Institutions For The Education Of Colored Youth in West Virginia This file was submitted by Valerie Crook, E-mail address: This file may be freely copied by individuals and non-profit organizations for their private use. All other rights reserved. Any other use, including publication, storage in a retrieval system, or transmission by electronic, mechanical, or other means requires the written approval of the file's author. This file is part of the WVGenWeb Archives. If you arrived here inside a frame or from a link from somewhere else, our front door is at http://www.usgwarchives.net/wv/wvfiles.htm History of Education in West Virginia Prepared under the direction of the State Superintendent of Free Schools 1904, Charleston: The Tribune Printing Company, 1904 pgs. 285-309 INSTITUTIONS FOR THE EDUCATION OF COLORED YOUTH The West Virginia Colored Institute BY PRINCIPAL J. M'HENRY 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 twentieth century requirements, fitting it for the complicated economic and moral duties of life, giving it the fibre to patiently contend for place amid the mad- dening 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 clings 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 use- fulness 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 argicultural 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 complete 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 Virginia Colored Institute, established by the same act. By the conditions of the act these sums were to be augmented until the Uni- versity 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 $10,000 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 appointed, after investigation, reported adversely. It was then decided to erect at some suitable location a building. Finally, thirty acres of level bottom land were 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 Sunday, October 11, of the same year. The building was completed about the first of April, 1892 and was received by the Board of the School Fund on April 20th. BUILDINGS The main or academic building, which was the first erected, cost in round numbers about $10,000. It was carefully planned and designed 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 appointments. Besides an additional purchase of thirty-eight acres of land, a modern barn and five other buildings have been erected upon the institute grounds. Three of these are built of brick and stone, 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. Atkin- son Hall, the young men's dormitory, rivals MacCorkle Hall in convenience and beauty. The A. B. White Trade School, the most commodious and by far the largest building connected with the school being two hundred and twenty-nine feet in its greatest length and one hundred forty- four feet in its greatest width, with ornamentations of stone and roofed with slate would be a credit to any institution. This building erected at a cost of $35,000 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 the kind in the United States, and without exception the best lighted and most convenient. 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 these buildings are heated by steam and lighted with electricity. 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 110 students have graduated from the school since 1896, of these 69 are engaged in teaching; three are successful pastors, two are machinists, one an attorney at law, two are carpenters, two blacksmiths, six are dressmakers, and eight are pursuing a course of study at other schools. 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 among the negroes. It grows out of the great demand among us for trained teachers. Many of these teachers, however, follow their trade during vacations from school duties. THE COURSE OF STUDY The course of study in the West Virginia Colored Institute with the exception of the dead languages discontinued by the Board of Regents sometime since, is the same as that which is pursued by the other normal schools of the State. In addition to the book work, every student who graduates from this school is required to learn some useful trade. To do this, it is necessary to divide the six grades of the school into two equal divisions; one half pursuing book work in the morning while the other half is in the shops and the various other departments. In the afternoon, the first half goes to the shops while those who were at 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 seventeen teachers, viz: Normal, Agricultural, Mechanical, Domestic, Commercial and Musical. The Normal department has been previously discussed. In the Mechanical department smithing, wheelwrighting, steam-fitting, carpentry, wood-work, brick-laying and plastering, print- ing, and mechanical drawing are taught. The Agricultural department besides giving a good course in scientific 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, dressmaking, millinery, cooking, laundrying and housekeeping. The commercial course designed to give the student a knowledge of business forms, besides giving a short course in book-keeping, has a ex- cellent course in shorthand and typewriting. The musical department, besides giving instruction in sight reading,. voice culture, and ear training, offers an excellent opportunity for In- struction on the prano-forte. Pupils pursue the study of music in this school at a very small cost and with no extra charges tor the use of the 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 department 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 one hundred eighty-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. six states; as we have said before, one hundred and ten 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. FACULTY The following is a list of the members of the faculty: J. McHenry Jones, A. M., principal; James M. Canty, superintendent of industries; Byrd Prillerman, A. M., English; Charles E. Jones, natural science and history; M. Blanche Jeffries, matron; William A. Spriggs, carpentry; W. H. Lowry, commandant of cadets; Austin W. Curtis, B. A., agriculture; Mrs. E. M. Jones, music; Mrs. J. Madison Shaw, dressmaking; Miss Mary Eubank, millinery; F. J. LaMain Douglas, commercial branches; Bessie V. Morris, cooking; Ed. M. Burgess, printing; Sol. Brown, wheelwright- ing; Joseph Lovette, bricklaying; Mrs. L. M. Froe, librarian, and W. S. Brown and W. H. Willis, practical farmers; R. L. Brown, engineer. BOARD OF REGENTS Our present Board of Regents is composed of the following numbers: Hon. C. B. Scott, President, Bethany, W. Va. Hon. Joseph Gray, Secretary, Elizabeth, W. Va, Hon. J. M. Hazelwood, Treasurer, Charleston. Hon. C. H. Payne, Huntington, W. Va. Hon. Thos. C. Miller, Charleston, W. Va. Hon. B. L. Butcher, Fairmont, W. Va. Hon. B. S. Morgan, Charleston, W. Va. INCOME The income of the school is derived from two sources: (1) An annual amount of $5,000 received from the Morrill Fund; (2) Legislative appro- priation. The money received from the United States Government can be applied only to instruction in agriculture, the mechanic arts, the English language and the various branches of mathematical, physical, natural and economic science, with special reference to their applications in the industries of life, and to the facilities for such instruction. The State has dealt very generously with the West Virginia Colored Institute as the folowing [sic] 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 Total..........................$288,000 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. Bluefied Colored Institute BY A MEMBER OF THE FACULTY Bluefield Colored Institute, situated on a eminence of twenty-five hundred feet above sea level, overlooking the city of Bluefleld, in the county of Mercer, West Virginia, was chartered February 28th, 1895, by the Legislature of West Virginia. In the words of Hon. Virgil A. Lewis, "The Bluefleld Colored Institute owes its existence to a desire on the part of the people of West Virginia to secure to the youth of that part of its population belonging to the colored race the facilities for obtaining such educational qualifications as will prepare them to become a part of that higher citizenship for which the State strives, and that they may be a part of that intellectual life which should keep pace with the material development of the State. For the government and control of this institution, Hon. William A. MacCorkle, then Governor of West Virginia, appointed a Board of Regents consisting of the following persons: Hon. John S. Marcum, Hon. Joseph C. Brady, Hon. George M. Bowers, Hon. Virgil A. Lewis, State Superin- tendent, and Senator William M. Mahood, who introduced the bill to appropriate the amount of $8,000.00 for the purpose of establishing at the city of Bluefleld a school having a normal and an academic course for the colored youth. At a meeting of this board Professor Hamilton Hatter, an instructor in the Sciences and Languages at Storer College, was elected to the principalship of Bluefield Colored Institute, and Miss Mary M. Booze, a graduate of Hartshorn Memorial College, Richmond, Virginia, as assistant principal. Tuesday at 9 o'clock on the morning of December 1st, 1896, with two teachers, eighteen pupils, in the chapel of the main building, which was the only one at this time upon the school premises of four acres, Blue- field Colored Institute began her mission, which is to help prepare the colored youth for higher citizenship. Forced by failing to secure board and lodging for the pupils in the families of the community at a reasonable cost, as had been promised, Professor Hamilton Hatter purchased near the school grounds a house and lot, which he fitted up and used for the girls' dormitory and boarding hall. Miss Mary M. Booze was placed in charge of this little domicile of the girls; and Professor Hamilton Hatter and the boys appropriated one of the rooms of the main building to their use. The center building, as shown in the cut, is a two-story brick struc- ture, containing four spacious rooms. It was dedicated July 30th, 1896. By the liberal appropriation of the State Legislature, two years later, quite near the main building and on the eastern side of the campus, the erection of the girls' dormitory began. It is now completed and supplied with all the modern improvements, accommodating more than fifty girls. Westward on the grounds stands an ideal home for boys, a gift of the State in 1901. As are the other buildings, it is heated by steam, lighted by electricity and furnished similarly to the girls' hall. Northward, off of the campus, is a house of five rooms known as "Hatter Cottage," which preserved the embryonic existence of the Bluefleld Colored Institute. Next to the living instructors is a well selected library, and this school has more than one thousand and five hundred volumes. The leading journals, weekly and daily newspapers are found on the tables of the reading room of the students' halls. This institution is provided with physical and chemical apparatus, globes, maps and geological speci- mens. By legislative enactment, Bluefleld Colored Institute is vested with full academic and preparatory university powers. This institution gives thorough Instruction in those branches, which are taught in the normal schools and the preparatory department of the State University. The Department of Music, vocal and instrumental, has been care- fully graded, and the methods of teaching are those approved by the lead- ing modern instructors. Miss Lizzie O. Hopkins, who has charge of this department, has enjoyed the advantages of instruction and observation of methods in the Boston Conservatory of Music. A course of instruction is provided for the girls in such practical affairs as belong distinctively to woman's work. Every girl is taught the cutting and fitting of plain garments; the drafting and finishing of dresses. Miss Rebecca Ferrall, instructor in this course, is a graduate of the industrial department of Storer College and the McDowell Dress Cutting and Millinery Schools, Philadelphia, Pa. The work in this school has been greatly assisted by the students' societies. The White Shield League, an organization of girls, has for its object ethical culture, to uphold the laws of purity. The Young Men's Christian Association, which was organized by Mr. W. A. Hunton, January 12th, 1900, indicates its purpose by its name. The Bible reading of this society has been conducted in succession by Professor Robert P. Sims, George W. Hatter and William A. Saunders. For the training of the conscience and the will, the best instrument is the sacred scriptures, and to this end Bluefleld, Colored Institute, at the beginning of its work, adopted the Bible as its reading book. The government of this institution is to help, not to hinder moral training. 1903 AND 1904 N. C. Brackett, Ph. D., President, Harpers Ferry. Hon. Virgil A. Lewis, Secretary, Mason City. Edwin Mann, A. B., Treasurer, Bluefield. Prof. J. R. Jefferson, Auditor, Parkersburg. Hon. W. M. Mahood, Princeton. Hon. Thos. C. Miller, State Superintendent of Schools, Charleston. LOCAL EXECUTIVE COMMITTEE Hon. David E. Johnston, Bluefleld. Dr. John C. Hughes, Princeton. Hon. H. W. Straley, Princeton. FACULTY Hamilton Hatter, A. B., Principal. Mary M. Booze, B. S. Robert P. Sims, A. B. William A. Saunders, A. B. G. W. Hatter. Lizzie O. Hopkins. Charles Warfleld. Storer College BY HENRY T. M'DONALD, PRESIDENT The tidal wave of battle had hardly subsided at the close of the Civil War before a strikingly different wave swept over the southland. The north having freely given of its best blood and treasures for the maintainance of the Union and banishment of slavery with unparalled generosity volunteered to assist its late foe in retrieving their broken future by aiding in the establishment of schools for the newly treed negro. Churches and religious societies were the first to endurlngly enter into the work. And in the somewhat imaginary divisions of the State among such organizations, the valley of Virginia was assigned to the Free Baptists. Such assignments to various parts of the South were made, that conflicting efforts might be avoided and more efficient work be done. The Free Baptist denomination had always stood unswervingly against the holding of slaves and so there was a peculiar fitness in the fact that the town, made famous by the heroic efforts of John Brown In precipitating the cause of freedom, should later become the headquarters of the work to be carried on in the freedmen's behalf. During the last year of the war. Rev. N. C. Brackett had been stationed by the Christian commission in the Shenandoah Valley and had become quite intimately acquainted with the needs of the colored people. So It was most natural that he should be called to superintend the work about to be opened by the Free Baptists in West Virginia, and especially since he had been superintendent of schools for the Freedman's Bureau. Storer College was founded through the munificence of John Storer, of Sanford, Maine. He signified to Dr. O. B. Cheney, President of Bates College, a willingness to give ten thousand dollars towards founding in. the south a college for colored people. This gift was conditioned on an equal amount being raised by others in a limited time. The money was pledged and collected and Storer College was a reality. The kindly interest and aid of Congress was sought and obtained through the efforts of Senator William Pitt Fessenden in the Senate, and the good offices of General James A. Garfield in the lower house. The College was granted the four large brick mansions formerly occupied by the Government officials in charge of the armory and arsenal. And in one of these, "The Lockwood," Storer College had its birth on Monday, October 2, 1862. It began with a faculty of two teachers and nineteen students. Large numbers sought admitance [sic], and urgent demands for new and more ample home accommodations for the men resulted in the erection of Lincoln Hall. The funds for its erection were apportioned by the Freedman's Bureau. A dormitory for young women was a necessity and through the generosity of a large number of friends directed by the generosity of the Free Baptist Woman's Missionary Society, Myrtle Hall was erected. Anthony Hall, the central and largest building of the college group and named in honor of L. W. Anthony of Providence, Rhode Island, was the next building added. This is the recitation hall and in it also are the chapel and library. The Dewolfe Building, named in honor of Mrs. Mary P. Dewolfe, one of the college benefactors, is now used by the De- partment of Cookery. And now a fine, new Industrial Building is nearing 294 HISTORY OF EDUCATION, completion. In it instruction in carpentry, blacksmithing, canning, up- holstery and painting will be given. Across the street from the college campus stands the Curtis Memorial Church. The group of college buildings, well proportioned and sightly in themselves, and commandingly situated on Camp Hill made famous he- cause of its having been used as a camping ground by United States troops for more than a hundred years. Mention need scarcely be made of the magnificent water-gap, the historic Potomac, and the lovely Shenandoah, or the great tragic act which has made the town forever famous, or the situation of the college at the entrance of the eastern "panhandle" to show the importance and good fortune of its location. Being the oldest school for colored people in the State, it has always been a potent factor in moulding the sentiment of the State to a healthy appreciation of the just deserts of the colored citizens in matters educa- tional. For many years after the founding of Storer College the chief demand made upon the college was the training of teachers. And this demand was responded to. And the chief work of the school has always been the developing of leaders for the colored people. Teachers, doctors, lawyers, mechanics, nurses, and farmers are numbered among the sons and daughters of Storer. As the needs of the times have changed and it has become apparent that normal work ought to be supplemented with the other work, Storer has changed her Curriculum. From her founding the school has stood by the theory that honest labor never degrades a man. And so it has been very easy tor the college to expand its work to include industrial training. The State has shown her appreciation of the great work the school has done for the commonwealth at so small a cost, by making a small biennial appropriation to its current funds. The last Legislature made an appropriation to be used in payment for industrial training, and the college has secured funds enough to complete a roomy substantial building in which such instruction may be given. The college at present, besides doing normal and academic work, has a department of music, a department of cookery, a department of dress- making, a department of practical gardening, and the industrial depart- ment. And each separate department is under the management of a well trained and competent head. It is the purpose of the college to-day to develop the sterling qualities of manhood and womanhood, to give a reasonably broad and fair view of one's civic duties, and to well ground character in the basic principles of Christian living. The college in its larger future of usefulness will forever stand a monument to the unflagging zeal and self denial of Dr. N. C. Brackett, who during the first thirty years of this checkered career, wisely administered its affairs. He was succeeded by Rev. E. E. Osgood; and Mr. Osgood was suc- ceeded by Henry T. McDonald, who for five years has been President. Development of the Colored School System BY BYRD PRILLERMAN, PROFESSOR IN WEST VIRGINIA. COLORED INSTITUTE In 1862, the first school for colored children, organized in West Vir- ginia, was established in Parkersburg by seven prominent colored men. It was known as a "pay school," but indigent children could attend it free of charge. It was merged into the free school system about 1867. The first Constitution of West Virginia, adopted in 1863, provided tor the establishment of free schools; but it made no reference to the colored youth of the State. However, the Legislature passed an act, Feb. 26, 1866, providing for the establishment of colored schools in sub-districts containing thirty colored children between the ages of six and twenty-one years. The law further provided that these schools must have an average attendance of fifteen or be closed. In 1867, this law was amended so as to require trustees and boards of education to establish and maintain colored schools in sub-districts containing more than fifteen colored youth of school age. This law re- mained in force until 1899, when it was again amended. And now we have the following special law in reference to colored schools: "It shall be the duties of the trustees of every sub-district to establish therein one or more primary schools, for colored persons between the ages of six and twenty-one years, and said trustees or board of education shall es- tablish such school whenever there are at least ten colored persons of school age residing therein and for a less number when it is possible to do so." When the Constitution was revised in 1872, it provided that white and colored persons should not be taught in the same school. About the same time, a law was enacted authorizing the State Superintendent of Free Schools to make arrangements with some school in the State for the normal training of colored teachers. Graded schools have been established at Point Pleasant, St. Albans, Montgomery, Lewisburg, Eckman, and several other places. High schools have been established in Parkersburg, Wheeling, Huntington, Charleston and Clarksburg. From 1866 to 1892, Storer College, a denominational school at Har- per's Ferry, was the only school in the State at which the colored youth could receive academic and normal training. But through the efforts of Prof. Byrd Prillerman, A. M., and Rev. C. H. Payne, D. D., the Legislature established the West Virginia Colored Institute in Kanawha county, in 1891. This school was established to meet the requirements of the Morrill act of congress providing tor the establishment of Agricultural and Mechanical Colleges. In 1895, the Legislature passed an act establishing the Bluefleld Colored Institute in Mercer county, with provisions tor academic train- ing. In the summers of '90, '91 and '92, Prof. Byrd Prillerman and Prof. H. B. Rice conducted a summer school for teachers, in the city of Charles- ton. This school was discontinued after the opening of the West Vir- ginia Colored Institute, as teachers were given an opportunity to review in the spring term at this institution. On Thursday the 26th day of November, 1891, the colored teachers of this State met in Charleston and organized the West Virginia Teachers' Association. The Association meets annually on Thanksgiving Day. The present membership is eighty. White and colored teachers are admitted to the same teachers' in- stitutes, but special institutes for colored teachers are conducted by one of their number at Storer College, the West Virginia Colored Institute, the Bluefleld Colored Institute and the West Virginia Industrial School, Seminary and College. The following interesting items may be found in the State Superin- tendent's report for 1902: Number of colored school youth enumerated, for 1902, 11,976. Number enrolled, 7,886. Average daily attendance, 5,200. Common schools ......................................... 186 Graded schools ......................................... 17 High schools ........................................... 4 Total number of public schools.......................... 207 Whole number of colored teachers in the public schools for this year, 278. Total amount of salaries paid to these teachers for the year, $55,- 789.18. Average salary for the year, $200.60. There are colored schools in only 33 of the 55 counties of the State. And eight counties contain 137 of the 207 schools of the State as fol- lows: Fayette county, 39; Kanawha, 25; Jefferson, Greenbrier, and Mc- Dowell, 14 each; Mercer, 13; Berkeley and Summers, 9 each. Under the law, teachers are paid according to grade of certificate. The law fixes the minimum salary for first grade teachers at $30 per month; second grade at $25 per month, and third grade at $18 per month. The minimum length of term is five months. And it must be said to the honor of the school officials that absolute fairness is shown to the colored teachers both in the matter of exam- inations and salaries. If a colored teacher holds a first grade certificate, he is paid the same salary as a white teacher holding the same grade of certificate. If a colored teacher has ten pupils he has as long a term as any other teacher in his district. For in the language of one of our State Superintendents, "West Virginia knows no such thing as black boys and white boys in the number of school days." When one campares [sic] these conditions with the report of the State Superintendent of Georgia for 1902, the contrast is very marked. According to his report, the average monthly salary paid white teach- ers that year was $36.72, and that paid colored teachers, $26.08. The high- est average monthly salary paid first grade white teachers in any county of the State was $60, and the highest paid first grade colored teachers was $40. The lowest average monthly salary paid third grade white teachers was $13.93 and the lowest paid third grade colored teachers was $10. Colored Schools in Fayette BY H. H. BAILEY It has always been the desire of mankind to seek intelligence. This fact is true of all races, from Adam to this present time. Yet, there was a class of men, or a race of men who were denied the privilege of seeking intelligence through books; what they got came by induction. But as God fought for Israel, so He fought for this people, and won the battle in 1865. After this time, schools were established in central places through- out the Southland for the education of Negro children. But, so great was the thirst for knowledge, that gray-haired, men and women could be seen winding their way to the "little log school house" on the hill. These schools did not come simultaneously, but took years of hard work by Christian-hearted white men and women, who sacrificed home and friends to help raise fallen humanity to a higher plane of Christian civilization. When these people look back over the past and see the fruits of their labor they can not help but say, "God be praised," for, from these schools, came doctors, lawyers, preachers, teachers and mechanics. No State in the Union has been more liberal toward the appropria- tions for the education of the colored youth than the "Little Mountain" State, West Virginia. Space will not allow the discussion of the subject of higher education here, and, too, it will be found elsewhere in this book. But we will take up the work in this county (Fayette). The first colored school established in Fayette county, was at Coal Valley, now Montgomery, 1879. This school was taught by Prof. H. B. Rice, now principal of the High School, Charleston, W. Va. Money was scarce, when this school was established, therefore the facilities for school purposes were poor. Mr. T. H. Norman, who was instrumental in having the school es- tablished, let the Board of Education have one room of his house to use for school. This room had neither desk nor blackboard and charts and maps were unknown, so far as a colored school was concerned. However, matters went this way for three years, after which the Board succeeded in renting a little log shanty from Mr. Montgomery, and in a manner fitted it up for a school. This lasted only one term of four months, for when the next term came around the school population had out-grown the school house. Then, the church was rented to ac- commodate the pupils, until a school house could be built. Now Montgomery can boast of a four room frame building with four competent teachers to foster the work. Mrs. Anna Banks, Mrs. C. H. Payne, Mr. Geo. Cozzens, Mrs. M. A. W. Thompson, Misses Saddle Howel, Julia Norman, L. 0. Hopkins, Hattie C. Booze, Annie Parker, Lizzie Meadows, Rebecca I. Bullard, Mattie Payne-Trent, Prof. J. W. Scott, and Misses Lola M. Lavender, Nellie M. Lewis, Ida M. King and H. H. Ralley, the last four are the present teachers, have taught the school the last six years. The schools at Quinnimont, Fire Creek, Hawks Nest, Stone Cliff, Nuttallburg, Sewell, Eagle, and Fayetteville, were established in their order named, under similar conditions to those at Montgomery. D. W. Calloway, A. T. Galloway, Miss L. E. Perry, Mrs. Lizzie Davis, Miss Bertha Morton, Mr. James Washington, Mrs. F. Donnally Ralley, Mrs Hattie C. A. Washington, and Mrs. E. M. Dandridge, are among some of the older teachers in the county. Mrs. Dandridge, from point of ser- vice is the oldest teacher in the county. She has taught sucessfully every year for the last twenty years. She has lived to see Fayete [sic] county so develop in school facilities until it is second to no county in the State. All of the log houses have been replaced with nice frame build- ings, well equipped with charts, maps, globes and in many places nice libraries. Every hamlet has a nice, comfortable school house. The salary for No. one teachers raised from $20 and $25 per month to $40 and $45, and terms lengthened from three and four months in a year to five and six. The county can also boast of an Industrial School, Seminary and Col- lege at Hill Top, near Red Star. This school is the result of ardent labor of Rev. R. J. Perklns. It is under the management of Prof. Thomas Jefferson, a man well qualified to fill the place. The school really fills a heart felt want in this county, and we hope that Rev. Perkins will live long and do much more for his people in this county. The Eagle school has advanced from one little log shanty to a nice three room frame building, and well equipped for school work. Misses A. L. Norman, M. E. Shelton and Mr. E. C. Page are the present teachers and are doing good work for the county and State. Prof. W. S. Johnson, our county superintendent, is the right man in the right place. He has done all that a man could do to put his schools on good bases. Huntington Colored Schools BY J. W. SCOTT, ASST. PRINCIPAL The colored schools of the city of Huntington began in the early seventies in a log house with Mrs. Julia Jones as teacher. Owing to the lack of funds and the limited number of pupils the school was placed midway between Guyandotte and Huntington, both towns jointly sup- porting it. For several years the character of the work did not rise above the level of a district school. It was not until 1882 that any marked improve- ment came to the school. In that year a second room was added and Mr. W. F. James assisted by his wife, Mrs. Susie M. James took charge. He proved to be an efficient, a progressive and an inspiring teacher. He graded the school, introduced monthly report cards with a system of regular promotion. In four years' time he had organized a first class grammar school. He went further. His advanced class having finished the English branches took up algebra. The work was too heavy for one. His health broke down and he was finally obliged to give up his position before that term ended. His health grew worse and death followed in a few weeks. A distinguished educator remarked upon seeing a company of pupils weeping over the dead body of their teacher: "I would rather have such a loving tribute when I die than the most ornate panegyric." Whether his wish or not such at least was the tribute paid Mr. James by his pupils many of whom have since graduated from other schools, but who still remember him as the chief inspiration of their life. The schools continued to advance under his successors, Mr. Ramsay, Mr. J. B. Cabell and then Prof. W. T. McKenney, who served the people eight years. Under his principalship the Douglass school was erected. This building is a two story brick of six rooms and a basement. It Is erected on a lot with ample play grounds. It has water works on both floors and is heated by gas furnaces. It has the Smead system of ventila- tion. The rooms are large, well-lighted, well-seated, and well supplied with apparatus. The building and lot cost about $14,000. The erection of this school marked a second stage in the colored schools here, for in that year, 1892, the first class of graduates was turned out. Two more classes were graduated between that time and 1897, when Mr. McKenney resigned. He was succeeded by Prof. C. H. Barnett, who raised the high school course and brought it on a par with the other high school. He organized classes in Latin and German. Classes have been graduated regularly ever since from a four years' course of study. Seven classes in all have come out numbering thirty graduates— fifteen young men and fifteen young women, nearly all of whom are doing well in life. Prof. Barnett was followed by Mr. Carter Woodson as principal. The school has always had a strong corps of subordinate teachers. Deserving of especial mention are Mrs. James, now deceased, who was the primary teacher fourteen years, and Miss Leota Moss, who was the grammar teacher six or seven years. Besides these may be mentioned Miss Mary F. Norman, Miss Bertha Morton, now deceased, and Miss Frances Morton. The present enrollment of the school is 270 and additional rooms and teachers are needed. The present teaching force consists of the following: Prof. R. P. Sims, Principal High School. J. W. Scott, Assistant Principal. Miss Mina Stewart. Miss Georgia E. Scott. Miss Josie M. Barnett. Mrs. Sara A. Wilkins. Mr. E. A. Viney, Music Teacher. Parkersburg Colored Schools BY J. RUPERT JEFFERSON, EX-PRINCIPAL The history of the colored schools is unique in at least two particu- lars: The first free schools in the city of Parkersburg were for colored children and supported by the private funds of colored men; the first public schools south of Mason and Dixon's Line for colored youth were in this city. These two statements, according to the best evidence at hand, seem to be settled beyond question. On the first Monday in January, 1862, a number of the best colored men in this city met to devise ways and means for the instruction of col- ored children. An organization was perfected, a constitution and by-laws framed. A board consisting of Robert Thomas, Lafayette Wilson, Wm. Sargeant, R. W. Simmons, Charles Hicks, William Smith and Matthew Thomas was elected to carry out the provisions of the organization. A school was established to which all colored children were admitted. Those who were able to pay it were charged one dollar a month tuition, but those who were not able were admitted free. Among the first teachers were Sarah Trotter and Pocahontas Simmons, both colored, and Rev. S. E. Col- burn, a white man. The first school enrolled about forty pupils. From that time to the present, the colored youth of this city have enjoyed school privileges. In the Weekly Times, a paper published here of date June 7, 1866, appears the following notice: "The first public tree school for the colored children of the city of Parkersburg, West Virginia, was opened in the school ward lately re- moved. All colored children over 6 years of age and under 21, as the law directs, are at liberty to attend and are requested to do so. Rev. S. E. Colburn, Teacher." With this notice probably dates the beginning of the public schools for colored children under the provisions of the Constitution of the State, a time tour years later than when colored schools began. After this the organization formed in 1862 ceased to exist and the colored schools have been under the same Board of Education as the white schools. The last session of the colored schools under the original plan ended with a school exhibition, in 1866, by colored pupils in Bank Hall under the charge of the teacher, T. J. Ferguson. The colored schools struggled along overcoming many obstacles for ten or more years, when, with the appointment of a superintendent for all the schools, the course of instruction was improved, the work of the teachers inspected and the schools placed upon a better footing. For some years the colored schools have had, so far as text books, supervision and course of instruction are concerned, the same opportuni- ties as the white schools. The improved condition in the colored schools is generally recognized. After completing the same primary and grammar course as in the white schools, the pupils take up algebra, general history, geometry, civil government, physical geography, physics, rhetoric and-lit- erature. A general review in the advanced work of the common branches is also given, and when the course is completed a teacher's certificate or a diploma is given, as the Board of Education may determine. For several years the High School for colored youth in this city was the only one in the State. The first class -was graduated and given di- plomas in 1887 and every year since then except 1890 and 1892 there have been graduates. The total number of graduates is 23. The colored school building is a brick structure of four rooms, on Avery street near Tenth. The building was originally two rooms, but was enlarged in 1883 to its present size. The teachers of the colored schools are subject to the same regulations and enjoy the same privileges as the white teachers. With the exception of the principals of the building, the colored teachers have been for years se- lected from home talent and several of the teachers have been graduates of the High School. As has been stated, the orignal plan of the schools changed in 1866 during the administration of T. J. Ferguson, a man who was at that time a leading character, not only in educational circles, but in the politics of the country, justly ranked with Bruce Langston, Lynch, Small, and Douglass, that brilliant coterie of colored men who In their day and generation laid the foundation for the enjoyment of the fuller oppor- tunities which the colored people of the nation possess to-day. The work of J. L. Camp extended through a period of about eleven years. During his administration there were but few if any of the higher branches taught. He was a man of sterling character and though long since passed to his reward, his work is still going on and he is still remembered by the community in which he spent so many years of faithful toil. "The Sumner High School," by which name the school is now known, was established in 1886. A. W. Peques, of Richmond Theological Insti- tute was its first principal. He was a man of many scholarly attainments and an excellent teacher. He remained but one term, however, resigning to accept a chair in a university of North Carolina. He has since become an author of considerable note. He was succeeded by T. D. Scott, of Wilberforce University, who remained in charge five years and suc- ceeded in building up a strong course of study. He resigned in 1892 to accept the chair in natural sciences at his alma mater. Mr. Scott was fol- lowed by C. H. Barnett, of Denison University, who remained but one year. He in turn was succeeded by John R. Jefferson, of Pomeroy, who took charge in the autumn of 1893. He held the position for nine consecu- tive years. During his administration the enrollment reached Its highest point, and the school was in a flourishing condition. He resigned in 1902 to accept an appointment at the hands of the Hon. Wm. M. O. Dawson, Secretary of State of West Vrginia [sic], which position he now holds. Mr. B. S. Jackson, of Howard University, Washington, D. C., was then elected principal and at this writing is still in charge. During the existence of Sumner High School about thirty young men and women have graduated, of whom the following deserve especial mention: Harriet Robinson, Bernardine Peyton, Ernestine Fountaine, and Grace Julius, all of whom are now teachers in the school. Lawrence Jones, who is in the Postoffice Department, Chicago, Ill., Arthur Barker, who is a mail carrier at Lima, Ohio, Ardella Wilson, who has since com- pleted the normal course at West Virginia Colored Institute and is now teaching at Sistersville, Jane Madison Shaw, teacher of domestic science at West Virginia Colored Institute, Chas. Jones, who is now practicing law in Parkersburg, Jas. Edmondson, who is doing a nice business as merchant at Parkersburg, and a number of others whom space will not permit me to mention. The future of the colored schools seems no less bright than that of the other schools and the education of the colored race promises as suc- cessful results in this city as anywhere else in the United States. Bluefield Colored Graded School BY R. F. DOUGLAS, PRINCIPAL The first public school for colored youth in the town of Bluefleld was begun in 1890. A small one-room building constructed of logs and situated in what is known as the Jonestown suburb, afforded a school house. In these narrow confines Mr. A, J. Smith and Mrs. L. O. McGee taught school for two terms of five months duration each. The school equipment was very poor. The heating, the ventilation, the play-ground were at marked varience with the general rules of school hygiene. The following year the school was moved to the Cooperstown suburb to an oddly constructed, poorly situated two-room building, but in some respects an improvement upon the first edifice. I regret to record, how- ever, that there was no play-ground, the building occupying a plat of ground scarcely two feet larger than that covered by the foundation. There were dwelling houses on either side, before and aft. The pupils and dwellers hard by were in frequent entanglements, to settle which in a manner satisfactory to all would puzzle the most astute Justice of the Peace. Here the school was continued for several years. The teachers were Mr. S. W. Patterson and Mrs. E. O. Smith. 304 HISTORY OF EDUCATION, While these events were transpiring North Bluefleld was acquiring a colored population of considerable size. A petition to the Board of Education met with favorable consideration and a two-room building was erected. Later school was begun in one room of this building with Mr. P. J. Carter as teacher and an enrollment of thirty pupils. A year or two later the Cooperstown building caught fire and was burned to the ground. This unfortunate occurrence left the colored people without sufficient buildings for the rapidly growing population. Accordingly two rooms more were annexed to the building in North Bluefleld and the out- look for a prosperous school year was very promising, but the hopes of the people were shattered when they awoke on the very morning school was to begin and found the newly completed building a mass of smoldering ruins. To meet the emergency the Board of Education secured an old building across town which had been used in turn as a bar, a pool room, and a court house. The next year two rooms in our present building were secured for school purposes. The school now had four teachers as follows: Messrs. H. Smith and T. P. Wright and Mesdames Lane and E. C. Smith. The enrollment was 125. An effort was now made at grading the school. The following year Mr. Smith was replaced by Prof. W. A. Saunders and Mrs. Lane and Mr. Wright were replaced by Misses H. W. Booze and R. A. McDonald. Prof. Saunders remained one year and was followed by Prof. G. W. Hatter, who was followed by Mr. R. F. Douglas, the present prinicpal [sic], the corps of teachers remaining the same. No account of the Bluefleld Colored School is complete without making fitting mention of the building now used for a schoolhouse. The writer makes bold to say it is beyond his descriptive powers to fittingly describe it. The building is of brick primarily intended for a store room and dwelling. There are four rooms, two above the surface of the earth and two below. There is no plastering or ceiling of any kind on the inside walls and there is not a partition worthy of the name in the entire building. Dilapidated benches and old rickety desks answer as seats. The only thing the school possesses in the way of equipment is one eight- inch globe. Doors are without fasteners and otherwise sadly in need of repair. The entire building is cold and the two underground rooms are damp and unhealthy. The corps of teachers, however, are in marked contrast to the general state of affairs surrounding the school. Be it said to their credit that they are earnest and capable. The people are looking forward to better conditions in the near future. Our present enrollment is 181 with pupils advanced as far as the 6th grade. Charleston Colored Schools BY FANNIE COBB, TEACHER IN GARNETT SCHOOL The first free school opened in Charleston was opened on the bank of Kanawha river in a cellar, in the spring of 1866, with Miss Lucy James as teacher. The school continued only two months, the funds being exhausted. In the fall of 1867 Rev. and Mrs. Sharp (white) sent out by the Freedman's Bureau, assisted by Rev. Chas. O. Fisher had charge of the school. Rev. Fisher assisted by Miss Ladonia Simms took charge of the school in 1868 and continued till 1869. In the spring of '69 Rev. Fisher being a minister of the Methodist Episcopal church was given a new pastorate by the conference and Miss Simms took charge of the school with Mrs. Lucy James dark as assistant In 1870 Mrs. dark's service as teacher was continued with Rev. J W. Dansbury as assistant. In 1871 William Davis, teacher of the first school for colored youth in Kanawha county, became principal assisted by Rev. Dansbury. The school was then removed to a two-room building on Quarrier street and had an enrollment of about a hundred pupils. The next year Miss Janie Bullard took the place of Rev. Dansbury as Mr. Davis' assistant. Miss Bullard was a splendid teacher and was well qualified for her work, being a graduate of Hampton Institute and later a student in some of the Massachusetts schools. In 1873 Mr. Henry C. Payne was added to the corps of teachers. Mr. Payne was also a graduate of Hampton Institute and was for a number of years intimately connected with the educational work in West Virginia. Mr. William Davis remained in charge of the schools of this city for 31 years with one or two exceptions. The school continued to grow in numbers an inter- est and each year one or more teachers have been added until there are now two large brick buildings with modern conveniences and appliances, located in convenient parts of the town where nearly three hundred chil- dren are being instructed by twelve competent teachers. The "Garnett School", named in honor of Henry Highland Garnett, contains eight rooms. "Washington School", named in honor of Booker T. Washington, recntly [sic] built on the most modern plan, contains four rooms. Mr. H. B. Rice is the principal of the "Garnett" building and Mr. G. L. Cuzzens is the principal of the "Washington" school. For several years the Garnett School graduated its pupils when they finished the grammar grade work; but now a full high school course of four years work is established in which the following subjects are taught: English and American Literature, Higher Algebra, Physical Geography, Latin, English History, Rhetoric, Civics, Bookkeeping, Zoology, Botany, Geometry, Ancent History, Physics, Chemistry, Me- diaeval and Modern History, Psychology, Geology, and Astronomy. The laboratories are sufficiently furnished to make the necessary ex- periments in both Physics and Chemistry. This department also has a piano and is establishing a library of well selected books. There are twenty-three pupils in the High School and Carrie B. James, who will graduate this year, will be the first graduate. This class of 1904 will be followed by a class of five. The High School is taught by C. W. Boyd and John F. J. Clark. Mr. Boyd who organized this department, is a graduate of Wilberforce University and has taken a special course in the Ohio University. When we compare the schools of to-day with those of nearly forty years ago, there is a marked improvement, and the most important change is not in the one that first attracts us, that of larger number of pupils and the large expenditures each year tor better building and conveniences, but in better, more thoroughly qualified teachers. Slowly there has been developed in the public mind a new idea of education as a process of the conditions necessary to its successful progress. The intelligent public has been made to see that it can not afford, for its social safety, to neglect any class of its members. So means of education have multiplied in number and variety to meet the needs of all classes as fast as these needs are discovered. West Virginia has always provided liberally for the education of its colored youth and the public schools of Charleston have not been an exception. Clarksburg Colored Schools BY J. W. ROBINSON, PRINCIPAL The following is a brief sketch of the Colored Department of what is known as Clarksburg Independent School District of Harrison county, Vest Virginia. At a meeting of the Board of Education of the above named district July 15, 1868, a bid of $1147 was accepted for the erection of a one-story brick building to be used as a school building for the freedmen of Clarksburg Independent School District. The building was completed In time to be occupied at the beginning of the school year of 1870. To meet the demands of a growing population and to afford educa- tional facilities commensurate with the advancement of the present age, the Board of Education at a regular meeting in 1900, arranged tor the erection of a three-story brick building upon a lot which had been purchased on Water street. The building and equipment when com- pleted cost almost if not quite $20,000. The contract of this building was awarded Mr. C. D. Ogden, a colored contractor of Clarksburg. The build- ing contains six recitation rooms, an office, an assembly hall, and four large basement rooms, and is provided with all the modern con- veniences. This building was occupied in January, 1902. The course of study contains eight grades of common school branches and three years of high school work. Those who complete the high school course are given diplomas, upon the approval of the faculty and the Board of Education. The first class to graduate from the high school department was in 1895. During the succeeding eight years six males and twenty-two females have been granted diplomas. The colored schools are under the same management and control as the white schools. At present there are five teachers, including the principal. The school is in session for nine months. The following is a list of the principals: Charles Ankrum, 1870-1873. Miss J. A. Riley, 1873-1874. G. F. Jones, 1874-1876 W. B. Jones, 1876-1878. M. W. Grayson, 1878-1889. J. S. Williams, 1889-1891. O. W. Boyd, 1891-1892. Sherman H. Guss, 18?2-1901. Professor Sherman H. Guss was succeeded by the present principal. The present enrollment of the colored school is about 200 pupils. The colored school library contains 337 books classified as follows: Fiction, 135. Music, 10 History, 80. Poetry, 30. Reference, 37 Science, 10. Travel, 35. Point Pleasant Colored School I. LEONARD SCOTT, PRINCIPAL The Point Pleasant colored school was organized in 1867, by Mr. Eli Coleman, who is still living in the town. Mr. Coleman taught seven years. School was then held in a little frame building, consisting of one room, situated at the extreme east end of Sixth street. This building now serves as a dwelling house. The enrollment was 64 pupils, some of whom were men and women. Many years later, as the town grew larger, the school district became independent, and as a result, the schools were made better. Then the school was controlled by a Board of Trustees,—two white men and one col- ored man (Jas. Jordan, Sr.) Now both schools are under the supervision of a Board of Education, consisting of a president and two commissioners elected every two years. The following are the names of some of the earlier teachers: Mr. Browner, Mr. J. H. Rickman, now principal of the Middleport, O., colored school; P. H. Williams, Misses Lillie Chambers, Florence Ghee, Fannie Smith, Lida Fitch. In 1885, two teachers were given the colored school — L. W. Jobnson, principal; Miss Hattie C. Jordan, assistant, Mr. Johnson taught until 1890, when Miss Luta Freeman was elected principal with Mr. Samuel Jordan, assistant. They taught one year. Prof. J. Edwin Campbell was next placed in charge of the school. While he was principal, the new white school building was completed and the four-room, two-story brick, vacated by the white pupils, was given over to the pupils of the colored school. It was then named "Langston Academy" in honor of the Hon. John M. Langston, one of the greatest scholars of the negro race. Miss Ida Wilson, of Gallipolis, O., succeeded Prof. Campbell as principal. Miss Hattie C. Jordan, being assistant. Prof. F. C. Smith, the next principal, turned out the first graduating class in the year 1895. The school now bad three teachers. Prof. A. W. Puller, the next principal, served from 1897 to 1900 His assistants were Misses Hattie Alexander and Bessie Jordan. Prof. R. W. White, with A. B. Reed and Miss Bessie Jordan as as- sistants, turned out the second graduating class in 1902. In 1902 Prof. I. L. Scott was elected principal, with Misses Hattie C. and Bessie S. Jordan as assistants. Under the present administra- tion, the building has undergone extensive repairs, and another year has been added to the high school course. There will be a class of seven to graduate in 1905. The schools of Point Pleasant are on as good a basis as any public schools in the State.