salem Public School. BY WALTER BARNES, SUPERINTENDENT. Salem, though one of the oldest settlements in the central part of West Virginia, has been a mere village through nearly all its existence. Not until the latter part of the last decade of the nineteenth century, when petroleum and natural gas in great quantities were discovered near the town, did Salem experience anything but the peace and quietness her name implies. But then in a few months the sleepy hamlet was trans- formed into a busy little city, noted through the State for its enterprise and thrift. These few facts explain the history of the Salem public school. The school district was created in 1871. In 1877 and 1878 two sec- tions of this district withdrew, depriving Salem district of a school build- ing. In 1881 a two-story frame structure was erected, though the four rooms were not all occupied until 1887. From that time until the dis- covery of petroleum the school had an existence so peaceful and unevent- ful that nothing of that period need here be mentioned. In 1899 two rooms were added to the house built in 1881. But this was not sufficient to provide for the larger number of pupils then seek- ing admission, so in 1902-3 a new building was erected and the old one sold. Moreover, in the same year a one-room frame building was built in the western part of Salem, another room being added in 1906. The main school building, which is located on an elevation in the central part of town, is constructed of brick and stone and finished in hard wood. It is two stories in height and contains eight class rooms with cloak room, one laboratory room and one library room, besides a basement story. The school is tolerably well supplied with dictionaries, maps, charts, and apparatus for teaching physics. The library contains five hundred and thirty volumes, selected with reference to all the grades. School furniture is being supplied constantly, and a piano will be pur- chased in the near future. Eleven teachers are employed at present in the two buildings. Sal- aries have been advancing with the growth of the school, and have brought, needless to state, better teachers. WEST VIRGINIA 227 Since 1890 the school has been graded. In 1903 the High School was created covering three years' work. This has now an enrollment of thirty-three, twelve of whom are in the graduating class. The course open to the youth of the district through the eight grades and High School comprises the following: reading, language, grammar, composi- tion, rhetoric, literature, spelling, numbers, arithmetic, book-keeping, al- gebra, geometry, nature study, geography, history (West Virginia, Ameri- can, universal) physiology, physical geography, botany, physics, Latin, (three years) writing, drawing, music. The school term until 1905 was six months in length, but that year it was increased to eight. The enumeration for the year 1905-6 shows more than six hundred youths of school age residing within the dis- trict. Sistersville Public Schools. BY MISS ANNA N. ELLIOTT, PRINCIPAL OF THE HIGH SCHOOL. No town in the State has, in the last decade, made more rapid pro- gress along material lines than Sistersville. Situated, as it is in the heart of a great oil field, its population has increased one thousand per- cent since 1890, and its wealth many times as much. But while the progress in industrial and financial affairs has been marked, its educa- tional interests have not been allowed to suffer and the public schools of the city rank, to-day, with those of the old established towns of the State. In 1891, the schools occupied a four- room brick building on Main street. The rapid increase of population following the discovery of oil, in 1891-2, filled this building to over-flowing. Temporary accommoda- tion was made for the increased enrollment; and in 1896 a new and mod- ern building was erected at a cost of forty-five thousand dollars. This is a three-story edifice containing thirteen rooms, a high school assem- bly room, a library, Superintendent's office, three high school recitation rooms, and an auditorium with a seating capacity of six hundred. Slate black-boards, single seats, water, gas and electric lights, make it thoroughly up-to-date in every respect. In 1899 a four-room frame building was erected on the South Side to accommodate the primary pupils in that part of town. In 1905, Sistersville was made an independent school district, and in 1906, the citizens of the district voted in favor of a new school building to be used for high school purposes. This building, now in progress of construction, is of terra cotta brick, trimmed with Cleveland stone. When completed, it will contain fifteen rooms, besides an assembly hall seating one hundred and fifty. Laboratories will be specially equipped for teach- ing Physics and Chemistry. The structure will be heated and ventilated by the double-fan system; water and electric light will be found in each room. A commodious room on the first floor will contain the library. A campus of more than four acres surrounds the building. A portion 228 HISTORY OF EDUCATION of this will be used as an athletic field, the remaining portion will be planted in trees and shrubbery, and when an attractive and substantial iron fence is made to surround these grounds, they will be among the most beautiful in the State. The Library began in 1897, with fifty volumes, donated by the friends of the school. Since then the book shelves have filled rapidly and to-day, the Library numbers two thousand volumes, embracing, history, biography, poetry, fiction and reference. Within the last year the Library has been thrown open to the public, and a special librarian employed. Through the liberality of the Board of Education the school is sup- plied with apparatus second to none in the State. The value of the ap- paratus in the High School laboratory alone, is about one thousand dol- lars. The course of study embraces three years primary, four years intermediate, and one year grammar work below the High School. While many schools make the High School the main object, and bend all energy to preparing for that, the aim of the Superintendent and teachers in the Sistersville schools, is to fit a child for life if he should never enter the High School. The primary department is in charge of a primary supervisor, who does no teaching, but plans for the work and gives instruction to the primary teachers. The intermediate and grammar grades are under the direct super- vision of the Superintendent, himself. He keeps in close touch with this work, and is endeavoring to make the course in these grades most thorough and efficient. The High School offers two complete courses of study. The Latin- scientific is a four-year course preparatory to college work. Four years of Latin, two years of German, three years of science, four years of mathe- matics are embraced in this. The English course offers book-keeping, chemistry, and additional work in English as a substitute for Latin. The departmental system is carried out in the High School, and is giving complete satisfaction. The enrollment is higher than it has ever been. The discipline of the school is firm and wisely administered. Each teacher is held responsible for the discipline in her own room, and her success as a teacher is gauged largely by her ability to control her pu- pils without the assistance of the Superintendent. All cases of subordi- nation beyond the control of the teacher are referred to the Superintend- ent, when the offender is dealt with in a kind but effective manner. Cor- poral punishment is a last resort, and is administered very rarely. Teachers are elected annually, but a teacher who gives satisfaction may rest assured of re-election. Leave of absence to attend lectures or to carry on work in some higher institution, is frequently granted. This, as well as the scale of salaries, testify to the liberality of the school board. The present board of education consists of J. H. Strickling, pres., Dr. James R. Stathers, and J. Fred Neil; all are public spirited men and WEST VIRGINIA 229 devote a large amount of time to furthering the interests of the school. Mr. J. D. Garrison is Superintendent of the schools, assisted by Miss Anna X. Elliott, Principal of the High School, and Mrs. Harriet Lyon, Supervisor of the Primary Department. Music and drawing are in charge of a special teacher, Miss Mary L. Peck of Oberlin, Ohio. Shepherdstown Graded School. BY F. A. BYEBLY, PRINCIPAL. "Jefferson County was the first county in the State to establish the Free School System, and one of the first schools in the county was estab- lished at Shepherdstown. About 1846 or 1847 the town was divided into two districts known as Shepherd and Potomac, and a school located in each. "In 1881 the patrons desired the establishment of a graded school." A building was secured for tnat purpose oy the united action of the Boards of Education authorizing "the Hon. George M. Beltzhoover to purchase the old stone structure which had served as a jail while the county seat was here." After remodeling and furnishing the jail the graded school was opened in the autumn of 1881. The first principal was T. Wilmer Lati- mer, and his assistants were Ada M. Harp, Annie E. Fawcett and Ella M. Kelsey. The latter is still a teacher in the school, now having charge of the sixth grade. The enrollment the first session was 170; in 1905 and 190G it was 248. The graded school curriculum is completed in eight sessions, and each grade has its own teachers. George W. Banks served as principal from 1884 to 1892. Walter R. Hill was then elected and was in charge one session. His successor was Charles T. Smootz who continued in service until 1905, when the present incumbent assumed control. All matter quoted in this article is taken from the report of Mr. Smootz. Mrs. Ida H. Neill, now first assistant, has been an instructor in the school for fourteen sessions. Departmental work is done in reading, geography, history, English grammar and arithmetic. This begins with the fourth grade, and each specialist passes from room to room to hear recitations. Our library contains about 500 volumes of well-chosen books, papers and magazines for teachers and pupils. At stated times, a dozen pupils are allowed to use the library as a reading room, a teacher always being present on such occasions. The first Board of Education for the Graded School consisted of Joseph McMurran, President; C. M. Folk, Jacob Kephart, Commissioners; R. S. M. Hoffman, Secretary. The present one is E. H. Rinehart, Pres- ident; R. T. Banks, W. E. Herr, Commissioners, Harrison Schley, Secre- tary. Our commodious, convenient and comfortable building contains ten rooms, and is one of the best in the Eastern Panhandle. 230 HISTORY OF EDUCATION Shinnston Public School. BY E. A. ALLEN. Among the first schools of this town was one taught in 1840 by A. J. Swaine. The funds to conduct it were raised by subscription and the term was three months. The summer term was taught in an old ware- house, which was used for storing grain. In winter it was held in an old Union Church, then transferred back to the warehouse during the summer. From 1842 to 1850 several different teachers instructed the youth of Shinnston, practicing upon them their different modes of dis- cipline. In 1850 the first school building was erected) and was called Sunny Hall. This hall still stands but there has been an addition made to the front. The funds were raised by a Mr. Smith who was the largest stock- holder and who was commonly known as "Extra Billy." He also super- vised its construction and taught the first session of school in it. The upper floor was used by the sons of Temperance who afterwards bought the building. It is now owned by Mrs. Augusta Wyatt. In 1855 Dr. Emery Strickler came to Shinnston and taught success- fully for seven years. He went among the patrons with an article of agreement after which he went before the County Commissioners with a list of those entitled to the Indigent Fund. Only the very poor took advantage of this fund as it subjected their children to taunts from their schoolmates. The next school building was the Town Hall. It was commenced by subscription, roofed and enclosed when the Civil War came. It was used by the Home Guards during the war and sold to the District School Board about the close of the war. Wiliam B. Wilkinson taught the first school in it in 1866. It was sold to L. J. Rowand in 1894. On the first Monday in December, 1895, school was opened by A. H. Clark in the beautiful new building on the hill, which is the pride of Shinnston. It is a modern 'two-story brick building containing six rooms and a High School annex containing two rooms and a chapel hall. All the rooms are light and airy. At the last election the proposition to establish a High School was submitted to the voters of Clay District and carried by a large majority. This High School is to occupy part of the Shinnston school building. The Board of Education is composed of Allison Robinson, C. H. Higinbotham and M. E. Pigott, whose intention is to make this a standard High School. Methods of government and teaching have kept pace with the im- provement in buildings until Shinnston possesses a good graded school. We hope to see Clay District possess one of the best District High Schools in the State. WEST VIRGINIA 231 St. Albans Public Schools. BY PRINCIPAL CHARLES E. HEDRICK. St. Albans, for many years, has been struggling fdr a good school system. This was hindered at first by the presence and popularity of private schools and tutors in families. Mr. John Porter, of Boston, taught a private school in the early 40's. Soon afterwards Rev. T. B. Nash, rector of St. Mark's Episcopal Church, opened at the rectory a school made up of the most prominent young men of the community. Dr. Thompson and Arthur Fox were the first public school teachers at St. Albans. For some time the free school was small owing to a preference, by many, for the good private schools. Mrs. M. M. Thompson and Mrs. S. L. Cato were the first teachers to arouse interest in the primary department. From this beginning the interest grew until the school was on a good basis. The town can now boast of a splendid brick building which cost over $10,000. It is heated by steam and has. a good basement, which is used for an eating room and play room. High school work was begun in the fall of 1906. The course at present covers two years. Prospects are bright here for a prosperous town and a successful school. The Board of Trade and the Board of Education are both taking great interest in school work. They have promised the people a new building next year. Historical Sketch of Spencer School. BY W. S. MORRIS, PRINCIPAL. In the session of the Legislature of 1873, H. T. Hughes, the Delegate from Roane County, introduced a bill and secured its passage, to create an Independent School District out of a certain irregular boundary of 1000 acres lying in and adjacent to the Town of Spencer. The log building of one room which was used for school purposes prior to the year 1873 was now utilized for the same purposes by the In- dependent District till 1874. At this time, the Board of Education pur- chased one-half acre of land on the north side of Main street and erected a frame building of one room. In 1877 an addition of one room was constructed, and two teachers were employed. This building being destroyed by fire in 1887, the M. E. Church prop- erty was used for a school building, 1887-8. In the summer of 1888, a three-room school building was erected. This building was consumed by fire in 1896. In 1895 the Legislature authorized the Board of Education of this district to hold an election to provide for a bond issue of $10,000. The bond election was held and the result was favorable. From the proceeds of the bond issue and the sale of old school lot, 232 HISTORY OF EDUCATION the Board purchased a two-acre lot, situated upon a rolling eminence and covered with native forest. Upon this lot was erected a modern two- story brick building of six rooms. Four rooms were furnished for im- mediate use in 189G, and the other two rooms in 1898. In 1902 an ad- dition of two rooms was built; one room was furnished for use the same year, the other was fitted and furnished for the high school department in 1905. A High School course of two years was prepared by W. S. Morris, and the same was adopted by the Board of Education August 20, 1906. The whole enrollment of the school for 190G-7 is 437; the enumeration is about 600. The Board of Education is composed of men who have the interest of the children and community at heart. The members of the board are: Orville McMillan, President; P. C. Adams and R. H. Beckley, Commis- sioners. The school is enjoying a high degree of success under supervision of Prin. W. S. Morris, B. A., aided by his seven assistants. Sutton Public Schools. BY J. H. PATTERSON, PRINCIPAL. In 1866 T. J. Berry and his wife, a finely educated woman, came to Sutton and were the pioneers in educational work. They taught the pub- lic school and after the short term was ended, kept private school the remainder of the year so that school was almost continuous in Sutton. For a long time the sessions were held in the court house, a small frame building which also did duty as a church, a lyceum and a meeting place for the people whenever it was necessary or convenient for them to meet. This building is now the residence of the jailer and will be until -the new jail is completed when it will be removed or destroyed. About 1890 the building now in use was erected. It is a house set upon a hill; but in seeming contradiction to the Scriptures is almost hid. The new building to be occupied in September is near the old one. It has ten school rooms, a fine auditorium and ample space for laboratories in the basement. There will be water in every room, and also gas lights for dark days. The progress of the schools has been rapid in the last few years. Under the principalship of E. B. Carlin, Roy Waugh and C. A. Bond the schools were well graded, a high school established and a library begun. The library now contains nearly five hundred volumes well selected and much used. The high school has at present a three year course. In the three classes are enrolled nearly fifty pupils. The class of 1907 consists of three young men and six young women, several of whom are preparing for college. The Sutton schools are rich in prospects. The new building will be an inspiration to patrons, pupils and teachers. Higher salaries and longer NEW BUILDING AT ELM GROVE ADMINISTRATION BUILDING, REFORM SCHOOL, PRUNTYTOWN WEST VIRGINIA 233 terms will attract the best teachers, so the best work can be done. The grades are full, too full for best results; but in another year there will be room for all. The High School is even now attracting good people from the country who move to town to give their children an education. It is hoped that another year may soon be added to the course so that it may rank in scope and efficiency with any in the State. Thomas Public Schools. BY PRINCIPAL T. NUTTER. The first school established in Thomas was in the fall of 1886. At this time and for four years afterwards, no school building was owned by the district, but rooms were rented wherever they could be most con- veniently secured. The teachers during this period, in order of their service, were Mr. Hampton Werner, Miss Lily McNemar, Miss May Hep- burn and Mr. C. O. Strieby. In the fall of 1890, under the direction of Dr. O. H. Hoffman, Presi- dent of the Board of Education, a two-room school building being a part of the present Central School Building, was erected and two teach- ers were then employed, Mr. A. M. Cunningham being principal. To meet the needs of a growing population, a wing, consisting of two rooms, was added in 1895, and a like addition was made in 1898. Five years later, the school becoming crowded again, a one-room building ws erected in North Thomas, and the old M. E. Church South in South Thomas, was converted into a school house; these two buildings being now used for the accommodation of primary pupils. Within the last two and a half years many improvements have been made, and the Central School building, as it now stands, consists of six large rooms and a handsome office, besides the halls and basement. It is steam heated, electric lighted, fitted with a system of electric bells, plumbed for water and surrounded by a good iron fence. Shade trees have been planted in all three grounds, and in a short time will add much to their attractiveness. In the fall of 1904, under the supervision of the Principal, Mr. T. Nutter, the grade work was divided into eight years and the High School course arranged to cover three years. It is to the credit of all concerned that after the first three years, Thomas has had eight months school, and that since 1893 free text books have been furnished. The school is well supplied with apparatus, and assisted with a small appropriation by the Board of Education, but largely through the efforts of teachers and pupils, a good library has been added. At present the schools, including the colored one-room school, which was established some years since, enroll 459 pupils and employ nine teachers. 234 HISTOEY OF EDUCATION PRINCIPALS OF THE THOMAS SCHOOLS. A. M. Cunningham, 1890. Eugene Myers, 1891. Elmer Bowers, 189^2. S. H. McLane, 1893. Miss Lily Elliott, 1894. A. E. Michael, 1895-1898. F. F. Farnsworth, 1898. A. E. Michael, 1899-1904. T. Nutter, 1904 to date. Wellsburg Public Schools. BY SUPERINTENDENT R. A. RIGGS. The town of Wellsburg was established by Legislative enactment December 7, 1791, and named Charlestown after Charles Prather. Brooke county was formed from Ohio county November 30, 1796, and Charlestown was the seat of justice. December 27, 1816, the name was changed to Wellsburg in honor of Alexander Wells who married the only daughter of Chas. Prather, and to avoid confusion with Charles Town in Jefferson county. Brooke Academy was incorporated January 10, 1799, Jefferson Semi- nery 1835 and Wellsburg Female Academy, 1851. School was kept in the council chamber over the Old Market House as early as 1844. Some of the pioneer pedagogues who taught in these schools did a grand work but they are known to-day only by tradition. Adaline Doddridge, daughter of Congressman Doddridge; Margaret Moore, James Crawford, Samuel Nesbit, an able minister of the M. E. Church; Samuel Thompkins, a clergyman of the Church of England; Peter Grant, Joseph Nay lor, Wil- liam Patton and John M. Bell are the names of teachers who moulded pub- lic opinion and laid the foundation for the Free School System that was adopted in 1864 by the Legislature of the New State of West Vir- ginia. The sessions of the Free School were held in the Seminary until January, 1869. At this time a three story brick 'building was completed and the school moved into it. This building is still in use and shows that our fathers built wisely and well. The first Board of Education con- sisted of G. W. Caldwell, President; Joseph Applegate and Joseph B. Harding, Commissioners, and Henry E. Shearer, Secretary. Col. M. Wells was elected principal and he had four assistants. The Wellsburg Independent District was established in 1867. The law creating it was amended in 1881 and again in 1895. At the present time the Board of Education consists of John L. Douglas, President; Geo. L. Caldwell and E. A. Sheets, Secretary. We have four buildings and nineteen teachers. There are 1,400 pupils enumerated and 900 en- rolled. At present the rooms are crowded and new pupils are coming in dailv. WEST VIRGINIA 235 255 pupils have graduated from the school since its beginning. The first class consisted of two members; in the class of 1906 there were twenty-one. The present enrollment of the High School is 80, fourteen of whom are of the senior grade. The course of study is laid out on the twelve-year basis. The aim is to build character and give an incentive to get the best out of life. We want our boys and girls to be practical whether they go to college, the shop or the home. The object of the Public School is to reach the masses to get to the homes, to make better citizens and thereby a more stable gov- ernment. With a progressive, intelligent Board of Education and a corps of experienced and educated teachers, our Public Schools, the hope and pride of our city, will take no backward step but march steadily on to- ward the ideal. Weston Public Schools. The records of the Weston schools having been lost or destroyed, the only source from which to obtain information concerning the schools, down to about the year 1888, is the memory of those who resided in Wes- ton during the early periods of the town's history, and even they can not recall the various changes in government and the succession of prin- cipals and members of the Boards of Education. Many pay schools were taught in Weston before the Free School System was established in 18G3. Prof. John Kierans, James O'Hara, Professor Seaman, Adelaide Bailey, George Duvall, Father Burke and Prof. John Murray, each taught one or more terms in the basement of the old Catholic church on the hill, perhaps on the lot where Hon. Robert L. Eland's palatial residence now stands overlooking the entire central portion of the town of Weston. About the year 1870, before the brick school houses were built in Weston, Prof. D. B. Whitman, assisted by E. J. Wilson and Misses Barnes, Hall, and Hamilton, taught for a short time in what is known as the Ross property on lower Main street, then owned by the Board of Education; Mr. Samuel Steele also taught a few terms of school in that building. His assistant teachers were Miss Mary Hamilton, afterward the wife of Hon. R. G. Linn, Miss Mary Spaulding, and Miss Ella Hall. Next in order of succession was George W. Crook who taught in the McBride building near the corner of Second and Center streets, and also in the King House opposite the Protestant Episcopal Church. Misses Hall and Hamilton were his assistant teachers. This school taught in the summer of 1868, was the first free school ever taught in Weston. Captain Crook was identified with the school work of Lewis County for many years as teacher and County Superintendent, and he represented the county of Lewis one term in the West Virginia Legislature. Prof. George Crookes taught several terms .of school in Weston, per- haps in the McBride building, the King house, and in the old Plant house in Germany, in the eastern portion of the town. About the year 1867 Robert C. Arbuckle taught in the Methodist Protestant Church, the 236 HISTORY OF EDUCATION property now owned by Judge Linn Brannon. For a short time during the war this building was used as a soldiers' hospital. In 1S54-5 John Kierans undertook to erect a brick school house at the corner of Court and Third streets. He succeeded so far as to com- plete one or two rooms in which William Kenney taught a few terms of school. William Kenny was afterward a Chaplain in the Confederate army, and about the year 187G-7 he was a member of the state examining board and served as such with State Superintendent Benjamin W. Byrne. During an interval of delay caused, perhaps, by lack of funds, that por- tion of the building already completed by Mr. Kierans, was rented to a man by the name of Stazel as a dwelling house . Unfortunately, however, while he occupied it with his family the walls collapsed, the building fell to the ground, and Mrs. Stazel and one child were badly hurt. The Board of Education acquired title to lots 15 and 16, on which the two brick school houses are located, by deed from J. M. Bennett, dated August 15, 1871, and in 1873 an eight-room brick house was erected by P. M. Hale; this structure is yet the best school house in the district. Dr. Loyal Young, a Presbyterian minister, taught the first school in the Hale building, and Edwin S. Bland succeeded him as principal. Professor Crippin and H. H. Clark also taught in that building. Mrs. Amy Higsby was one of Professor Clark's most efficient teachers. In 1876 Louis Bennett was elected principal for the next school year. His term as principal was one of the best in the history of the school; but having higher aspirations than teaching, he resigned and entered upon other work; he was succeeded by his first assistant, James Peterson, who was also an excellent teacher and a good disciplinarian. In 1881-2 Prof. J. E. Connelly became principal of the schools. One of his most successful assistant teachers was Mrs. Mary Bland, the moth- er of Hon. Robert L. Bland, member of the West Virginia Legislature in 1906-7, and of Linn Bland, assitant cashier of the Citizens Bank of Wes- ton in 1907. .Mrs. Bland taught fifteen consecutive terms, and no teacher was more highly respected or better loved. Other prominent educators who succeeded to the principalship were H. G. Lawson, Meigs Bland, T. W. Hale, Dr. George Edmiston, J. W. Bon- ner and J. E. Galford. Mr. Bonner's assistants in 1900 were, J. E. Con- nelly, Mrs. Mary Bland, Mrs. E, B. Arbuckle, and Misses Mary Tierney, Opal Oliver and Lucy Lockhart. Mr. Galford was a graduate of the West Virginia University and was thus admirably equipped for the work. He was also a graduate of the law department of that institution, and after serving only one year as principal, he engaged in the active work of the legal profession with as bright prospects, perhaps, as any young lawyer who ever practiced at the Weston Bar; but Father Time called him from earth to his greater reward in the life beyond. Prof. F. L. Burdette succeeded Mr. Galford as principal and later was made superintendent. During his administration many important changes were made in the course of instruction. Another building known as the "Annex" was erected in 1885-6, and additional teachers were employed. Thomas I. Cummings, who has since become one of the successful law- yers at the Weston Bar, was appointed first assistant. Perry G. Alfreu, WEST VIRGINIA 237 who in those days was one of Lewis county's most successful teachers, also taught for a time as first assistant in the Weston schools. At that time the superintendent received $100.00 per month, and the first assist- ant received from $50.00 to $60.00, while the primary teachers received $30.00. Mrs. Alice Young who taught so successfully for twelve or more years in the "baby room," received a few dollars more during part of the time. Mrs. Young served so long and so faithfully in the first pri- mary room that, when in 1904 the death angel summoned her, there was sadness and sorrow in every home in the district. In the year 1895, while N. B. Newlon was president of the Board of Education, and Prof. F. L. Burdette, Superintendent, a special act for the government of the schools of the district was passed by the West Virginia Legislature. Hon. Andrew Edmiston was then Lewis county's representative in the House of Delegates, and to him, perhaps, more than to any other person belongs the honor of having this important measure enacted, since which time the town schools have, been divorced from those of the county. This special act among other things provides the following: "Annually on the first Monday in July, or as soon thereafter as circum- stances will allow, the Board of Education shall appoint a superintend- ent of schools for Weston district and fix his salary; said superintendent, in addition to the duties specified in this act, shall perform such other appropriate duties with relation to the schools of the district as the Board may prescribe. "The superintendent of schools for Weston District shall act as ex- aminer for the district and it shall be his duty to examine all applicants for positions as teachers in the district; but no applicant shall be en- titled to examination who shall not furnish satisfactory evidence of good moral character. The superintendent shall deliver to the Board of Ed- ucation the manuscripts of each applicant with the grading thereon, and the board, after a thorough examination of said grading, shall instruct the secretary to issue certificates of qualification to said applicants num- bering from one to three, according to the merits of the applicants, the different grades of certificates corresponding to the standard as required by the general school law. No certificate shall be granted for a longer term than one year, but a number one certificate may be renewed by the board on the recommendation of the superintendent. Examinations shall be held not later than the last Monday in July, at such time and place as the superintendent may appoint. The subjects for examination shall be prescribed by the superintendent with the consent of the Board. All applicants for examination shall pay a fee of one dollar. The super- intendent may receive such compensation for holding examinations as the board may allow out of fees received for examining teachers; the re- mainder of such fees, if any, shall be paid into the building fund of the district. "The Board of Education shall appoint all teachers for the public schools of any grade within the district and fix their salaries at a meet- ing held not later than the first Monday in August of any year; but no person shall be employed to teach in any public school of the district who shall not first have obtained a certificate of qualification to teach 238 HISTORY OF EDUCATION a school of the grade for which the appointment is made, or who does not hold a State certificate. Teachers shall be subject in all respects to the rules and regulations of the Board of Education. All appointments of superintendent and teachers shall be in writing, and they may be removed by the Board of Education for incompetency, profanity, cruelty or im- morality. "The taxes to be raised as aforesaid for both teachers' and building fund in said school district shall not exceed the rate of sixty-five cents on every hundred .dollars valuation according to the last assessment for State and county taxation." In 1897, Buchanan White, formerly county superintendent of schools of Lewis county, and also a graduate of the Law Department of the West Virginia University, was appointed superintendent. He seemed to have inherited teaching tendencies, his father having taught more than thirty years in the schools of the county. Superintendent White discovered that the school work was not properly distributed, especially that of the higher grades. One teacher was often required to teach eighth and ninth grade branches, and sometimes one or two subjects from the seventh and tenth grades. In 1897 another teacher was employed for eighth grade work and his salary placed at $45.00. Superintendent White received $80.00 per month, a reduction of $20.00 from what the former superintendent received, and this salary remained the same for several years when it was raised to $90.00, and then to $100.00. Still later the board raised the salary to $110.00, then to $125.00, and in 1906 to $150.00. Two teachers are employed for ninth grade work at $75.00 per month; two in the eighth grade at $65.00 per month. The seventh grade teacher receives $55.00 per month and all the other teachers, except L. O. Wilson of the colored school, who receives $65.00, are paid $50.00 per month. In 1906 another year was added to the course, making eleven years Instead of ten, and an additional principal employed at a salary of $85.00 per month. In 1897 there were twelve teachers in the district, whereas, in 1907 twenty-three teachers are employed, and two more are badly needed. The enumeration has almost doubled in the district within the last eight years. In 1900 there were 633 children of school age in the district; in 1901, 683; in 1902, 709; in 1903, 778; in 1904, 854; in 1905, 1002; in 1906, 1071. In 1904 an effort was made by the board of education to have legisla- tion enacted providing for a bond issue of $50,000.00 to enable the district to provide more suitable houses. Hon. Geo. C. Cole, then a member of the Senate of West Virginia, afterward Consul General at Buenos Ayres, and later transferred to Dawson City, Canada, succeeded in having such an act passed in the Senate, but by inadvertence, the matter was delayed in the House of Delegates until it was too late to have it presented at that session. In the spring of 1906 the board of education called an election as re- quired by law, to determine the will of the voters of the district in regard to a bond proposition, and fixed the amount at $75,000.00. This proposi- tion was defeated by a few votes. Again in November of the same year, WEST VIRGINIA 239 at the general election, the proposition was presented to the voters of the district, but it was defeated by a greater majority than before. The result is, the district is without adequate school buildings and without pros- pects for anything better in the near future. The schools of the district are divided into Primary, Grammar and High School Departments, and into eleven grades. They are in session eight months in the year, usually beginning on the first Monday in Sep- tember. The public school library was started in 1892; it has been supported by a small allowance out of the building fund of the district, arid by the generosity of a few friends of the school who have donated books. Most of the money expended in the purchase of library books was ob- tained from proceeds of entertainments given by the pupils of the school at the close of its yearly sessions. In 1897 there were about three hundred and fifty books in the library, whereas, at the close of the school year in 1905 there were more than eighteen hundred volumes. The Board of Education purchased sectional book cases for the library in 1904, and these add very materially to its appearance and convenience. Receipts from entertainments for the benefit of the library since 1897 are as follows: In 1898, $105.80; in 1899, $113.40; in 1900, $136.99; in 1901, $166.10; in 1902, $164.50; in 1903, $180.72; in 1905, $266.30. There are two brick school houses in the district, one of four rooms and the other of eight. The four-room building originally had three rooms, two on first floor and one on second; but in order to provide for an emergency a folding partition was so placed in the large room as to di- vide the space into two rooms. The Board of Education owns a lot 72% feet wide by 150 feet in length on which are located two frame buildings, one of two rooms and the other of four. One of these buildings was originally a dwelling house, and the other was built by the board for temporary use only. All of these rooms are too small and inconvenient for school rooms. The board rents four rooms in the district, none of which are commodious or convenient for school purposes. Wheeling Public Schools. BY H. B. WORK, SUPERINTENDENT. The Free School System of Wheeling was first organized in 1848, the first public school having been opened in October of that year. This organization probably took place under an act of the Virginia legislature of March 5, 1846. Regarding this action but little information is available. The first city school organized under this provision was that located in the third ward, which opened on the first Monday of October 1848. The school was conducted under the supervision of Mr. A. J. Haile, as principal, assisted by his wife. The whole number of children enrolled during the quarter ending Dec. 22, 1848, was 226; remaining at the close of the quarter, 214. 240 HISTOBY OF EDUCATION The average daily atendance of the boys was 118; of the girls 68, a total of 186. Schools were opened in the First, Fourth, and Fifth Wards in 1849. The school in the Second Ward did not open until sometime later than the others. A minute of the board shows that work was begun tfpon it in the spring of 1849. In the meantime a new law had been passed and a very great change made in the organization of the system. "Thus the first public school system introduced into the southern states was that of Ohio County, Virginia; and the first public school established in the South was the Third Ward Public School in the city of Wheeling. Shades of Berkeley! What an innovation!" (History of Ohio County Judge G. L. Cramer.) The history of the public schools of Wheeling as a separate and inde- pendent district begins in 1849, when an act was passed by the General Assembly of Virginia separating the city from the county and placing it under the control of a separate and independent board. This act passed the Legislature February 23, 1849. At once preparation was made to carry out the provisions of the act. The first record shows that a meet- ing for the purpose of establishing the schools of the district was held March 27, 1849. The minutes of this meeting began as folows: "Pursuant to an act of the General Assembly of the State of Virginia entitled 'An Act Concerning District Public Schools in the County of Ohio,' passed Feb. 23, 1849, the clerk of the city of Wheeling whose duty it became, under the law aforesaid, issued a writ for an election to be held on the fourth Monday of March 1849, for one school commis- sioner and two school trustees for each ward in said city, and the officer whose duty it was to conduct said election, having made due return thereof as required by said act, it appears from said returns that the following named persons have been duly elected school commissioners of said city, viz: For the first ward, Thomas Johnson, Sr.; for th second ward, William S. Wickham; for the third ward, Morgan Nelson; for the fourth ward, Richard W. Harding; for the fifth ward, Henry Echols; to continue in office until the fourth Monday in January, 1850." Morgan Nelson was chosen at first President of the Board of Commis- sioners, and George W. Sights, clerk. Among all those named as com- missioners and trustees at the organization, there is not one now living. The schools went into operation under many difficulties, but the opposition was slowly overcome, and the public school system thus be- came established in this city before the formation of the present State of West Virginia. When the system went into operation the city con- tained nearly 10,000 inhabitants, and for a number of years the aggre- gate attendance in the schools was about 1,000. Five school buildings were provided, one in each ward, each having two main school rooms, one for the boys and one for the girls. The records show that the commissioners during the first years had very much to contend with. New houses were to be built, and the schools were to be equipped. Money had to be borrowed, rules provided, courses of study mapped out, text-books to be agreed upon, and in fact every thing taken from the hands of individuals and done by officials. WI:ST VIRGINIA 241 It is worthy of notice and remark that very wise provisions were made. The rules then adopted for the government of the board and the schools have come to us with some modifications and additions. One of the first subjects considered by the board of 18'49 was the establishing of a High School. The following is found as part of the minutes of the first meeting. "On motion, Messrs. Johnston, and Wick- ham were appointed a committee to select a proper site for the erection and establishment of a central High School, and make report to this board." Subsequent records show that a site was procured, but no building was erected. After some years this site was sold and the mat- ter of a Central High School dropped for the time being. At the time the free schools were first organized the total available fund for school purposes was $5,921.52. In order to continue schools in session from the "first Monday in October to the second Friday in July," all parents were required to pay for each pupil one dollar per term, or three dollars each year, to supplement the Literary Fund, and levy. The schools were continued under the provisions of this act of 1849 for about sixteen years. The struggle of the Civil War brought about the rending of Virginia, and West Virginia became a State of the Union in 1863, and by its constitution a free school system was pro- vided for the whole State. Such had not been the case in Virginia, no general law providing public schools for the whole state had ever been passed, but special laws for particular counties had been passed. The Legislature of West Virginia passed an act on the 2nd day of March, 1865 constituting the city of Wheeling an independent school dis- trict, to be known as the School District of Wheeling. Thus since the Act of Virginia in 1849 the schools of the city have been carried on in- dependently of those of the county or state. The act provides for a Board of Education to be made up of three members from each sub- district. The members of this board are elected for six years one- third being elected every two years. Under the old regime there was no city superintendent, the work of each school was directed by its own principal. There was a lack of unity and in many respects the system was faulty and imperfect. When the schools were organized under the new law in 1865, there were six school districts as follows: Washington, Madison, Clay, Union, Centre, and Webster. Ritchie, which is now the largest district in the city, was added in 1872. F. S. Williams, formerly a principal of one of the schools, was ap- pointed Superintendent for the district of Wheeling. August 2, 1865. This position he filled with marked ability until October, 1875 when he re- signed his office. He died in Minneapolis, Minn., some seven or eight years ago. In November, 1875, John C. Hervey was chosen Superin- tendent of city schools. He was a member of the graduating class of Washington College of 1847, of which James G. Blaine was a member. He filled the position in a most satisfactory manner until his death, which occurred in May, 1881. John M. Birch, formerly principal of Linsly In- stitute in the city, was chosen Superintendent June 16, 1881, by a unani- mous vote of the Board of Education. As Superintendent he was active 242 HISTORY OF EDUCATION and energetic, and under his administration the schools progressed* rapidly. Superintendent Birch resigned in July, 1885, having accepted the position of Consul to Nagasaki, Japan. On July 17, 1885, W. H. An- derson, formerly principal of Union School, was elected Superintendent. His administration was marked by a steady growth in the breadth and efficiency of the school work. Mr. Anderson was active in all state and national organizations, and was well known to the leading educators of the nation. After eighteen years of successful service in this posi- tion, and twenty-four years of service in the city schools he resigned and was succeeded July 16, 1903, by David E. Cloyd, formerly School Visit- or for the General Education Board of New York. Mr. Cloyd's period of service was terminated Oct. 1, 1904, and H. B. Work, the present Superintendent was chosen as his successor. Mr. Work has been identi- fied with the city schools for the past nine years having been elected principal of the High School on its establishment in 1897. There has been a constant and steady growth in the development of the school system in all the years of its history. It has kept pace in buildings and equipment with the steady increase of population; and in methods of teaching breadth of course of study, and facilities for instruction it has kept abreast of all solid educational advancement in cities of its class throughout the nation. The German language was made a branch of instruction in the ele- mentary schools more than thirty years ago. Music, under the direc- tion of a supervisor has been a part of the work of the schools since 1889. Drawing was added in 1896. High 'School subjects were taught in the higher grades (called Grammar Schools) in every ward, and large class- es were graduated every year. In 1897 provision was made for the estab- lishment of a High School to replace the Grammar Schools. This school opened October 5, 1897, the enrollment for the year was 279. A principal and seven teachers did the work for that year. The course of study has since been expanded until a principal and ten teachers are required to- maintain the different departments of instruction. There are at present thirteen buildings in use for school purposes, The teaching force consists of the Superintendent, nine principals, two supervisors, one hundred and forty-eight regular teachers in the ele- mentary and high schools and five special teachers of German in the elementary schools. The course of study in the elementary grades covers a period of eight years and includes thorough drill and instruction in all the so- called common school branches. There are four parallel courses of study open to High School pupils each of them covering a period of four years. These are designated re- spectively as, English, Classical, Literary and Commercial. A part of the work of each course is prescribed, the remainder is elective. Pupils pass directly from the elementary schools to the High School when they have successfully completed the work prescribed for those grades. There are no special examinations for pupils of the city schools for entrance to the high schools. Pupils from other high schools of recognized standing are received upon their records as furnished by the- WEST VIRGINIA 243 schools which they have attended. Other pupils desiring to enter do so after examination. The High school contains three splendidly equipped laboratories: one for chemical experimentation, one for Physics, and the third for Botany. A fair reference library has been accumulated. Only those books which are in greatest demand have as yet been secured because of the large section of reference books in the public library which is available for school pupils. The Lincoln school for colored children also maintains a high school department having the same courses of study as the central high school. The enrollment in this school is not large, so that there has never been a demand for all subjects of study included in the courses. Since its establishment in 1897 the enrollment at the High School has varied from 238 to 298 per year. The total number of 'graduates has been 2G7, of whom 67 were boys and 200 girls. There have been 24 graduates of the Lincoln School of whom 6 were boys and 18 girls. In concluding this sketch of the Wheeling schools it should be said that the schools to-day are well equipped; the teachers are earnest and enthusiastic, the Board of Education desirous of doing whatever will permanently advance the educational interests of the community. With the substantial foundation laid in the past and with the present encour- aging conditions, the educational work of this community should continue to maintain its present high state of efficiency and keep its present position abreast of the best educational thought and practice of our country. History of the Public Schools of Williamson. BY MISS MAY WILES, MBS. EFFIE WAED AND C. B. MUBBAY. Mingo County was created in 1895 by an act of the Legislature which cut in half the old County of Logan. Williamson, which two years before had been an old pasture field was made the county seat. The region has been largely peopled by the descendants of the early settlers who established their Lares and Penates on the banks of the placid Tug River because the hunting and fishing thereabouts were good, and work was not absolutely necessary to a comfortable existence. Education was considered somewhat of a luxury in the early days, a veneer which the stalwart Nimrods and Isaac Waltons despised. Money was scarce, teachers hard to be procured, and school houses hardly at all. Prior to the establishment of the town, however, there stood a little log cabin, used for a school house, near the location of the present Norfolk and Western passenger depot. When a master could be had school was usually "kept" here about four months out of the year. Away back in the earlier days it had been kept by many a master of "ye olden time," of about the type that then prevailed, who, with birchen rod in 244 HISTORY OF EDUCATION hand, diligently taught "readin,' writ in', and 'rithmetic," without neg- lecting McGuffey's old blue backed speller. Not a few of the older citi- zens of the town obtained their education mostly at this unpretentious temple of learning. With the growth of the town various other buildings, usually rented, and very ill-suited to the purpose, were used for school rooms, and final- ly in 1000 a large and commodious frame structure was built on an emi- nence at the rear of the town. This building still stands on the same lot and at the rear of the large brick building now in course of construc- tion. It will probably soon be dismantled. Perhaps the greatest detriment to the ducational advancement of the town was the fact that for many years the Board of Education which controlled the public schools was mostly composed of members who were non-residents of the town, and who did not realize, perhaps did not care about the real educational needs of the town. These were frequently res- idents of remote rural districts, and the greater part of their time and at- tention was apparently given to other interests than those of the town school. There were many teachers of earnestness and ability who taught during this time, prominently among whom might be mentioned Mrs. C. E. Stevenson (nee Miss Edna Harris), Professor Payne who came here from New York, Mrs. Chafin, and the much respected Squire J. F. Keyser. But the school was lacking in all the advantages that pertain to a well ordered organization and the best of teachers could not secure the results which their efforts merited. By the year 1905 the citizens of the town had come to the conclusion that their interests demanded a separate organization from the rest of the towns of the District so they went to the Legislature and secured the formation of an independent district. At the election of a Board of Education the following gentlemen were elected: Mr. Anthony Thompson; Dr. S. J. Tabor; Mr. G. R. C. Wiles; Mr. C. E. Stevenson; Mr. E. P. Randolph. With the exception of Mr. B. R. Bias, appointed to the vacancy caused by the resignation of Mr. Thomp- son, the membership of the board remains yet the same. Mr. W. L. French was chosen as Secretary. This membership constitutes a board of unusually high ability and whatever advances the schools have yet made are largely due to their administrative skill. Below is given a list of teachers who have taught within the limits of the town back to its incorporation in 1893. The short terms of ser- vice and continual changing which do so much to hurt the efficiency of our rural schools are well shown in this list, for it was rarely that a teacher was allowed two terms of consecutive service. The list is as furnished by Mrs C. E. Stevenson, with the exception of one year. It will be seen that the principal immediately preceding the formation of the independent district was Professor Payne. He came here from the North, where he had served in important positions in the schools of New York and Pennsylvania, and probably did as good service in this position as the condition of the school under the magisterial district board would allow. 1893-4 Miss Edna Harris. WEST VIRGINIA 245 1894 - Mr. Clingingpeel and Mr. Slater. 1895-6 Squire J. P. Keyser and Miss Cordie Tiller. 189G-7 Mrs. Harry Lawson and Mrs. Simpkins. 1897 - 8 Mr. Clingingpeel and Mrs. Hutchinson. 1898-9 Mr. Simpkins and Miss Clark. 1899-1900 Mrs. Stephenson and Mr. Floyd Alley. 1900-01 Mr. P. Clay and Mr. Stone. 1901-02 Mr. P. Clay, Mr. Stone, Mrs. Stone. 1902 - 03 Mr. Clay, Mrs. Stephenson, Mrs. Chafin. 1903 - 04 Prof. Payne, Miss Wiles, Mrs. Chafin. 1904-05 Prof. Payne, Mrs. Stephenson, Mr. Slater. After the formation of the Independent District Mr. C. R. Murray, then principal of the Piedmont Schools, was elected to the newly created office of Superintendent of Schools. The following corps of teachers was elected: Miss Elza Williams, Miss Mary Wiles, Miss Katharine Kearney, Mrs. Effie Ward: Miss Rosa Smith was teacher of the colored school. For the year of 1906-7 the same teaching force for the white schools was elected, with the addition of Miss Ida Harris, and Miss Persis Sherman; Miss Mary Clifford was elected to the colored school, but had to resign on account of sickness, and the place was filled with Mr. L. D. Lawson. The present outlook of the Williamson Public Schools is good. A fine large brick building is nearing completion, which will ultimately be a twelve room building. The schools have instruction in music and the Bible throughout all the grades, which constitute a somewhat un- usual addition to the course for a small school. The school is organized with reference to the use of the so-called "Batavia" system of individual instruction. Many improvements are contemplated as soon as it is pos- sible to adopt them; and it is the determination of the Board of Educa- tion to make the school system one of the best in the State. The schools have not neglected to perform their part in the great school library movement that is in progress all over the State. As the result of a years work in this direction a well equipped school library of about 500 volumes has been secured, and forms an important part of the working equipment of the school. The population of the town is now about 3500 and when the public schools enter their fine new home next year, the town will be quite well provided for in an educational way, for in addition to the Public Schools the General Assembly of the Presbyterian Church maintains a Presbyterial Academy, which employs several teachers under the super- vision of Professor Morrison, who is a thoroughly competent school man. DENOMINATIONAL AND PRIVATE INSTITUTIONS. Bethany College. BY PRESIDENT T. E. CBAMBLET. The charter of Bethany College was procured from the Legislature of Virginia in 1840 by John C. Campbell, of Wheeling. The establishment of an institution for the promotion of higher Christian education was for many years the cherished purpose and desire of Alexander Campbell, the illustrious founder. When fifty years old, he published in the Millennial Harbinger, the plan and purpose of the institution which a little later, he inaugurated at Bethany. The first session of the college was opened in the fall of 1841. Mr. Campbell insisted that as the Bible is the basis of the highest and truest culture, it should form an integral part in the college education. For a long time, Bethany was tne only American college using the Bible as a text book. Until recent years a great ma- jority of the colleges and, what is even more surprising, many theolog- ical seminaries had no place in their course for a systematic study of the Bible. The first faculty of Bethany College was as follows: Alexander Camp- bell, President and Professor of Mental Philosophy, Moral Science, Polit- ical Economy and Sacred History; Prof. A. F. Ross, Professor of Ancient Languages; Chas. Stewart, Professor of Mathematics; W. K. Pendleton, Professor of Natural Philosophy, Astronomy and Natural History; Robt. Richardson, Professor of Chemistry; W. W. Eaton, Professor of English Literature. The first classes each day met at half past six in the morning. That was the hour of the President's lecture on sacred history, for Bible read- ing and worship. There were no graduates until July, 1844. During the sixty-three years of Bethany's honorable and useful history, almost ten thousand young people have entered her halls as students. Thousands of these have graduated in the several departments. In the roll of Bethany's stu- dents and Alumni, the ministers of the gospel far outnumber those of any other calling. Never a class has graduated without having in its number, a goodly portion of ministerial students. However, Bethany takes quite as much pride in the rank as in the number of the minis- terial alumni. Many are men of pre-eminent ability and scholarship. No less than twenty of these are serving, or have served as presidents of American colleges and universities. Eternity alone can measure the honorable and faithful part Bethany trained men and women have filled and shall yet fill in the world's work. WEST VIRGINIA 247 It must not be understood that Bethany is a college solely for min- isterial training. The Ministerial Course is only a department of the -college. The courses offered are: the Classical, Scientific, Ministerial, Philosophical, Civil Engineering, Normal, Music, Art, Oratory, Book* keeping; Shorthand and Typewriting. While a distinctly religious atmosphere is maintained, and while most of the students and professors are connected with the religious body known as the Disciples of Christ, yet it is maintained that the col- lege is not sectarian. No religious test is required of professors, stu- dents or trustees. Almost every religious body is represented in the student body and all are accorded the right to choose in these matters for themselves. Dr. F. D. Power, in his life of Dr. W. K. Pendleton, thus truthfully speaks of Bethany's service to the religious world: "It was not the gigantic figure of Campbell alone, however, that made Bethany, nor his modest press that shook the world of religjpus thought. The college founded by him, and the multiplication of that single voice by a thousand voices, pleading for the return of God's people to the ancient and Apos- tolic order of things, have moved society as no single person, however great, could move it. Evangelists, missionaries and teachers have gone out from this fountain head, establishing churches and missions and schools and colleges and printing presses and these in turn have be- come centers of light, and, leading and moulding the thought and moving the lives of hundreds of thousands. Eliminate Bethany from the his- tory and work of the movement of Mr. Campbell and what would it be? How the streams would narrow and dry up! This great and good man, to whom more than to any other in the wonderful nineteenth century, where God placed him and to whom the whole world of Christendom owes a debt, was far sighted when he laid the foundation of an institu- tion of learning among the hills of Virginia. He knew how mightily it would increase the force of his plea. He was not. mistaken." Alexander Campbell, the first President of the college, presided over its destinies until his death in 1866. He was succeeded by his son- in-law, Dr. W. K. Pendleton, who had been a professor in the institu- tion since its founding in 1841. W. H. Woolery was the third president. His administration, which gave promise of greater things, was abruptly terminated by his sudden and untimely death in 1889. A. McLean was chosen to succeed Mr. Woolery^ and after two years, he resigned, and Hugh McDiarmid became the fifth president. B. C. Hagerman filled the office for four years and J. M. Kersey for two years. The present occu- pant of the office is Thomas E. Cramblet, A. M., LL. D., who was elected to the office in August, 1901. The condition and prospects of the college, at this writing are re- garded by the friends generally as the most hopeful for many years. The attendance has been more than doubled during the past two years. Last session, 1905-06, the total enrollment, not counting the matriculation in the summer school, was 264. For the present session, 1906-07 the at- tendance is considerably larger than the last, and will reach almost, if not quite 300. 248 HISTORY OF EDUCATION The college now has $200,000.00 of productive endowment besides some $25,000.00 more, which will become productive later on. The funds of the institution are invested permanently and safely through the agency of the Mercantile Trust Co. and the Fidelity Title & Trust Co. of Pittsburg, Pa. An effort is being made to add another $100,000.00 to the endowment fund. The college buildings have been thoroughly repaired and are in bet- ter condition than for many years. The Phillips Hall, the dormitory for young ladies under the competent care and supervision of the Dean of Women, is an ideal home for young ladies. The transformation of Commencement Hall into a modern, thoroughly equipped dormitory for young men has been completed and is a most gratifying success. Both dormitories are supplied with steam-heat, elec- tric lights, baths, sewerage, and all the modern conveniences. The college has just completed a new $20,000.00 library building, the gift of Mr. Andrew Carnegie. This is a three story building and adds much to the general equipment of the college. In 1905 a new gymnasium was erected. This, in all respects, supplies the need of the student body for Physical Culture. Bethany has been sbmewhat hindered in her growth by being located seven miles from the railroad station at Wellsburg. This disadvantage is about to be removed. A first class trolley line connecting with Wheel- ing, Steubenville and other Ohio valley cities, is at this writing almost completed to Bethany, and within a few weeks Bethany will have half- hour service to and from these cities. With a larger attendance than ever before in her history, with the largest endowment the college has ever had with modern dormitories, for both men and women, with electric lights and water works, with a new library building, new gymnasium and a new trolley system; with build- ings repaired and in good condition; with a competent faculty of six- teen able instructors, and, above all, with the renewed confidence and co-operation of thousands of friends, Bethany's future promises even great- er things than her glorious past. West Virginia Wesleyan College. BY PRESIDENT JOHN WIEB, A. M. D. D. The educational institution at Buckhannon, maintained by the West Virginia Conference of the Methodist Episcopal Church, is one of the finest educational institutions of our State. In West Virginia many years ago the Methodists supported an acad- emy at Clarksburg. The unhappy misunderstanding and division of 1844 proved fatal to this school, and for over forty years the Methodists of the State were without a school of their own. After the Civil War was over and the new State firmly established, American Methodism celebrat- ed its centennial in 1866. At this time much work for education was done in the country, and West Virginia Methodists began the effort for ALEXANDER CAMPBELL, Founder of Bethany College. NEW LIBRARY BUILDING, BETHANY. WEST VIRGINIA 249- a school which never entirely ceased until, after years of waiting, it was rewarded with great success. In 1876 Buckhannon presented to a committee of the West Vir- ginia Conference a subscription of $6,750.00 for the location of a seminary in the town; but the Conference did not accept the offer then. In 1883 the conference appointed a committee on the centennial observance of the formal organization in 1784 of the Methodist Episcopal Church. This committee recommended the establishment of a seminary as an import- ant object for the gifts of the people. In 1884 the Conference was held at Buckhannon, and it appointed a Board of Trustees for the proposed Seminary. This consisted of A. J. Lyda, Chairman; L. L. Stewart, Sec- retary; D. H. K. Dix Treasurer; T. B. Hughes and Samuel Steele. This board received contributions during the year and in 1885 the conference elected a board of eight ministers and eight laymen whose duty it was to receive proposals for the erection and endowment of a seminary, the conference to decide where it should be located. The ministers were A. J. Lyda, L. H. Jordan, J. A. Fullerton, Samuel Steele, E. H. Orwen, L. L. Stewart, H. J. Boatman and A. B. Rohrbough. The layman were H. C. McWhorter, H. K. List, J. C. McGrew, A. M. Pound- stone, B. F. Martin, Samuel Woods, Henry Logan and Nathan Goff. Judge McWhorter and Capt. Poundstone, are still on the Board of Trustees. In 1886 death removed Dr. Samuel Steele and Hon. Nathan Goff. Rev. J. W. Reger, D. D., was chosen in place of Dr. Steele, and his name is very close- ly connected with the whole history of the Seminary. In place of Mr. Goff, John A. Barnes was chosen and he is still on the board. Various places in the State were desirous of securing the location of the Seminary with them. Parkersburg and Elizabeth may be men- tioned among these. On July 13, 1887, the trustees met at Philippi to de- cide upon the place, and the vote was in favor of Buckhannon. Two days later the trustees proceeded to Buckhannon to select a site but did not succeed. On August 29th they met again and purchased a tract of a little over forty-three acres for $5,551.87. In October 1887 the con- ference met at Parkersburg and these proceedings were ratified. The trustees were also directed to proceed with the erection of buildings. The main building was finally completed during the summer of 1890, and on September 3rd of that year the school was opened. A month later the conference, which was in session at Weston, came in a body to Buck- hannon, and the building was dedicated by Bishop Cyrus D. Foss. From the opening to the present the school has moved forward in a career of unbroken prosperity. The first president of the institution was Rev. B. W. Hutchison, A. M., B. D. Mr. Hutchison was a native of Pennsylvania. He gradu- ated at Ohio Wesleyan University and then entered the ministry. Later he went north and graduated at the Theological School of Boston Uni- versity, and from there went into the New England Southern conference. While a pastor at Providence, R. L, he was chosen president of the new institution. Mr. Hutchinson was a man of scholarly instincts, high standards and excellent business qualities, and much of the success of 250 HISTORY OF EDUCATION the school is due to his energy and wisdom. Early in 1898 he resigned to accept a similar position at Lima, N. Y. He has been successful there, and in 1901 he received the degree of D. D. from Syracuse Uni- versity. President Hutchison began with a faculty of three teachers besides himself. During the first year three more were added. There were seventy pupils enrolled during the first term. During the year 201 differ- ent students received instruction. From that time on every year until the fire in 1905 had larger enrollment. The enrollment of the year before the fire (1904-5) was 550. Since the restoration from the fire the enroll- ment is rapidly growing. The work in the school has been continually increasing. At first it was confined to common English branches and the elementary classics pur- . sued in preparation for college. Then a musical department was added and a department of art followed. In the spring term of the first year a business department was added and all these varieties of work, have been constantly maintained. The tendency has been to raise the standard for admission and con- stantly add studies of higher and higher grades. The school was char- tered with full powers, but not till June, 1903, did the Board of Trustees raise the courses to full college grade. The standard is that prescribed by the University Senate of the Methodist Episcopal Church, and these courses have been approved by the Senate. In 1891 five persons, one man and four women, received diplomas as the first graduating class. The first male graduate was William B. Cut- right, now a lawyer in Buckhannon. The class of 1906 numbered 49. There have been in all over 400 graduates from the various courses. 1905 saw the first graduates in regular college work. In 1895 the State Legislature passed a law which authorized the State Board of Examiners to grant teachers' certificates to graduates of the Seminary. This to some extent makes it a State Normal School; but there is no connection with the State government except by this recog- nition of its work. It has sent out a large number of teachers to the public schools of the State, besides those who are teaching in private schools in other states. In the Seminary diplomas are given in the Clas- sical, Scientfic, Literary, Normal, Musical, Engineering and Commercial Courses. Besides these, certificates are given to students of the Business College who complete short courses. In the college the usual de- grees are conferred. Like most schools in this section of the country the institution is co-educational. Ladies and gentlemen are admitted on termfa of perfect equality and work together in the classes without any unpleasant re- sults. A reasonable amount of very pleasant romance has grown out of this fact and thus far the history of the school is free from any tale of scandal. It is hoped and expected that it will always continue so. The moral and religious tone of the school has always been high. While it was established and is controlled by one religious denomina- WEST VIRGINIA 251 tion, it has never been sectarian. Several different churches have been represented in its faculty and its students have been from a great variety of denominations. Even Jewish pupils have been received and treated with perfect courtesy in the work of the school. No institution could be more free from religious bigotry, and the clergymen of all the Buckhan- non churches are in most pleasant relations with the school. The stu- dents themselves choose which church they will attend in the town, and on any Sunday in term time students can be found in every local con- gregation. The buildings are on a hill rising with a gentle slope in the south- east part of the town. They consist at present of the administration build- ing, the ladies' hall, conservatory of music and the president's residence. The first is an imposing edifice built of brick. It contains the necessary offices, many recitation rooms, two halls for literary societies and a chapel which will seat 1500 people. President Hutchinson resigned in February, 1898, and from then until the close of the vear the Seminary was in charge of Professor Frank B. Trotter. In the following June the trustees elected the Rev. S. L. Boyers, A. M., D. D., to the presidency of the institution. Mr. Boyers was a native of West Virginia, but as a student and clergyman had for some time been absent from the State. He was a graduate of the Ohio Wesleyan University and at the time of his election was pastor of an important church at Ada, Ohio. He continued in charge of the Seminary for two years. The progress of the school continued under his administration. After two years Mr. Boyers resigned the presidency and returned to pas- toral work. Rev. John Wier, A. M., D. D., succeeded President Boyers in June, 1900, and is now the president of the institution. The Board of Trustees consists of twenty-eight members, half min- isters and half laymen. Hon. H. C. McWhorter, Judge in the Supreme Court of Appeals of the State, is President of the Trustees. It is appropriate that special mention be made of a few of the teach- ers of the school who have been conspicuous in its development. First among these is Professor Frank B. Trotter, A. M., who has been with the school since its founcung. Professor Trotter is a graduate of Roanoke College, and completed special post-graduate courses at Harvard University. As an instructor in Latin he has few superiors. As an administrator he has .given ample evidences of his ability. Since 1894 he has been vice-president of the institution. Professor Trotter has had to do with every one of the hundreds of graduates sent out by the Seminary and College, and the impress thus made upon the State is incalculable. Pro- fessor Trotter is prominent in church affairs, and sat in the General Con- ference in 1900. Another instructor whose hand has been felt on West Virginia ed- ucation is Professor W. O. Mills, Ph. B. Professor Mills graduated at Otterbein University. He came to Buckhannon to assume the principal- ship of the United Brethren Academy. When the Academy closed in 1897, Professor Mills was secured for the Seminary faculty. He is an able teacher and a gentleman of the highest character. Professor Mills has 252 HISTORY OP EDUCATION had charge of the department of mathematics since his coming to the school, and is a civil engineer of ability. A name which could not be omitted in an account of the fashioning of the school is that of May Esther Carter, B. L., the first preceptress. Miss Carter is a graduate in Arts of the Ohio Wesleyan University. She came to Buckhannon in 1895 to assume charge of the new Ladies' Hall. Her % deeply spiritual character, cultivated mind, and high ideals early gave elevated tone to the life of the hall. The hundreds of young women who came under her influence during the six years of her incumbency are a power for education and goodness throughout the State. Successful co-education depends in large measure upon those directly in charge of the young ladies. The library of the school consists of some 7000 volumes. These books are chiefly donations of friends. In 1901, through the influence of Miss Adelaide R. Tompkins, of Pittsburg, Pa., the reading room was refur- nished and a goodly number of volumes added to the library. Through the gifts of Dr. D. K. Pearsons of Chigago and others, the college possesses a substantial endowment. In Feb. 1905 fire destroyed the college building. A new one, costing, with related plants some $80,000.00, has been erected in its place. Morris Harvey College. BY PRESIDENT D. W. SHAW. This institution is the property of the Methodist Episcopal Church, South. It was incorporated as Barboursville Seminary in 1888, under the direction of Rev. T. S. Wade, D. D., who was then Presiding Elder of the Charleston District. Dr. Wade, with the assistance and co-operation of the citizens of the community, obtained valuable property with commodious buildings for school purposes in the town of Barboursville, Cabell county, W. Va., which is situated on Guyandotte river seven miles from its confluence with the Ohio. It is accessible from all points, being on the C. & O. rail- road, one of the great routes, which makes close connection with all other roads in the State and neighboring states. This location is unsur- passed for healthfulness, and is remarkably free from evil influences, there being no saloons within ten miles of the place. The school was opened in September, 1888, with the following faculty: Rev. T. S. Wade, D. D., President and professor of mental and moral science; Rev. G. W. Hampton, Vice-President and professor of mathematics and ancient languages; Geo. A. Proffit, master accountant of bookkeeping and assistant in mathematics and science; Mrs. G. A. Proffit, B. Sc., profes- sor in German and English literature; Miss Florence Miller, teacher of French and rhetoric; Miss Maggie Thornburg, teacher of vocal and instru- mental music. During this first year, which was an experiment, the success was WKST YiRMMA 253 beyond the expectation of the most sanguine friends of the school, there being necessarily much to do in order to get the institution in running order. At the close of this year the entire institution was turned over by the trustees to the Western Virginia Conference to be continued as a Conference college under the auspices of the M. B. Church, South, and the school was continued during the year 1889 with the same faculty. At its close the president and vice-president resigned and Prof. Robt. W. Douthat, A. M., Ph. D., was elected president, and Rev. W. W. Royall, D. D., vice-president of the college. Professor and Mrs. Promt and Miss Maggie Thornburg continued as a part of the faculty Dr. Douthat was a very efficient president and leader, and did good work for the college, but resigned in 1895 to accept, the Chair of Ancient Languages in the State University at Morgantown. The Rev. J. M. Boland, D. D., pastor of the Methodist Episcopal Church, South, at Parkersburg, was called to the presidency to succeed Dr. Douthat. Dr. Boland made an educational campaign throughout the Conference, in the hope of bringing the college before the people. Early in 1896 he resigned to return to the pastorate, and was succeeded by the vice-president, J. P. Marshall, A. M. Proffessor Marshall was connected with the college for several years as teacher and filled out the year 1895-6, as president. In the summer of 1896 the trustees elected T. C. Atkeson, A. M., Ph. D., President; but he resigned at the end of the year to accept the Chair of Agriculture in |he State University at Morgantown. " In 1897 the Rev. Zephaniah Meek, D. D., was called to the presidency and served one year. Dr. Meek is a man of strong character and was at one time a leader in his Conference. Rev. S. F. McClung, D. D., became president and educational agent in 1898, serving two years. The college was very dear to Dr. McClung, and he sought in every way possible to advance its interests. After his resignation he returned to the ministry, and fell at his post in Catletts- burg, Ky., February, 1903. In 1900 D. W. Shaw, A. M., the present incumbent, was called to the presidency. His administration has been characterized by an increased interest, and a complete transformation in the affairs of the college. Prof. Shaw has been identified with school work all his life. He has associated with him the following: J. M. Skinner, A. M.. Ph. D., a man of wide and successful experience; Miss M. Willa Bowden, A. B., Professor of Latin, German, French and English Languages; W. O. Ropp, Master Accounts, Commercial Branches and Mathematics; Miss Frances Louise Ellison, M. E. L., Music and Elocution; Prof. D. Blain Shaw, A. B., Music String and wind Instruments; Miss Mariah S. Tipton, English and Dean of the Department of Women; Elizabeth J. Warner, Assistant in the Department of Women; Prof. J. L. Stewart, Mathematics and Dean of the Department of Men; Miss Nonie Ford McKnight, Assistant in Department of Music, and Miss Bessie Miller Art. The college was known as Barboursville College till May 27, 1901, when, in consideration of the benevolence and beneficence of that prince in Israel, Mr. Morris Harvey, in the gift of several thousand dollars 254 HISTOBY OF EDUCATION to the school, the- Board of Trustees thereof changed the name to the Morris Harvey College. The charter has been renewed under this name, the buildings and premises have been greatly improved and beautified, and the equipment for school work, including apparatus, has been liberally increased and strengthened. It is a school wherein the most rapid progress can be made by those who wish to develop, refine, and equip themselves for the best work in life. It seeks to develop faith in Christianity, and a sensitive con- science along the line of the Decalogue and the Golden Rule; and it furnishes the most thorough, systematic and accurate literary and scien- tific instruction in accordance with the plan developed and approved by the most successful educators in the world. In short, it is "progres- sive, but not reckless; conservative, but not fossilized." A three-story dormitory for young ladies, capable of accommodating fifty students, besides the family in charge, has just been completed, and is occupied. A four-story brick building for gentlemen has been erected capable of accommodating seventy-five students. This building is to be ready for occupancy at the opening of school next September. Epworth Hall formerly used as a dormitory for men has been converted into a music hall. All the buildings are supplied with water under pressure, are light- ed with electricity and heated with steam. The courses of study offered are the Normal and Classical, at the completion of which a proper certificate is granted in the Normal Course, or the degree of A. B. is conferred in the Classical Course. Besides these, there are offered special courses in Music, instrumental and vocal, Art and Business, including shorthand and typewriting, at the completion of which, certificates are granted. The real estate of the college has been augmented within the past year by the purchase of over twenty-one acres of land. On this the men's building above mentioned, has been erected. On this land is also a large residential building which will be used as the men's dormitory the rest of the present college year, and will later probably be converted into a gymnasium for women. The institution is under the immediate charge of a Board of Trustees appointed by the Annual Conference. Following are the names of the members of this Board: D. W. Shaw, Ex offtcio Chairman. G. W. Harshbarger, Esq., Secretary. Geo. E. Thornburg, Esq., Treasurer. Rev. W. I. Canter. Rev. Ernest Robinson. Rev. A. Lee Barret. Rev. C. N. Coffman. Hon. H. G. Armstrong. The Conference Board of Education has supervisory powers over this school and all the other educational interests of the Conference. This Board consists of: Rev. J. W. Herring, President. WEST VIRGINIA 255 Rev. I. N. Fannin, Secretary. Rev. J. W. Crites. U. V. W. Darlington. Rev. W. L. Reid. Rev. H. M. Smith. Rev. Samuel Robinson. Rev. B. M. Keith. Rev. A. B. Moore. Conference Secretary of Education, Rev. S. A. Donahoe. Visiting Committee, Rev. R. T. Webb, and Rev. L. S. Cunningham. Conference Treasurer, Hon. Holly G. Armstrong. Rev. A. Lee Barret, Supervisor of improvements for Morris Harvey College.. All regular tuition money is paid over to the Conference Treasurer. This school year, to date, January 1, 1907, is by far the best in the history of the institution, and the outlook is very encouraging. The total enrollment for last year was 208. At the last session of the Annual Conference an agreement was reached whereby the Allegheny Col- legiate Institute at Alderson, West Virginia, is to be affiliated with this- College. Salem College. BY PRESIDENT C. R. CLAWSON. Salem College was incorporated in 1889 under a charter granted by the State. Although organized in accordance with the requirements of the Educational Society of the Seventh Day Baptist denomination the school is non-sectarian. People of many religious beliefs joined hands in its establishment and to day have a place on the managing board. All de- nominational preferences are most carefully respected and a cordial wel- come is extended to students of every faith. The governing power of the College is vested in a Board of Directors elected for a term of four years. The buildings are located on a commodious campus of five acres in the city of Salem on the Baltimore and Ohio railroad,, fourteen miles from Clarksburg and sixty-eight miles from Parkersburg. The library contains about 4000 volumes besides many valuable pamphlets. A reading room in connection with the library is furnished with the daily papers and various periodicals of current literature. The College offers six courses of study, the Classical, Philosophical, Scientific, Agricultural, Normal, and Music. The Normal course is pre- scribed by the state and state certificates are granted on the same terms that they are granted to the graduates of the Normal Schools. The Agricultural course has been added in conformity with the belief that our country needs better educated farmers, men who are familiar with the soils and who may secure the greatest amount of production with the least expenditure of time and labor. 25G HISTORY OF EDUCATION During an existence of nearly twenty years the College has been main- tained by the contributions of friends of education scattered from Maine to California. In times of greatest need its own sons and daughters with other friends in the Mountain State have come to its rescue with substantial aid. The school is well established and has elements of per- manency in a small but constantly growing endowment. The Scholarship plan of endowment has been well started. This enables the founder of a scholarship to name its beneficiary. A scholarship fully paid amounts to $800.00 which must ever be kept on interest, the income only to be used. Several of these are now in operation. During the eighteen years of its history the College has graduated eighty-one persons. Its alumni are scattered in various states and are filling places of honor and trust in the educational and literary world. The College has had four presidents: J. L. Huffman, S. L. Maxson, T. L. Gardiner, and C. R. Clawson. Powhatan College. BY W. O. SPEEB. Powhatan College is organized under thoroughly Christian government, but is non-denominational. It owes its existence to the liberal-hearted and progressive people of Charles Town and Jefferson County. There had been for some time, on the part of many of the citizens, a great desire to have established at Charles Town a first-class college for women. Many noble efforts had been put forth and as many defeats sustained, but through it all there remained a faithful few, loyal to the enter- prise. In 1899, these led chiefly by the noble efforts of Col. R. P. Chew, formed themselves into a company, with a determination to make the last and mightiest effort of their lives for what they believed was one of the greatest needs of the age more real colleges for women. The issue was successful, and since its first announcement Powhatan College has met with a success unparalleled by that of any independent Woman's College ever opened in the Virginias. Its permanency is now established, its field of work peculiarly its own, and its success far beyond the ex- pectations of the most hopeful. Charles Town is an ideal college town, located at the junction of the Baltimore and Ohio, and the Norfolk and Western railroads, in the very mouth of the famous Shenandoah Valley. It has a thriving population or about four thousand people, and the culture, refinement, and morality of these have made it known far and wide. And the climate and health of the town is unsurpassed. The main college building is most modern, commodious and beauti- ful. It is new and was erected at a cost of about $70,000. Every nook and corner is up-to-date and the entire building is heated throughout "by steam and lighted by both gas and electricity. The work of the institution is divided into the following depart- CHAPEL HALL, WEST LIBERTY POWHATAN COLLEGE, CHARLES TOWN WEST VIRGINIA 257 ments: Academic, or College Department proper, Normal, Commercial and Business, and the departments of Music, Art, and Elocution. Each of these departments is in charge of a Principal with compe- tent assistants who offer modern and well arranged courses of study. The college department offers, in addition to a preparatory course of three years, the Classical and Scientific courses, each covering a period of four years' study. In grade these courses are commensurate with those of the leading colleges for young women. The Freshman class begins with such studies, as English Literature, College Algebra (Quadratics), Geom- etry, and Cicero, and builds upon these the four years' courses. The Normal Department is maintained especially for the training of teachers; The work here is arranged as follows. 1. Common School Course. This course covers one year and its pur- pose is to give those who can spend only one year in college, a thorough and systematic review of all the common school branches with a view to preparing them to teach in the public schools. 2. The Teacher's Course, a three-year course with one year's work in Pedagogy. 3. The Normal Course, a four years' course including two years' work in Pedagogy and actual teaching in the class room. Here the stu- dent gets thorough drill in classification, organization and discipline, and leaves the college trained especially for the work. The Departments of Music, Art, and Elocution, each has its corps of able teachers who offer full and complete courses in all branches in these departments. Powhatan's success has been phenomenal and it stands to-day at the very head of the women's colleges of the State. This success is due to just two things: First, The sound and thorough training which sends out students prepared to meet life bravely, to think independently and to judge carefully. Second, The administration which has been in the same hands since the first founding of the institution. When the project was first launched, the trustees secured Stewart P. Hatton, LL. D., as president and the wisdom of their choice has been amply proved by the continual growth and prosperity of the college. A trained educator, indefatigable in his work for the school, he has gradually pushed aside every vestige of opposition and the college stands to-day as a pride not -only of the Eastern Panhandle, but to the State as a whole. Broaddus Scientific and Classical Institute. BY BEV. ELKANAH HULLEY, A. M., PRINCIPAL. HISTORICAL STATEMENT. In 1871 the Rev. E. J. Willis succeeded in establishing Broaddus College at Winchester, Va., and in 1876 it was removed by him to Clarksburg, W. Va., and incorporated under the laws of the State a year later. For a number of years it was under a board of trustees appointed 258 HISTOBY OF EDUCATION by the West Virginia Baptist General Association, but in 1893 it passed out of the hands of the General Association and became Broaddus Scien- tifiic and Classical Institute, receiving from the State a new charter. The new Charter provides that the school shall be held forever in the interests of the Baptists of West Virginia under the direction of eleven trustees who shall be members in good standing of a regular Baptist church, and that they shall reside in West Virginia. OBJECT. The object of Broaddus Institute is to supply a well defined, obvious, urgent educational need in this State. The purpose of the school is definite; and no attempt will be made to make it a scoop-net to catch students of every grade and age and kind. Our special care shall ever be quality of the work rather than the number of students; and breadth of culture rather than training of specialists is the thing aimed at by Broad- dus Institute. The special object of the school is two-fold. In the first place, it will give a thorough preparation for entrance into the leading colleges of the country. In the second place, to those who either cannot or will not take a regular course, it will give a thorough mental training and as broad and practical a foundation of knowledge as possible. LOCATION. Broaddus Institute is located at Clarksburg, on the Baltimore & Ohio Railroad, at the southern terminus of the Monongahela River Rail- road, and the northern terminus of the West Virginia & Pittsburg Rail- road, and the southern terminus of the West Virginia Short Line Rail- road. Taking everything into consideration, there is no better location in West Virginia for a school of this kind. EQUIPMENTS CAMPUS. The campus consists of nearly ten acres, less than ten minutes' walk from the postoffice. Notwithstanding the fact that it is so nearly the center of the town, it is a very retired spot, for Elk creek almost sur- rounds it with a deep canon, and there is left only one approach. Thus all the advantages of being in a city accrue to it with none of the attend- ing disadvantages. The campus is an old forest, containing more than 200 shade trees, many of which are oaks of large size. A part is devoted to school sports. There are three well made tegjiis courts, croquet grounds and a coasting track. These furnish excellent facilities for out-door exercises. BUILDINGS WILLIS HALL. Willis Hall was built by E. J. Willis and for many years was the chief building of the Institute. It is a brick building of three stories and basement, containing the parlors, music rooms, library and 30 double dormitory apartments. The whole building has been thoroughly over- hauled and made modern in every respect. WEST VIRGINIA 259 PAYNE HALL. Payne Hall is a memorial building built by Mrs. Belle S. Payne in memory of her husband, Jed G. Payne, who for many years had been a trustee of Broaddus. It is a brick building containing the offices, class rooms, dining rooms, 22 dormitory apartments and three bath rooms. It is finished in Georgia pine, oiled and varnished; newly carpeted with Brus- sels carpet; papered throughout, and heated and lighted with natural gas. The building will be furnished with new furniture and will be thor- oughly modern in every respect. It supplies a long-felt need, for Broad- dus has been very much crowded of late years. THE COTTAGE. During the spring of 1902 a fund was started by J. L. Newman for the purpose of erecting a cottage for boys. Others added to this fund till the trustees, recognizing the fact that much better work can be done by students who are under the care of a teacher, the trustees built upon the campus, during the summer of 1902, a cottage for boys. It consists of 14 rooms finished in Georgia pine, nicely furnished and carpeted with Brus- sels carpet, lighted and heated with' natural gas, and equipped with a bath and all modern conveniences. The rooms are 14x15 with a closet in each and each room has two large windows. It is an ideal home for young men. This affords a home for young men with all the advantages of the presence of the Boys' Principal, who rooms in the same building. LIBRARY AND READING ROOM. At present the library contains nine hundred volumes. Among these are standard works of poetry, fiction, etc. Valuable additions have been made during the past year. The success of the book receptions, given on Washington's birthday, has been especially gratifying. In connection with the library there is an excellent reading room,, where are to be found the leading dailies and first-class periodicals. AN ENDOWMENT. In December, 1900, the National Baptist Educational Society an- nounced to the trustees of Broaddus Institute that it would give to Broad- dus as an endowment, from the funds furnished by John D. Rockefeller, the sum of $5,000, provided that the Institute would raise an additional sum of $20,000, of which $10,000 was to be used as an endowment. These conditions have been fully met and the Institute has an endow- ment of $10,000.00. COURSES OF STUDY. Three courses of study are offered, namely: The Classical the Scien- tific and the Normal. It is the design of the Classical and Scientific Courses to prepare students for entrance to first-class colleges and espe- cially are they adapted to the work of the State University where full credit is given the student for what has been accomplished. 260 HISTORY OF EDUCATION The Normal Course has been prepared especially for those who de- sire to be teachers, as the times demand that those in the profession of teaching shall receive professional training. In this course studies have been introduced designed to give breadth of culture and special training for teachers. The graduates from this course receive the same credit with the State Board of Examiners as the graduates from parallel courses in the normal schools of the State. It is the aim to make the Normal Course most thorough and complete, not to give merely a per- spective of what is required to be taught, but to give thorough knowledge and substantial training. PREPARATORY. A Preparatory Course is also offered for those who come to us not fully prepared for either of the regular courses. The work begins with fractions in Arithmetic and in the other common branches work of sim- ilar advancement is given. COURSES OF STUDY ACADEMIC DEPARTMENT. The course of study consists of four years work in mathematics, his- tory, literature, science and ancient and modern languages. No attempt is made to do collegiate work, but to prepare for entrance into the best grade of colleges. The work is divided into a normal, a scientific and a classical course. MUSIC. A thorough course of four years' work in instrumental and vocal music is also provided, and the department is very popular. Instruction is also given in art and elocution by a special teacher. THE FACULTY. The faculty consists of ten teachers with Rev. Elkanah Hulley as prin- cipal. They are all college graduates and several have specially prepared themselves for their work by training in graduate schools. Davis and Elkins College. BY JAMES E. ALLEN. Among the many monuments to the benificence and generosity of the Hon. H. G. Davis and Hon. S. B. Elkins, perhaps the greatest and most useful of all is the Davis and Elkins College, which first opened its doors to the public in September 1904. These gentlemen having in mind the building of a high-grade college at Elkins, West Virginia, a town that they had founded, and desiring the college to be under the control of religious influence, made a propo- sition in 1899 to the representatives of Lexington Presbytery of the Pres- byterian Church in the United States, looking to the establishment of such WEST VIRGINIA 261 an institution. Lexington Presbytery, through its accredited representa- tives, after a consideration of the terms of the proposition aforesaid, in- vited Winchester Presbytery to join in accepting the same. This Win- chester Presbytery did. Hon. Henry G. Davis, Senator Stephen B. Elk- ins, Hon. C. Wood Daily and Rev. Frederick H. Barren, all of Elkins, W. Va., Rev. F. M. Woods, D. D., of Martinsburg, W. Va., Rev. G. W. Finley, D. D., of Fishersville, Va., Rev. A. M. Frazier, D. D., of Staunton, Va., Rev. A. H. Hamilton, of Steeles Tavern, Va., and Hon. John J. Davis, of Clarksburg, W. Va., were chosen as trustees. Later, Senator Elkins gave twenty-five acres of land, finely situated about one-half mile from the town, as a campus and site for the college buildings. In addition to this gift ex-Senator Davis contributed the sum of five thousand dollars to improve and beautify the campus. Plans for college buildings having been submitted and accepted, work was at once begun on Administration Hall, the corner stone of which was laid with simple but appropriate ceremonies, August 12, 1903. From that time on the work steadily progressed, and as a result there stands on the site selected, in full view of a wide stretch of country, one of the finest college structures in the Virginias. In the meanwhile, a faculty was elected and course of study planned for the first year. The work of the college formally began with the opening of the first session, September 21, 1904, under the direction of President J. E. Hodgson. Upon the resignation of President Hodgson Rev. F. H. Barren, professor of Bible and Philosophy, was appointed acting-president until July, 1906, when Professor Marshall C. Allaben of the Department of Ancient Languages, the present encumbent, became president. The site of the college is the choicest in this beautiful country. The campus is a tract of land of twenty-five acres, lying about one-half mile east of the city of Elkins, and bordering the Tygarts Valley river. Crown- ing the loftiest portion of the campus a hundred or more feet above the surrounding country, stands Administration hall, a handsome red brick structure, trimmed in West Virginia sandstone. It is three stories in height, and together with the basement furnishes a well equipped and convenient home for the college. Just at the foot of College hill stands the President's residence, a most modern and up-to-date building, after an adaptation of the old English style of architecture. On all sides the mountains rise in tiers from the valley, their serried summits breaking the horizon-line in a manner most delightful to the lover of nature. A more striking sight than these mountains in the green robes of spring, or the rich blazonry of autumn, cannot be imagined. The college stands at an elevation of about 2,000 feet above sea level. The beauty of the scenery, and the freshness and invigorating quality of the atmosphere, combine to make the region an ideal home for a college. Near the college is the town of Elkins with nearly 5,000 inhabitants, one of the most important railroad centers in the State, lying at the in- tersection of the West Virginia Central & Pittsburg Railway, the Coal & Iron, the Huttonsville and Belingtori extensions of the West Virginia Cen- 262 HISTORY OF EDUCATION tral, all of the Wabash system, and the Coal & Coke Railway. Elkins is 59 miles from Grafton, W. Va., and 113 miles from Cumberland, Md., at both of which places connection is made with the Baltimore and Ohio Railroad, and 150 miles from Ronceverte, W. Va., where connection is made with the Chesapeake and Ohio Railroad. It may now be reached by direct route from Charleston over the Coal and Coke Railroad. Elkins is therefore one of the most accessible towns in the State and undoubted- ly the most centrally located. Briefly stated, the Davis and Elkins College has been "erected for the advancement of Christian education." Education should be based up- on the fundamental principles of the Christian religion, and so the Bible shall have place in the curriculum of the College, but no sectarian in- struction shall be given. Although during the first two years of its existence the College was open to both sexes, the Board of Trustees at its annual meeting February 1, 1906, voted to restrict the attendance to males with the be- ginning of the college year 1906-1907. It is interesting to note that this is now the only college in the State exclusively for boys and young men. In its curriculum the College follows the so-called "Group System," which permits the student to determine the general direction of his study, at the same time giving him the benefits of a carefully planned, well- rounded and consistent curriculum. Within each group the courses are in part required and in part elective, being largely elective in the Senior year. In connection with the College, the Davis and Elkins College Pre- paratory School is maintained. In this school, four courses, Classical, English Classical, Scientific, and Commercial are offered, the first three being four-year courses and being so arranged as fully to prepare students for any college 01 technical school in the United States. At present, the Preparatory School uses the dormitories and lecture rooms of the College, but it is the aim of the Board of Trustees to provide separate equipment, as well as separate organization, for this department. Stephenson Seminary. Stephenson Seminary located at Charles Town, W. Va., is said to be the oldest private school for girls within the bounds of the State. Un- der the name of "Mt Parvo Institute," it was founded in 1882 by Rev. C. N. Campbell, D. D., a minister of the Presbyterian Church. As the accommodations at Mt. Parvo were inadequate to the needs of the growing institution, arrangements were made whereby a joint stock company erected a large brick building on grounds donated for educa- tional purposes, by the late John Stephenson, and in honor of its generous donor, it was called Stephenson Seminary. Dr. Campbell was a life-long educator, an alumnus of Princeton Uni- versity and a graduate from the Union Theological Seminary, now of WEST VIRGINIA 263 Richmond, Va. Immediately preceding the establishment of Stephenson Seminary, Dr. Campbell was principal of Andrew Small Academy, a board- ing school for boys, situated in Darnestown, Md. In the summer of 1905, Dr. Campbell died, leaving to his successors (his wife and daughter) a full appreciation of the importance and responsibility of female educa- tion. Stephenson Seminary claims for herself no phenomenal growth, but with varying fortune, she has carved her own unaided way to success, and is today better equipped for the work to which she is consecrated than she has ever been. The building is thoroughly attractive and com- fortable, furnished with gas and electricity, steam-heat, and hot and cold bath. The school stands for Christian influence, thorough work, and a home life of culture and refinement. It has the confidence of the public and has for friends and patrons many of the foremost men of our land. The present accommodations are taxed to the utmost limit, and plans are under way for additional buildings. The Beckley Seminary. BY PRINCIPAL B. H. WHITE The Beckley Seminary is located at the court house of Raleigh coun- ty on the lofty Raleigh plateau 2500 feet above sea-level. The building is surrounded by the beautiful White pines so mush praised by the poets. The -school opened in 1900 with thirty-seven students occupying rented rooms. Last year (1905-6), the enrollment was between three and four hundred, the school occupying its own building and grounds. It main- tains a library of the best books for general reading and reference. The P. C. and P. R. Railroad has built a new depot within a square of the building the Chesapeake and Ohio and Deepwater run close. These and other material developments tend to encourage and aid the school. The Beckley Seminary is co-educational and inter-denominational. It opposes sectarianism. Its faculty is selected on the basis of ability and not because of a peculiar religious faith. Students of all religious beliefs or of no religious belief at all are made to feel at home. All we ask, is that the student be a gentleman or a lady. The school is unpretentious, it claims only to be a preparatory school whose work is accredited in all the colleges and universities of this part of the country. This school maintains seven courses; viz. Preparatory (for its own work), Normal, Commercial, Shorthand and Typewriting, Music, Elocu- tion and Physical Culture, and Academic. Ex-Senator John W. McCreery is President, and Thomas H. Wickham, Esq., is Vice-President. The school is self-supporting with its tuition rates. We have outgrown our build- ing and we are now planning to enlarge. 264 HISTORY OF EDUCATION INSTITUTIONS FOR THE EDUCATION OF COLORED YOUTH. Storer College. BY HENRY T. M'DONALD, PRESIDENT. During the last year of the War there was attached to the Christian Commission of Sheridan's Army a young man just graduated from Dart- mouth College. His duties gave him considerable knowledge of the prevailing conditions and heavy responsibilities, resulting from the care of soldiers, supplies and money, were his. This young man was Rev. Nathan C. Brackett. As soon as hostilities had ceased the General Gov- ernment made him superintendent of all schools to be established for the freedmen in the Shenandoah valley and he immediately began the work intrusted to him. It was while he was thus employed that Mr. John Storer of Sanford, Maine, signified a desire to give ten thousand dollars toward the founding of a school for colored people. The gift was condi- tioned on an equal amount's being raised by others in a limited time. Such condition was soon met and Storer College was a reality. Since this money was pledged largely by Free Baptists, they as a denomina- tion immediately set about finding a proper location for the proposed school. At Harper's Ferry were four badly dismantled houses belonging to the Government, which prior to the war had been occupied by the Su- perintendent of the Government Work, by his chief clerk, by the paymas- ter and by his chief clerk. The cooperation of Congress was sought and obtained largely through the influence in the House of Gen. James A. Garfield, afterward President, and William Pitt Fessenden in the Senate. A bill was passed by Congress transferring to the trustees of Storer Col- lege the above mentioned houses, and in one of these, "The Lockwood", the work of Storer College was begun, October 2, 1867. On that day there was present a faculty of two teachers, Professor and Mrs. Brackett, and nineteen earnest students. From this small beginning the school has gradually developed. It has always been limited in the amount of good it might do. But what it has done has been accomplished with an eye single to the development of sensible, thrifty, Christian manhood and womanhood. For many years Storer was the only institution of its kind in West Virginia and it supplied a large percentage of the teachers, min- isters, and colored leaders of this state. It is no less active to-day and the demand for Storer men and women is increasing. WEST VIRGINIA 265- THE ALUMNI. About two hundred and fifty have graduated from the various courses. Of these not one per cent, have so lived as to reflect dishonor upon them- selves and disgrace on their alma mater. Some of our leading colored lawyers, physicians, teachers, editors, clergymen, not to mention the less distinguished but no less honorable members found in the humbler walks of life, are our alumni. Storer men and women have served and are serving from the highest positions downward on the faculties of a number of institutions of higher grade. Our graduates have successfully com- pleted degree courses at nearly or quite a dozen high grade colleges and universities. They have in a very high percentage of cases been wise, conservative leaders of their people. Besides the graduates probably more than fifteen hundred men and women have attended Storer and been touched by its wholesome, Christian spirit. EQUIPMENT. The college buildings named in the order of their erection are Lin- coln Hall, Myrtle Hall, Anthony Memorial Hall, Sinclair Cottage, DeWolfe Industrial Building. Curtiss Memorial Church, Lewis W. Anthony In- dustrial Buildnig. Beside these are the barn, tool shed, corn crib and various outbuildings. Lincoln Hall was erected by means of funds con- tributed by the Freedman's Bureau. It is a dormitory for young men, accommodating about 50 people. Myrtle Hall was erected from funds collected largely by the Woman's Missionary Society of the Free Baptist Church. It accommodates about 60 girls. In the basement of this hall is the laundry. Anthony Memorial Hall in which is the chapel, library, recitation rooms, dining hall, was given by Mr. L. W. Anthony, of Providence, R. I. Sinclair Cottage, a dormitory for girls, was added to the group of buildings through the munificence of Rev. and Mrs. J. L. Sinclair, of New Hampshire. It will accommodate 18 girls. DeWolfe Industrial building, in which the Department of Cooking is located, was presented by Mrs. Mary P. DeWolfe, of Illinois. Curtiss Memorial Church stands a monument to the untiring zeal of Rev. Silas P. Curtiss, in whose memory it was erected. Lewis W. Anthony Industrial Building, in which is done the work in carpentry, upholstering, blacksmithing, painting, was given to the College by the heirs of Mr. Anthony. These buildings have a magnificent location on Camp Hill, which ia between the gorges of the Potomac and Shenandoah and commands a beautiful view of the famous water gap. It was of this place and its wonderfully beautiful scenery that President Jefferson made his famous remark that it was worth a trip across the Atlantic to behold what nature had done here. The college has a good library of over 5,000 volumes and about 20 acres of gardens, under a high state of cultivation. The total equipment including buildings and apparatus is easily worth $100,000. 266 HISTORY OF EDUCATION CHARACTER. The school is wholly unsectarian as is shown by the fact that on its faculty are members of the Free Baptist, Methodist Episcopal, Method- ist Protestant, Protestant Episcopal churches. It admits students of all denominations and beliefs. There is nothing in the charter of the school which places it sub- ject to the control of any particular denomination. Honever, in the sup- port of the school during all its years of existence the Free Baptist Church has given a most helpful and honorable assistance. Had their support been withdrawn the school would have been most unfortunately situated. It now receives support from the same source; from an en- dowment of about $30,000 and from an annual appropriation from the tate. In return for this appropriation the school gives free books, room rent and tuition to all West Virginia students. Our Normal graduates receive the regular State Normal Diploma, and thus the school is semi- officially a part of the state school system. COURSES. The courses offered are Academic, State Normal, Vocal and Instru- mental Music, Carpentry, Gardening and Husbandry, Sewing and Dress- making, Cookery, Blacksmithing, Drawing, Biblical Literature. All students do work in the Industrial Courses, they being so con- nected with the Normal Courses that each supplement the other. The women students must complete two industrial courses before graduation and on Commencement Day appear in gowns they have made in class. The young men must likewise complete two courses in the Industrial Departments before graduation. Thus excellent manual and industrial training is given and a gen- uine respect for work and joy in doing it is implanted in our students. ENROLLMENT. At present six states besides the District of Columbia are represented in the student body. The enrollment for the past three years has quite rapidly increased. This year especially has been marked by a very large increase of students. We have been obliged to rent one house, the Frank- lin Cottage, for girls and place several in reliable families in town. This year there was the largest enrollment on the opening day, the largest average attendance and the largest enrollment of women in the history of Storer. The total enrollment for the year will be fully two hundred. The Colored School of Huntington. BY PRINCIPAL J. W. SCOTT. The colored schools of Huntington began in the early seventies when the city was in its infancy. The few colored people who formed a part of the small population had been brought here from Virginia, and with WEST VIRGINIA 267 thousands of other negro laborers were employed in cutting the Chesa- peake and Ohio Railroad through the mountains. The first free school for them was opened in a log house, out on the Cemetery Hill, half way between Huntington and Guyandotte, and jointly supported by both towns. Mrs. Julia Jones, still living, was the teacher. For several years the school ran on in this way and there was little or no change, except the change of teachers, the grade work not rising above the level of a dis- trict school. It was not until 1882 that any marked improvement came although the school had been removed to town. In that year, however, a second room was added. Mr. W. F. James was made principal and his wife assistant teacher. They proved to be efficient, progressive, and inspiring teachers. Mr. James graded the school and introduced monthly report cards with a system of regular promotion. Within four years a first class grammar school was organized. He went further and began classes in Algebra. But his strength was not equal to his ambition. His health gave way under his heavy duties and after a brief illness he passed to "pathetic