THE UHIV3IRSITY OF CHICA(}0 
 
 r 
 
 THJS DEVSLOPMBNT OF HIGH SCHOOLS IH \73ST VIRGINIA 
 
 A DISSiSRTATIOM 
 
 Sulsmitted to the Faculty 
 
 Of the Graduate School of Arts and Literature 
 
 In Candidacy for the Degree of 
 
 Master of Arts 
 
 Department of Jducation 
 
 By 
 IDA MAY YOUHG 
 
 CHICAGO, ILLINOIS 
 Septemlaer 1922 
 

 ( 
 
 r 
 
 t I 
 
 9i 
 
 i 
 
Table of Contents 
 
 I. introduction 
 
 1* Statement of the problem. 
 
 II. The Development of the Public 3chool System. 
 
 1. The inauguration of the system. 
 
 2. Factors which influenced progress. 
 
 3. Phases of development* 
 
 III. High School Development. 
 
 1, The period from 1863-1908. 
 
 A. High School legislation. 
 
 B. Agitation for more and better high schools. 
 
 C. Factors which conditioned high school 
 development. 
 
 ^D. Increased progress near the close of the period. 
 S. City School systems. 
 
 2. The period from 1908-1920. 
 
 A. High School legislation. 
 
 B. The number of high schools. 
 
 C. High school enrollment. 
 
 D. High school graduates. 
 
 E. Buildings and et^uipment 
 
 IV. Accrediting of High Schools, state Control and Supervision. 
 
 1. Accrediting by the State University. 
 
 2. Accrediting by the Association of Colleges and 
 
Table of Contents 
 II 
 
 Secondary Schools of the southern States, 
 
 3. The State Board of Education. 
 
 4. The State High School Supervisor. 
 
 V. Curriculum and Teachers. 
 
 1. The development of the Curriculum. 
 
 2. certification of teachers, 
 
 3. Scholastic attainments of teachers. 
 
 4. Increase in the number of teachers. 
 
 VI. conclusion. 
 
 VII. Bibliography. 
 
THB DHYSLOPICSHT OP 
 HIGH SCHOOLS IN Wi£ST VIKGIUIA 
 
 Introduction 
 
 The purpose of this study is to trace the 
 developmsnt of high schools in West Virginia from 
 1863 to 1920, 
 
 The introductory chapter represents a brief 
 account of the development of the puTjlic school system 
 as a background for the tracing of the development of 
 high schools. Chapter II is a review of the develop- 
 ment of high schools considered in two periods* namely, 
 the period from 1863 to 1908 and the period from 1908 
 to 1920. Chapter III takes up accrediting of high 
 schools, state supervision and control* Chapter IV 
 traces the development of the curricula in the high 
 schools of West Virginia from 1866 to 1920, and in ad. 
 dition presents a brief discussion of the teachers in 
 these schools. 
 
Chapter II 
 the Developaont of the public school System 
 
 \9hen \?eat Virginia vas aduiitted into the Union June 
 20, 1863, a system of free public education such as leading 
 men within her borders had longed to see, was provided for 
 by the first organic law of the State. The first step lead- 
 ing to the inauguration of this system was taken Hoveraber, 
 
 1 
 26, 1861, when the Constitutional Convention met at \^eellng. 
 
 In this Convention were some of the moat distinguished men 
 of the State, a majority of whom were from counties that 
 had already adopted a public school system under the laws 
 of Virginia, and from counties that v/ere strongly in favor 
 of free public education. Hence, it was to be expected 
 that a Constitution prepared 'a^ tJiese men for the new Com- 
 monwealth would make liberal provision for free public edu- 
 
 2 
 cation. 
 
 The following provisions prepared \jy the comiixittee on 
 
 Education were adopted by the Convention and with only a 
 
 slight change were again adopted by the Second Constitutional 
 
 3 
 Convention held at Charleston in 1873. 
 
 "The legislature shall provide as soon as practicable 
 
 for the establishment of a thorough and efficient system of 
 
 free schools. They shall provide for the support of such 
 
 1. vmitehill: History of Sduc. in W. Va., p. 20. 
 
 2. Morgan & Cork: History of iSduc. in W. Va,, p. 17, 
 
 3. Ibid. 
 
schools "by appropriating thereto the lntere3t of the invested 
 school fund, and the net proceeds of all forfeitures, confis- 
 cations ajid fines accruing to this state under the laws thereof, 
 and by general taxation on persons and property, or otherwise. 
 They shall also provide for raising in each township by the 
 authority of the people thereof such a proportion of the amount 
 required for the support of free schools therein a» shall be 
 prescri'oed by general laws," 
 
 The first legislature under this constitution met at 
 
 Iheeling June 20, 1833, on the same day that the constitution 
 
 2 
 was ratified. The message of the first governor, Arthur I. 
 
 Bowman to the legislature contained the following recommenda- 
 tion relative to the establishment of free schools. 
 
 "I call your especial attention to Article X of the 
 constitution, requiring the legislature to provide, as soon 
 as practicable for the establishment of a thorough and effi- 
 cient system of free schools. Ample power is given to provide 
 the funds and to pass all laws necessary for the purpose, and 
 I trust you will talce such action as will result in the organ- 
 ization of a thorough and efficient system as soon as the con- 
 
 3 
 dition of the county is such to make it practicable." 
 
 A senate and a house committee each composed of five 
 
 members were appointed to draw up a school law for the state. 
 
 These two committees contained a number of men of large experi- 
 
 1. constitution of V.'est Virginia, Article X. 
 
 2. Lewis, Virgil A.: History of W. Va., p.. 100. 
 
 3. Morgan & Cork: Hist, of Sduc. in W. Va,, p. 17. 
 
ence in teaching. John H. Atkinson, chairman of the senate 
 Committee, was a teacher of experience; while A. P. Rosa, 
 Chairman of the House Comiuittee, had served sixteen years aa 
 
 professor of ancient languages in iiethany College and had later 
 
 1 
 
 been principal of West iaiberty Academy. The joint work of 
 
 these two committees was the first school law of the state known 
 as the Acts of 1863, passed December the tenth of that year, 
 
 and entitled "An Act Providing for the ilstablishment of a Sys- 
 
 2 
 tern of Free schools," Under the law of 1863 the public 
 
 school system of West Virginia had its beginning. 
 
 This Act provided for the election of a state superin- 
 tendent by the joint vote of both branches of the legislature. 
 
 In accordance with this provision of the law William Hyland 
 
 3 
 Wiite was elected for a term of two years, July 1, 1864. With 
 
 the administration of Superintendent ^;mite the free school sys- 
 tem was put into operation. 
 
 During the first few decades of the history of V/est 
 Virginia many factors operated to retard the progress of the 
 public school system, in a number of counties, particularly 
 the southern and eastern counties, the people had suffered 
 terribly from the effects of the war, and were consequently, 
 
 unable for a time to bear the burden of building houses and 
 
 4 
 supporting the schools. 7he following report from the county 
 
 1. Lewis: History of iSduc, in ¥/. Va., p. 101. 
 
 2. Acts of W. Va. Legislature, 1863, Chap, 137, 
 
 3. Miller: History of aiduc, in V/. Va,, p. 46, 
 
 4. Morgan 6i Cork: Hist, of i3duc. in W, Va,, p. 18. 
 
superintendent of Hanccick County in 1866 will throw 3orae light 
 on the conditions which prevailed in some aections of the state 
 at that tiiiie: 
 
 ••The system of free schools in our county is progress- 
 ing as well as could ae expected under the circumstances. Our 
 town and county have been much injured daring the War, especial- 
 ly along the thoroughfares of the amies. The farms of a great 
 many of our citizens have "been paid open as comraons. They are 
 unwilling, in fact many of them are unable after paying their 
 taxes and while repairing their farms to appropriate enough 
 
 money for building school houses and for carrying on the schools 
 
 1 
 generally in the different townships as the law intends. •• 
 
 Another factor which retarded the development of the 
 public school during its early existence was the political bit- 
 terness growing out of the war, ?!any of the sympathizers with 
 
 the Confederacy urged the people to disregard the law and re- 
 
 2 
 fused to cooperate with the authorities. 
 
 Many other forces hindered educational progress in V/est 
 
 Virginia during the early years of its history. There was an 
 
 indifference to public education on the part of a large number 
 
 of prominent citizens, who were still influenced by the ideal 
 
 of education prevailing in Virginia, and who consequently, pre- 
 
 3 
 
 f erred to send their children and wards to private schools, 
 
 in Virginia the public school had been used to provide education 
 
 1, Keport of the 3tate Superintendent of ?ree 3chool, 1036, p. 80, 
 
 2, CallaJian: History of W. Va,, p. 230, 
 
 3, v/hitehili: Hist, of iSduc, in W, Va,, p, 20, 
 
for indigent children, and hence the pauper school idea obtained 
 in West Virginia for several years, ]\irtherraore there was a 
 prejudice on the part of a great many people against sustaining 
 public schools by taxation. It was believed by many that the 
 benefits derived by the poor were at the expense of the ricli. 
 and that so/ae counties would pay into the scliool fund amounts 
 
 largely in excess of those which would come to thera from the 
 
 1 
 same source, Moreover, the sparseneas of the population, the 
 
 rugged condition. of the country, and the lack of adequate means 
 
 of communication between the different parts of the state acted 
 
 2 
 aa retarding factors for many years. Still further the dis- 
 trict aystera for the support and control of schools together 
 with the lack of any centralized authority to exercise a con- 
 trol over the schools fostered narrowness and provinciaalism and 
 thus retarded public education, t4nd also in some parts of the 
 state the per capita wealth was so low that when the rate of 
 taxation for the support of schools had been placed at the 
 maximum allowed by law, the available funds were not sufficient 
 
 to sustain the schools and pay the teachers for more than three 
 
 4 
 or four months. 
 
 Public education was delayed for a number of years by 
 
 a lack of trained and efficient teachers. To remedy this defect 
 
 six normal schools were established, three in 1867 and three in 
 
 5 
 1872, Other retarding influences were: (1) lack of adequate 
 
 1, Ibid, p. 20. 
 
 2, Ibid. 
 
 3, Ibid. 
 
 4, Ibid, 
 
 6, Whitehill, p, 20, 
 
^ 
 
 supervision; (2) misapplication of the sohool funds; (3) lack 
 of sympathy among school officers; (4) etc. 
 
 "In xca-ny counties supervision of schools by the county 
 superintendent remained a fraud and a farce for decades. In 
 several counties during the first few years of the existence 
 of the school system the superintendents were too ignorant to 
 exaiiine the uncompetent teachers. In many instances progress 
 was hindered by misuse of the funds by the school boards who 
 voted themselves a liberal compensation for their services. In 
 several counties the sheriff often postponed the payiaent of the 
 salary of teachers until they were compelled to sell them at a 
 great sacrifice to the curbstone broker, often a confederate 
 of the sheriff. Sxaaainations in many counties continued to 
 be conducted so loosely and so dishonestly that incompetent 
 teachers found little difficulty in securing certificates. 
 Finally the widespread jobi-ery in teachers' certificates was 
 
 almost terminated, in 1903, by the adoption of the uniform 
 
 2 
 examination system." 
 
 Thus, it will be seen that the public school systen had 
 many obstacles to overcoine before it could becovie firmly estab- 
 lished and //lake the progress necessary for the development of 
 an efficient system of public education. Jn his report for 
 1871 State Superintendent Charles 3. Lewis spo]<'e of the free 
 school system as follows: 
 
 "The results exhibited give just cause for the future 
 
 1. Ibid. 
 
 2. Callahan: Hist, of W. Va., p. 230, 
 
8 
 
 educational interests of West Virginia. The number of teachers 
 and scholarsi schools and school houses, and the number of 
 months taught during the school year are regularly increasing. 
 X>u'blic sentiment is beconing awakened, interested and enlight- 
 ened in the subject of free school education;^ opposition is 
 withdrawing and by its practical results our system is daily 
 
 recoiaraending itself to the judgment and affections of the 
 
 1 
 people." 
 
 The year 1330*1381 marks the close of an era and the 
 
 beginning of a new one in the free school history of West 
 
 Virginia. Prior to that time the spuerintendent and educational 
 
 authorities mainly addressed theiiselves to the preparation and 
 
 perfection of the laws governing the system of scJiools required 
 
 by the Constitution; to the building of houses and aecuring 
 
 necessary equipment; to the adjustment) of the system to the 
 
 varied conditions of the people of the 3tate; iuid to tJie awaken- 
 
 2 
 
 ing of the people to an appreciation of the free school system. 
 
 From the superintendent's report for 1835 it seems that 
 the law during that year was in operation in twenty counties 
 and partially in operation in eleven more; that the number of 
 schoolhouses was 123; that the nuraber of schools was 431; and 
 that the numoer of pupils enrolled was 15,972, The average 
 
 length of the school tarn was forty-niiie days. The total amount 
 
 3 
 
 expended for free schools was ^7,772. 
 
 Within the decade from 1870-.1880 the number of school- 
 
 1. Report of the State 3upt. Free Schools, 1871, p. 4. 
 
 2. Miller: History of iiduc, in W. Va,, p. 48. 
 
 3. Report of State 3upt. of Free Schools, 1865, -. 120. 
 
9 
 
 houses in the State was increased 1444, while froia 1880 to 1890 
 the increase was only 1257 « From 1890 to 1900 notwithstanding 
 the wonderful material development of the State the increase 
 in the number of achoolhouses fell to 1102, 
 
 The following table, compiled froii statistics from the 
 State Superintendent's reports from 1065 to 1920, shows the 
 number of schools, the number of teachers, and the enrollment 
 by years. 
 
 This table shows that the increase in the number of 
 schools from 1865 to 1870 was 2,085; the increase from 1870 
 to 1B80 was 1,295; the increase from 1880 to 1890 was 1,154; 
 the increase from 1890 to 1900 was 1,093; and the increase 
 from 1900 to 1910 was 1,243. Froia 1910 to 1920 there was a 
 decrease in the number of schools. This was due to the con- 
 solidation of rura,l schools. 
 
 The increase in the number of teachers employed waa 
 2,018 from 1865 to 1870; 1,729 from 1870 to 1880; 1,357 from 
 1880 to 1890; 1,576 from 1890 to 1900; 1,715 fron 1900 to 1910; 
 and 2,624 from 1910 to 1920. 
 
 Thus, it will be seen that the greatest increase in the 
 number of schools was during the years from 1865 to 1870, and 
 that, except for the decaae from 1910 to 1920, the greatest 
 increase in the number of teachei'S was iilso during the years 
 from 1835 to 1870. Theae figures must not be taken as an in. 
 dication that there was a glackening in the growth of the public 
 school system; their true meaning is that the material wants of 
 the system were bein^ in a measure supplied. 
 
10 
 
 TABL3 I 
 number of Schools. Number of Teachers and jinrollment "by Years 
 
 years 
 
 ^timber 
 
 of 
 Schools 
 
 l^'umber 
 
 of 
 Teachers 
 
 Snroll- 
 laent 
 
 Year 3 
 
 Kxuaber 
 
 of 
 ochools 
 
 Number 
 of 
 
 Teachers 
 
 Snroll> 
 cient 
 
 1865 
 
 1866 
 
 1867 
 
 1868 
 
 1869 
 
 1870 
 
 1871 
 
 1872 
 
 1873 
 
 1874 
 
 1875 
 
 1876 
 
 1877 
 
 1878 
 
 1879 
 
 1880 
 
 1881 
 
 1882 
 
 1883 
 
 1884 
 
 1885 
 
 1886 
 
 1887 
 
 1888 
 1889 
 
 im 
 
 1892 
 
 431 
 
 935 
 
 1,148 
 
 1,756 
 
 2.198 
 
 2,516 
 
 2,323 
 
 2,546 
 
 2,857 
 
 3,021 
 
 3,233 
 
 3,346 
 
 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 
 
 i-M 
 
 5,167 
 
 387 
 973 
 
 1,222 
 
 1,810 
 
 2.283 
 
 2,405 
 
 2,468 
 
 2,645 
 
 3,082 
 
 3,342 
 
 3,461 
 
 3,693 
 
 3,789 
 
 3,747 
 
 4,131 
 
 4,134 
 
 4,287 
 
 4,360 
 
 4,455 
 
 4,643 
 
 4,811 
 
 4,925 
 
 5,089 
 
 5,238 
 5,341 
 
 15,972 
 
 31,741 
 
 34,927 
 
 53,724 
 
 59,028 
 
 87,330 
 
 76,999 
 
 85,765 
 
 81,100 
 
 110,356 
 
 117,845 
 
 123,485 
 
 126,332 
 
 J.30,184 
 
 136,526 
 
 142,850 
 
 145,003 
 
 155,544 
 
 160,606 
 
 166,266 
 
 165,520 
 
 172,257 
 
 179,507 
 
 189,251 
 187,258 
 
 I'M mm 
 
 i|747 200|789 
 
 1893 
 
 1394 
 
 1895 
 
 1896 
 
 1897 
 
 1898 
 
 1899 
 
 1900 
 
 1901 
 
 1902 
 
 1903 
 
 1904 
 
 1905 
 
 1906 
 
 1907 
 
 1908 
 
 i909 
 
 1910 
 
 1911 
 
 1912 
 
 1913 
 
 1914 
 
 1915 
 
 1916 
 1917 
 
 im 
 
 1920 
 
 5,290 
 
 5,387 
 
 5,595 
 
 5,617 
 
 5,776 
 
 5,940 
 
 5,986 
 
 6,058 
 
 6,156 
 
 6,208 
 
 5,348 
 
 6,470 
 
 6,848 
 
 7,118 
 
 6,966 
 
 7,021 
 
 7,135 
 
 7,301 
 
 7,137 
 
 7,135 
 
 7,Q20 
 
 7,102 
 
 6,772 
 
 6,686 
 6,685 
 
 hm 
 
 6,816 
 
 5,937 
 
 6,115 
 
 6,299 
 
 6,454 
 
 6,652 
 
 6,808 
 
 6,881 
 
 7,067 
 
 7,233 
 
 7,303 
 
 7,362 
 
 7,597 
 
 7.636 
 
 7,830 
 
 8,601 
 
 8,282 
 
 8,499 
 
 8,782 
 
 9,070 
 
 9,312 
 
 9,593 
 
 9,820 
 
 10,084 
 
 10,324 
 10,779 
 
 208,217 
 
 218,815 
 
 217,708 
 
 215,665 
 
 221,436 
 
 236,935 
 
 231,076 
 
 232,343 
 
 235,191 
 
 236,015 
 
 240,718 
 
 244,040 
 
 247,505 
 
 255,160 
 
 253,147 
 
 255,059 
 
 275,858 
 
 276,258 
 
 275,252 
 
 284,757 
 
 289,951 
 
 299,135 
 
 304,871 
 
 313,873 
 319,462 
 
 33V;976 
 
11 
 
 i\nother indication of pro^^reas is in the increase in 
 enrollmant. The preceding tatle shows that the increase in 
 enrollTTient from 1865 to 1870 was 71,358; the increase from 1870 
 to 1830 was 55,520; the increase fron 1830 to 1890 was 50,214; 
 the increase from 1890 to 1900 was 39,279; the increase from 
 1900 to 1910 was 43,915; and the increase from 1910 to 1920 
 was 61,718, The large increase from 1865 to 1870 was due to 
 the fact that the enrollment in 1365 was very meagre but that 
 by 1870 the public schools had grown in favor v/ith the people 
 30 that the enrollment was greatly increased. These fii^ures 
 also show that there was a rapid gain in enrollnent during the 
 decade from 1910 to 1920. 
 
 A further indication of progress is the increase in the 
 amount spent for school purposes, Th.e following table compiled 
 from the stcttistics from the State Superintendent's reports 
 shows the cost of education per capita and the total cost by 
 years. 
 
 This table shows that in 1870 the state spent /^2.70 
 for every boy and girl of school age, while in 1903 it spent 
 $7,38 or more than two and one-half times as much. During the 
 same time the amount actually spent grew from less than half a 
 million in 1070 to aliaost two and one-half millions in 1903. 
 From 1908 to 1920 t^iere hus been a rapid increase both in the 
 cost of education per capita and in the total .ajnount spent for 
 education. 
 
 Thus it will be seen that the progress of the public 
 school system was slow during the early years of its existence. 
 
12 
 
 TAEL3 II 
 Cost of Education Per Capita and Total coat by Years 
 
 Year 
 
 Baaed on 
 
 "?nu2nera«. 
 tion 
 
 Baaed on 
 
 ^j'lroll- 
 laent 
 
 IJn,3ed on 
 Average 
 Daily 
 Attendance 
 
 Total C0 3t 
 of Education 
 
 1865 
 
 «•«»«»«> 
 
 .... 
 
 
 $ 7,722.90 
 
 1866 
 
 
 
 
 
 
 
 172,734.00 
 
 1867 
 
 $2.82 
 
 $9.28 
 
 $16. 25 
 
 324,517.31 
 
 1868 
 
 4.00 
 
 9.83 
 
 17.00 
 
 520,852.44 
 
 1869 
 
 3.12 
 
 9.75 
 
 15.07 
 
 575.623.69 
 
 1870 
 
 2.90 
 
 5.38 
 
 8.05 • 
 
 470,129.43 
 
 1371 
 
 3.35 
 
 7.50 
 
 11.25 
 
 577,718.72 
 
 1872 
 
 3.43 
 
 6.14 
 
 9.54 
 
 536.736.60 
 
 1873 
 
 3.53 
 
 7.48 
 
 9.91 
 
 606,991.18 
 
 1874 
 
 4.14 
 
 6.39 
 
 10.32 
 
 704,767.86 
 
 1875 
 
 4.24 
 
 6.48 
 
 10.14 
 
 763,812.45 
 
 1876 
 
 4.25 
 
 6.36 
 
 10 . 73 
 
 786,117.94 
 
 1877 
 
 4.00 
 
 6.30 
 
 9.20 
 
 773,658.10 
 
 1878 
 
 3.39 
 
 5.24 
 
 7.85 
 
 681,818.31 
 
 1879 
 
 3.44 
 
 5.20 
 
 7.85 
 
 709.071.30 
 
 1680 
 
 3.37 
 
 4.95 . 
 
 7.72 
 
 707,552.91 
 
 1681 
 
 3.56 
 
 5.22 
 
 8.31 
 
 758,475.22 
 
 1862 
 
 4.00 
 
 5.56 
 
 8.90 
 
 855,878.41 
 
 1883 
 
 4.27 
 
 5.90 
 
 9.93 
 
 947,370.97 
 
 1884 
 
 4.32 
 
 6,00 
 
 10.05 
 
 997,431,46 
 
 1885 
 
 4,42 
 
 6.26 
 
 9.85 
 
 1,043,269,06 
 
 1886 
 
 4.27 
 
 6.02 
 
 10. C4 
 
 1,036,020.46 
 
 188? 
 
 4.36 
 
 6.06 
 
 10.04 
 
 1,087,744.70 
 
 1888 
 
 5.62 
 
 7.61 
 
 11.80 
 
 1,240.649.91 
 
13 
 TABLE II (continued) 
 
 Year 
 
 Baaed on 
 
 Elnuraera- 
 
 tion 
 
 Based on 
 JSnroll- 
 raent 
 
 Bfised on 
 Average 
 Daily 
 Attendance 
 
 Total Coat 
 of iiducation 
 
 1089 
 
 $5.07 
 
 $7.01 
 
 $10.95 
 
 SI, 313, 701.05 
 
 1890. 
 
 4.89 
 
 6.71 
 
 10.62 
 
 1,293,154.98 
 
 1891 
 
 4. 69 
 
 6.53 
 
 10.46 
 
 1,360,693.54 
 
 1892 
 
 5.16 
 
 7.13 
 
 10.25 
 
 1,436,062.53 
 
 1893 
 
 5.43 
 
 7.64 
 
 11.85 
 
 1,592,100.12 
 
 1894 
 
 5.56 
 
 7.48 
 
 11.74 
 
 1,616,944.48 
 
 1895 
 
 5.78 
 
 7.77 
 
 11.89 
 
 1,664,452.35 
 
 1896 
 
 6.12 
 
 8.18 
 
 12.62 
 
 I,8i7,6o5.60 
 
 1897 
 
 6.32 
 
 8.62 
 
 13.36 
 
 1,897,777.07 
 
 1898 
 
 6.37 
 
 8.31 
 
 12.31 
 
 1,960,415.54 
 
 1899 
 
 6.25 
 
 8.24 
 
 13.18 
 
 1,914,733.36 
 
 1900 
 
 6.56 
 
 8.69 
 
 13.33 
 
 2,019,165.03 
 
 1901 
 
 6.37 
 
 8.61 
 
 13.46 
 
 2,128,612.60 
 
 1902 
 
 Q,6d 
 
 8.98 
 
 14.18 
 
 2,197,133.45 
 
 1903 
 
 7.38 
 
 9.94 
 
 14.90 
 
 2,393,555.36 
 
 1904 
 
 7.94 
 
 10.61 
 
 16.23 
 
 2,589,203.28 
 
 1905 
 
 8.40 
 
 11.51 
 
 17.94 
 
 2,744,577.45 
 
 1906 
 
 8.91 
 
 12.02 
 
 17.41 
 
 2,970,455.11 
 
 1907 
 
 9.27 
 
 13.04 
 
 19.59 
 
 3,406.046.75 
 
 1908 
 
 10.27 
 
 14.49 
 
 22.35 
 
 3,925,753.89 
 
 1909 
 
 11.87 
 
 14.48 
 
 20,59 
 
 4,341,972.10 
 
 isa.0 
 
 12.30 
 
 16.57 
 
 23.92 
 
 4,542,611,67 
 
 1911 
 
 12.34 
 
 16,90 
 
 24.64 
 
 4,552,173.88 
 
 1912 
 
 13.00 
 
 17.84 
 
 26.02 
 
 5,061,603.37 
 
 1913 
 
 13.94 
 
 18.77 
 
 26.86 
 
 5,443,271.58 
 
14 
 
 IABLjS II (concluded) 
 
 X^^^ 
 
 Baaed on 
 
 Ttinuiaera- 
 tion 
 
 Based on 
 
 iSnroll- 
 laent 
 
 Based on 
 Average 
 
 Daily 
 Attendance 
 
 1914 
 
 14.78 
 
 19.73 
 
 26.42 
 
 1915 
 
 17.03 
 
 22.90 
 
 31.60 
 
 1916 
 
 15.33 
 
 20.51 
 
 28.75 
 
 1917 
 
 15.30 
 
 21.12 
 
 29.41 
 
 1918 
 
 17.00 
 
 24.58 
 
 34.38 
 
 19x9 
 
 18.03 
 
 26.70 
 
 39.43 
 
 1920 
 
 25.25 
 
 35 . 90 
 
 45.43 
 
 Total Co3t 
 of Iildacation 
 
 5,910,982.18 
 6,984,350,00 
 6,438,007.00 
 6,758,349.00 
 7,558,203.00 
 3,325,769.48 
 11,291,563.23 
 
 g:» « J t . 'jr ' .iJj.3.jju».i— j- i i-ji. j Fsta 
 
 lout that it has become more rapid in recent years. During the 
 early years of the history of the state the attention of educa- 
 tors was centered upon the improveinent of the systeia of elemen- 
 tary schools. Consequently, hi^jh schools lagged behind in their 
 develop;nent for a great many years. Within recent years it has 
 becorae recogniaed that in order to have an efficient system of 
 public education a system of high schools raust be developed. But 
 many changes had to be brouj^ht about before an efficient system 
 of public secondary education could be developed. 
 
15 
 
 Chapter III 
 
 Hikh ^ School DevelorBnant 
 
 iXiring the greater part of the first half century of 
 the existence of west Virginia as a state the development of 
 high schools was slow. Since high schools depend upon rural 
 and graded schools for their enrollment, and since the educa- 
 tional progress of these schools had been retarded for loany 
 years by the operation of adverse factors, it was not to be 
 expected that the high school movement would gain much momen- 
 tum until an efficient systein of elementary education had been 
 evolved. Secondary education received very little attetition 
 during the years of slow growth of the free school system; and 
 consequently in many parts of the state -the—stiiie the facili- 
 ties of this type of instruction were very meagre and in some 
 cases almost entirely lacking. Some of the academies estab- 
 lished while V/ost Virginia was still a part of Virginia and 
 during the early years of its history continued to operate and 
 were for a number of years the only means of supplying second- 
 
 arj education to the inhabitants of the sections of the state 
 
 2 
 in which they were located, 3ix normal schools wore estab- 
 lished, three in 1867 and three in 1872; these together v/ith 
 the preparatory departments of the Vi'est Virginia University, 
 established in 1857, the academies, private and denominational 
 
 1, 'flhitehill: Hist, of ;5duc. in W. Va,, p, 25. 
 
 2. Lewis, Virgil A,: Hist, of W. Va., p. 99. 
 
16 
 
 schools which sprang Into existence from tiiae to tine, and 
 the small nuinter of highi schools in the larger towns, furnish- 
 ed the only means of secondary education durin^^ the first few 
 
 1 
 
 decades of the operation of the public school system. As a 
 
 result of this meagreness in the supply of facilities for 
 secondary education, for many years there was a gap between 
 the elementary schools un the one hand and the state univer- 
 sity on the other; consequently the university found difficulty 
 
 in getting students for college work, and hence the preparatory 
 
 2 
 department became the most important part of that institution. 
 
 Before this missing link in the educational system could 
 
 be supplied and public secondary schools coiajnensurate with the 
 
 needs of the state developed, many changes must take place. A 
 
 sentiment in favor of a system of secondary schools supported 
 
 by the public must be created; the material resources of the 
 
 state must be developed^ thus increasing the per capita wealth 
 
 and enabling many communities to better support public scliools; 
 
 the state must be led to assume a different policy relative to 
 
 the support and control of hi^jl-i schools; the state must become 
 
 more densely populated; better methods of communication must be 
 
 3 
 established; and other retarding factors must be removed. 
 
 It required several decades for these changes to taka 
 
 place. Therefore, the development of high schools in West 
 
 Virginia logically falls into two distinct periods, namely, the 
 
 period extending froin the inauguration of the ijublic scixool 
 
 1. Keport of the State 3upt. of Free Schools, 1835-86, p, 20, 
 
 2. Callahan: History of \V. Va., -. 561, 
 
 3. Ibid, 
 
17 
 
 system in 1863 to 1908, and the period extending from 1908 
 to the present. The first period was one in which the growth 
 of high schools was slow. During this time a sentiment in 
 favor of a system of high schools supported by the public was 
 being created, and retarding social, economic, political, and 
 other factors were being eliminated. High 3chool statistics 
 were not published separately during this earlier period, the 
 only high school data furnished by the State Superintendent of 
 Public Instruction being the number of high schools in opera- 
 tion for each year. The period beginning with 1908 was one of 
 rapid growth in the development of high schools in West Virginia, 
 The high school era may be considered to have begun, however, 
 in 1909, when the State Superintendent organized the division 
 
 of high schools in the State Department and appointed a state 
 
 2 
 'Supervisor of High Schools, 'Hie State Hitih School Supervi- 
 sor's reports, which have been issued every year since 1909, 
 and which contain fairly complete high school statistics, show 
 that during the latter period there has been a staady growth 
 in the development of high schools in the state. 
 
 The Period froiii 1RS3 to 1908 
 The lack of adequate high school data for this period 
 will greatly limit the treatment of the subject and will neces- 
 sarily confine the discussion to such plaases of the development 
 as will, show only in a general way the trend of high school 
 
 1. Ibid., p. 230. 
 
 2. Ibid, p. 561, 
 
18 
 
 progress during the period. No attempt was made until 1909 to 
 collect high school statistics for the state as a whole for the 
 purpose of publication. Hence» the only data available rela. 
 tive to the development of high schools during the earlier years 
 of the public school system are references to the high schools 
 of the state here and there in the state superintendents' re» 
 ports and in other publications of the period, ^ven these 
 data are not very reliable for the reason that the term "high 
 school** had never been defined in the state and many of these 
 
 schools were not high schools in the strictest sense of the 
 
 1 
 term. 
 
 In spite of the slow development of high schools and 
 the apparent lack of interest in a system of public secondary 
 schools on the oart of xaany of the inhabitants of the state, 
 provision was made in the first school law for the establish- 
 ment of "higher schools," The committee on education, which 
 drew up the first school law, contained a number of men of 
 
 large experience in teaching and thoroughly imbued with the 
 
 2 
 
 public school spirit. Consequently, it was to be expected 
 
 that these men in carrying out the constitutional provisions 
 for education would not only provide for a system of elementary 
 schools, but would also make provisions for the establishment 
 of higher schools. Therefore, the first school law of the 
 state Bi-ade the following provisions for establishing "schools 
 
 1. Report of the State Superintendent of Free Schools, 1905-06, 
 p. 29. 
 
 2. Morgan and Cork: Hist, of 3duc. in W. Va., p. 16. 
 
19 
 
 of higher grade." 
 
 "Whenever, in the opinion of the board, the interests 
 of education within their district require that a central or 
 union school of higher grade be established, the said board 
 shall call a township meeting, by giving at least ten da^^s notice, 
 by written or printed advertisements, posted in at least five 
 of the most public places within their district, specifying 
 the time, place and object of the meeting, which meeting, when 
 convened, shall be organized and conducted as provided for 
 the annual township meeting;, and when so organized, the board 
 of education shall submit the proposition for the establish- 
 ment of such school, with the reasons for the saiie, together 
 with a carefully prepared estimate of the cost; and if, after 
 full deliberation and discussion, two-thirds of the qualified 
 voters present and voting, shall decide in favor of the propo- 
 sition, such school shall be established, and the estimated 
 additional cost shall be added to the next annual assessinent 
 for school purposes within the district and the board of edu. 
 cation shall proceed to put such school into operation." 
 
 This law states furthermore that "such school when 
 
 established shall be for all the inhabitants of the district, 
 
 and specifies the qualifications of the teachers, the branches 
 
 to be taught, the oowers and duties of the board of educatioh, 
 
 2 
 and the method of control of a union school when established." 
 
 Since there was a smaxl negro population in the state 
 
 and it was not considered desirable to admit negro children to 
 
 1. Acts of the W. Va. Legislature, 1863, Chap, 137. 
 
 2. Ibid. 
 
20 
 
 the same school as whit© children, it was deemed necessary to 
 
 amend the foregoing law in 18G6 by specifying that "such school 
 
 shall be for the benefit of the white inhabitants of the dia* 
 
 1 
 trict." Moreover, to make provisions for pupils outside the 
 
 district to attend such "school of higher grade" the law of 
 
 1866 specified that the board of education should admit "scholars 
 
 not resident of the township at a rate of tuition not exceeding 
 
 2 
 five dollars per quarter." 
 
 A high school law, giving a more definite and detailed 
 
 statei'ient of the method of procedure to be followed in the 
 
 3 
 establishment of a high school, was enacted. in 1867, The term 
 
 "high school" appears for the first time in this law. It was 
 
 4 5 
 
 re-enqcted in 1873 with very little change, and again in 1881 
 
 with only a slight modification. Since in the organization of 
 the free school system the magisterial district was made the 
 unit of support and control, when the law of 1373 was enacted, 
 it was thouiiht desirable to substitute the terra district for 
 township, which had been used in the earlier laws. 
 
 The law of 1873, which with but slight modification, 
 remained in force during the period under discussion, was 
 stated as follows: 
 
 "When the board of education of any district deem it 
 expedient to establish a high school, they shall submit the 
 question to the voters of the district on the day and month of 
 
 1, Ibid, 1863, caiap. 74. 
 
 2, Ibid, 
 
 3, Ibid, 1867, chap. 98. 
 
 4, Ibid, 1873» Chap, 123. 
 
 5, Ibid, 1881, Chap. 15. 
 
21 
 
 election named in section two of thia chapter, of any year, in 
 the manner following, that i3 to 3ay: the board shall prepare 
 and sign a notice setting forth the kind of acliool proposed; 
 the place where it ia to be located; the estimated expense of 
 establishing the same, including cost of site, building, fur- 
 niture, books and apparatus, and the estimated annual expense 
 of supporting the school after it is in operation, with such 
 other information concerning it as they may deem proper; and 
 stating that the question of authorizing the establishment of 
 such school will be submitted to the voters of the district, 
 at the election specified in the notice, which they shall cause 
 to be posted four weeks before the election in at least three 
 of the most public places in the district. A poll shall there- 
 upon be taken upon the said question, at the election specified 
 in the notice, and the result ascertained in like manner as is 
 prescribed in section two of this chapter. The ballots used 
 in voting on the question shall have written or printed thereon 
 the words, "For the high school", or "Against the high school". 
 If it appears by the result of said poll that not less than 
 three-fifths of the voters who voted on the question are in 
 favor of authorizing the establishment of said school the board 
 of education may then proceed to obtain the site and provide 
 proper buildings, fixtures and improvements, and procure neces- 
 sary furniture, booTcs and apparatus for the said school, to 
 support the same after it is put in operation; for which purpose 
 the board may annually levy an additional tax on the property 
 taxable in their districts, not to exceed in any one year thirty 
 
22 
 
 cents on every one hundred dollars valuation thereof* according 
 
 to the latest assessment for state and county taxation. The 
 
 said school shall be under the care and direction of the board 
 
 1 
 of education of the district in which it i3 established." 
 
 On account of the sparseness of population in some com. 
 
 munities and the low per capita wealth, the inhabitants of many 
 
 of the districts were unable to support a high school; hence in 
 
 1867 a law was passed whereby the boards of education of two or 
 
 more townships, whether in the sarae or different counties, were 
 
 permitted jointly to establish a high school by submitting the 
 
 question to the vote of their respective townships sepa^rately, 
 
 provided that the vote in favor of the question should not be 
 
 less than three-fifths of the number of qualified voters voting 
 
 on the question in each township, and provided further that 
 
 the levy to support the hi^a school should not exceed thirty 
 
 cents on every one hundred dollars valuation of taxable property 
 
 2 
 in each township. Tnis law was re-enacted vfith some minor 
 
 changes, such as the substitution of district for township, in 
 
 3 
 1873, and with a slight modification after that date reiaained 
 
 in operation durinti tlae early years of high school development. 
 
 In addition to the foregoing laws most of the special 
 
 statutes, or aiiendatory ones, creating separate or independent 
 
 school districts from the large towns and villages of tiie state, 
 
 made provisions for the establislixaent of high schools. The first 
 
 one of these districts was created in 1833, and since that time 
 
 1. Ibid, 1873, Chap. 123. 
 
 2. Ibid,/J!S7, Ciiap. 98. 
 
 3. Ibid, 1873, Chap. 123. 
 
23 
 
 the numoer of these districts has increased so rapidly that by 
 
 1 
 1895 there ^vere forty-seven in existence. The Independent 
 
 ijchool ji strict of \Vheeling was established in 1363 with the 
 following provision for high schools: 
 
 "The board may also have power to establish a central 
 high school in which shall be tauglit algebra* geometry, natural 
 philosophy, and chemistry with such other branches of roathema- 
 tics or natural science or literature aa the board may deter- 
 mine including such as may be necessary for the admission of 
 
 2 
 pupils to the colleges of this or neighboring states." 
 
 The special statute creating the Independent District 
 of Fairmont in 1869 made the following provision for the estab- 
 lishment of a high school: 
 
 "The board shall have oower to establish an adequate 
 number of priiuary schools and a central high school in which 
 
 may be taught all the tranches of education usually taught in 
 
 3 
 
 colleges." 
 
 The Independent District of Parkersburg was formed in 
 1882 with the following provision for higli schools: 
 
 "The board of education shall have power to establish, 
 within the district, such schools including high schools as may 
 in their judgment be best for the interests of the district. 
 The branches to be taught in the high school and in the other 
 
 schools within the district, shall be prescribed by tlie city 
 
 4 
 
 superintendent with the approval of the bo^ird of education." 
 
 1. Report of the State 'Superintendent of ?ree Schools, 189b-96, 
 p. 32. 
 
 2. Acts of the W. Va. Legislature, 1863, Chap. 137. 
 
 3. Ibid, 1869, Chap. 54. 
 
 4. Ibid, 1882, Chap. 170. 
 
24 
 
 ilost of the special statutes forming independent dis- 
 tricts made similar provisions for the establishment of high 
 schools, Thu3» it will be seen from the foregoing laws that 
 ample provision for the establishment of high schools by inhab- 
 itants of districts and towns willing to tax theraaelves for the 
 support of public secondary education was iaade» but that the 
 state did not offer to aid hi^^h schools during the o.arly history 
 of the school system except to make regulations relative to 
 their establishment, maintenance, etc. 
 
 It is a difficult matter to deterxaine just how nany 
 districts and towns established high schools under the provisions 
 of the above-mentioned laws. There are few reliable high school 
 statistics for the first few decades of the public school sys- 
 tem, yet the available data show that the high schools of the 
 state fell far short of the needs of the people for secondary 
 education in both number and efficiency. The nxmbar of these 
 schools given from time to time in the reports of the state 
 superintendents is not accurate for the reason that the term 
 "high school" had never' been dt3f ined in the state and many of 
 
 the so-called high schools were merely higher branches taught 
 
 1 
 in the upper grades of the elementary schools. In most states 
 
 in which the district is the school unit the district high 
 
 2 
 
 school has grown out of the elementary school. 
 
 Throughout these earlier years there was continual agi- 
 tation for more and better high schools on the part of the lead- 
 ing educators of the state, the university and other educational 
 
 1. Op. cit., p*)f, 
 
 2, lionroe: Principles of Secondary iCduc, p, 19. 
 
25 
 
 agencies. Almost every state superintendent fron the beginning 
 of the public school system preached the crusade of high educa- 
 tion and continually referred to the insufficient number of 
 high schools and the need for better facilities for secondary 
 instruction. :!;ducational literature for the early period of 
 high school development, such as reports of the state superin- 
 tendent, articles in educational publications, and reports of 
 educational associations, throws considerable li^jht on the 
 condition of the high schools at that tine and reveals some of 
 the underlying causes for slow progress as well as tlie direc- 
 tion of effort to secure laetter high schools. 
 
 iJarly in the history of the state attention was called 
 to the failure of higl-i schools to be established as needed. 
 State Superintendent A. 13. "Ailiia/na in 1370 says: 
 
 "The tirue has arrived when more attention should be given 
 to high and graded schools for our country towns and larger 
 villafeies. It is not just to tax the people for achools without 
 providixig such schools as the people need. And these country 
 towns and other central points greatly need schools of a higher 
 grade, in which more advanced studies can be more advantageously 
 tauglat and that can furnish the advantages of a thorou^^ classi- 
 fication and graduation. The school system can supply them and 
 
 1 
 is intended to supply them." 
 
 In 1873 State Superintendent v;. K. Pendleton referred to 
 the high school situation as follows: 
 
 "The number of high schools is small, and were it not 
 for a number of private academies in the stite, it would indicate 
 
 1. Heport of the State 3upt. of Free Schools, 1870, p. 7. 
 
26 
 
 a meagrene33 in the provisions for higher eleiaentary instruc- 
 tion that would be very discouraging. Tlie viiue to any neigh- 
 borhood of a good graded or high school is not to be computed; 
 
 and it ought to be in the educational policy of the stgte to 
 
 1 
 foster and encourage such as far as it is practicable." 
 
 At a meeting of the West Virginia ^ijducational Association 
 at Mountain Lake in 1383 the question of high ayhoois was dis- 
 cussed, a course of study was presented in outline on the 
 blackboard, and the Coromissioner of _iducation, Generax John 
 laton, who was present, spoke most encouragingly of tlie' high 
 school noveraent. At that ti-me there were but two or three schools 
 in the state that were attempting to do higia school work, and 
 
 even this was necessarily tentative and the course of study 
 
 2 
 
 offered soraewhat elementary. 
 
 Throughout his entire term of office :3tate Superinten- 
 dent Benjamin '5. Ilorgan exerted every effort to interest the 
 public in the need of a better system of public secondary schools 
 for the masses of the people. The "Unification of the Educational 
 oystem of the State" was made a subject of nuraerous public ad- 
 dresses by Superintendent "Morgan. His sugt-estions were favor- 
 ably received by the teachers and endorsed by the State iJduca- 
 
 3 
 
 tional Association. He stated in his report for 1835-86 that 
 
 there were fifteen high schools in the stale established in con- 
 nection with the graded schools and that they were doing good 
 
 4 
 
 work and growing in favor with the people. In an article 
 
 1. Ibid, 1873, p. 10. 
 
 2. Ibid, 1905-06, p. 101. 
 
 3. Ibid, 1900-01, p. 29. 
 
 4. Ibid, 1885-86, p. 7. 
 
27 
 
 relative to the educational system of the state in the above- 
 mentioned report Superintendent Morgan stated that a judiciously- 
 planned educational gystem should embrace at least four classes 
 of schools, that West Virginia had made provision for elemen- 
 tary schools, colleges and universities, and normal schools, but 
 that the only provision that had been raade for secondary edu- 
 cation was the preparatory department in the state university, 
 a small number of high schools in the larger towns, and the 
 academic work done in the normal schools, }le stated, further- 
 more, that neither the work done in the high schools nor the 
 
 normal schools was coraorehensive enough to prepare their grad- 
 
 1 
 uates for the university or a first-class college. 
 
 He spoke still further of the high school situation as 
 follows: 
 
 "The lack of ample provision for secondary schools has 
 been and is today the great defect in the educational system of 
 the state, and a consideration of the best means of supplying 
 this class of instruction is a matter of deep significance to 
 the state; an educational problem that must be solved before 
 our educational system is complete. 
 
 "The important question is how to enlarge our facilities 
 for high school and academic instruction with the greatest ad- 
 vantage to the people and with the smallest amount of unnecessary 
 expense. 
 
 "The experience of the past twenty years has demonstrated 
 this fact that we may not look to private schools to do this work. 
 The estabiislunent of six normal schools with a partial academic 
 
 1. Ibid, p. 20. 
 
26 
 
 course* the graaimar schools* and the high school work done in 
 
 the public 3chool3, in all of which wa have virtually free 
 
 tuition, have rendered the eataTallilment of nrivate acadeniea 
 
 and higli schools an uttar impossibility* \7liile these inatitu- 
 
 tiona rero-iin it is not to be exr)acted that the problem of 
 
 1 
 secondaufy education will be solved in this way," 
 
 Superintendent j^lorgan stated, furthermore, that the di- 
 rection in which to look for a solution of the problem of 
 secondary education was in the encouragement of the establish. 
 ment of a systera of free public high schools. He gave the fol- 
 lowing reasons for the establishiaent of a systeri of high schools; 
 (1) the high school is the crown and conioletion of the free 
 school systen; (2) it prepares the great body of the people for 
 the duties of life; (3) it prepares for entrance into college 
 by forming the connecting link betv/een the parts of the educa- 
 tional system; and (4) it articulates better with the ^ramiaai' 
 
 2 
 school than does the academy. 
 
 In his report for 1837-1888 State Superintendent Morgan 
 again emphasised the insufficient number of hif^h schools and 
 the low and irregular work done in these schools, 
 
 "But the high schools of the state have come far short 
 of the measure of usefulness to be filled by this part of the 
 educational systera; their growth has kept pace neither with 
 the popular demand for secondary -education nor with the contem- 
 poraneous 4irowth of elementary and graded scJiools. Tlie schools 
 
 1. Ibid. 
 
 2. Ibid. 
 
29 
 
 axe not only in point of number far laelow the needs of the 
 state, tut the grade of instruction is too low and irregular; 
 and yet this work distrilauted as it is* generally over the 
 state, and being free, has prevented the establiahraent of pri- 
 vate high schools and academies and must continue to do so. 
 The state needs better high schools and more of them. This 
 part of our educational work must have the necessary attention. 
 Having made provision, for the establishment of this class of 
 schools and seeing that they have not been provided, is it not 
 time, after the lapse of twenty years, to inquire into the 
 cause of their failure to appear? 
 
 "The authority given independent school districts is 
 ample enough to establish a high school course in these districts, 
 and some good high school work has been done in a raajority of 
 these schools, but it is desultory and irregular and comes far 
 short of what should be done. Under CJhapter Forty-five of the 
 Code, the people have all the authority that is necessary to 
 establish either district or joint district high schools, and 
 although this law has been in operation for twenty years, there 
 is not a single district high school in the state," 
 
 In his report for 1891-92 Superintendent Morgan still 
 further calls especial attention to the condition of the high 
 school work of the state. 
 
 "The one important question in connection with the high 
 school claiming the attention of educators and legislative 
 bodies, is how to increase its efficiency and extend its ad- 
 
 1, Ibid, 1887-88, p. 16. 
 
30 
 
 vantages to a larger number of the people. To be convinced that 
 
 this is true of the high school work of West Virginia, it is 
 
 only necessary to note the fact that there are but seventeen 
 
 high schools reported, and that not more than five out of 
 
 this number have a three years* course of study, the other 
 
 twleve comprising the higher grades in graded schools, the 
 
 amount of work being quite limited and irregular. 
 
 Even if the full number of hi^ schools reported were 
 
 doing thorough high school work, only elaven per cent of the 
 
 school population of the state would enjoy the advantages of 
 
 1 
 high school instruction," 
 
 Dr. S. M. Turner, President of the V/est Virginia 
 University, in an address delivered before the State Educational 
 Association at Charleston in July, 1887, spoke of the need for 
 measures being taken to develop the power and efficiency of the 
 general educational system. In this connection he stressed the 
 necessity for the establishment of a system of public high 
 schools. He mentioned four benefits to be derived from a system 
 of higla schools, namely: to afford better preparation for teach- 
 ers, nine-tenths of wrhora had had no training beyond the elemen- 
 tary schools; to enable the normal schools to perform their 
 proper function of training teachers; to prepare young people 
 for college at comparatively little expense; and to furnish a 
 
 means of secondary education for the overwhelming majority of 
 
 2 
 the youth of the state. 
 
 1, Ibid, 1891-92, p, 15. 
 
 2s Ibid. 1887-88, pp. 45-46. 
 
31 
 
 In discussing the high school problem of the state. 
 Superintendent Virgil A. Lewis, after reviewing the high school 
 law of 1873, made the following coraiaents relative to the second- 
 ary school work of the state: 
 
 "The hope of those who enacted this law has not been 
 realized, and secondary education, or high school work, has 
 been sadly neglected, so much so, that there are at this time 
 thirty counties of the state that have neither high nor graded 
 schools, under this law the failure has been so complete that 
 there are but seventeen high schools in the state and only 
 seven of these have been established under the provision of 
 this law, the other ten having been organized in Independent 
 Districts under the provisions of special statutes creating 
 
 the said Independent Districts This deprivation is 
 
 all the more felt by reason of the comparatively siriall number 
 of reliable academies in West Virginia, which in this respect 
 seems to lag behind all the states in the South, It is diffi- 
 cult to understand why the prosperous city of V/heeling, fore- 
 most in the days 'before the war' in the organization of public 
 schools, should still 'linger shivering on the brink and fear 
 to launch away' in the establishment of a higli school that 
 would be a model and inspiration to the Coxamonwealth . The 
 admirable service of the superintendent and able principals of 
 the several grammar schools of that city in caring for the 
 higher grades in these buildings seem to have persuaded the 
 educational public to let them on indefinitely trying to perform 
 this double duty 
 
32 
 
 ••Thia deprivation of the children of all of the Southern 
 states of high school opportunities is one of the chief dis- 
 abilities of their educational system. Vie have always hoped 
 to see in these states a fair trial of the support of a proper 
 
 free high school by each county in which all youth of suitable 
 
 1 
 acquirements could be educated," 
 
 State Superintendent J. R. Trotter summed up the condi- 
 tion of the high school work of the state in an article in the 
 West Virginia School Journal for February, 1899, as follows: 
 
 » Although west Virginia is credited with twenty-four 
 
 or twenty-five high schools, she must for the present content 
 
 herself with the reputation of being one of the very few states 
 
 without a first class high school, first class with reference 
 
 to the amount and not with reference to the quality of the work 
 
 done. In former years this was not so noticeable but since 
 
 the admission requirements of the West Virginia University have 
 
 been made equal to those of the other colleges and universities, 
 
 and the boys and girls of the state can not prepare for entrance 
 
 to that institution at a public high school except one of the 
 
 bormal schools or the preparatory departments of the university, 
 
 this want of proper secondary school advantages has become more 
 
 2 
 apparent." 
 
 State Superintendent Thomas C. Miller in his report for 
 1901-02 summed up the high school situation at that time as 
 follows: 
 
 "Although in the statistical report for 1902 West 
 
 1. Ibid, 1893-94, pp. 19-20, 
 
 2. west Virginia School Journal, Feb. 1899, p. 35. 
 
33 
 
 Virginia is credited with forty-two high schools, it rauat be 
 remembered that the terra 'High School' hae never been speci- 
 fically defined in this state, and that there is a very great 
 difference in the course of study offered in these schools." 
 
 In his report for 1905-06 superintendent Miller spoke 
 still further of the high school work: 
 
 "One of the greatest educational needs of West Virginia 
 
 today is a much larger number of good higji schools. While in 
 
 name we have fifty or more, in reality we have but few, and they 
 
 are necessarily found in our larger towns and the cities. Some 
 
 statistics recently collected from the high schools of the state 
 
 2 
 indicate a great difference in the standard of requirements." 
 
 In the absence of any reliable high school statistics 
 the foregoing quotations from the leading educators of the 
 state have been given to show the condition of the high school 
 work during the different years, and to reveal some of the prob- 
 lems that confronted the educators of the state in the estab- 
 lishment of a system of high schools to meet the needs of the 
 state for secondary instruction. 
 
 Several causes were given for this lack of secondary 
 
 schools during the early years of the school system, one of 
 
 the most important being the opposition on the part of many 
 
 3 
 citizens to the support of hi^ schools by general taxation. 
 
 Another important obstacle in the way of the establishment of 
 
 high schools was the large number of independent school districts 
 
 1. Report of the State Supt. of Free Schools, 1901-02, p. 29. 
 
 2. Ibid, 1905-06, p. 20. 
 
 S.Wiitehillj History of iSduc. in w. Va., p. 26. 
 
34 
 
 formed by making separate school districts of the larger towns 
 and Tillages in the magisterial districts. In 18^2 not one of 
 these districts except the city of Wheeling contained a large 
 enough population to warrant the district in undertaking to 
 equip and carry on an efficient high school. They contained 
 sufficient population for good graded schools, but not enough 
 for efficient high schools. The policy of establishing theso 
 independent districts had been abused and carried to such an 
 extent as practically to prevent indefinitely the growth and 
 extension of high school instruction, and greatly to injure 
 the school system, A number of these districts contained a 
 school enumeration of less than one hundred, twelve an enum- 
 eration of less than two hundred, and fifteen an envuaeration 
 of less than five hundred. Many of these districts should 
 
 never have been formed and many of themshould have been formed 
 
 1 
 under the graded school law. 
 
 Another reason for the failure of an efficient system 
 of secondary schools to be established was that the linglish idea 
 of education which was brouglit over to Virginia and which was 
 so detrimental to the growth of a sentiment in favor of public 
 education continued to operate in that state as well as in some 
 parts of west Virginia. 
 
 "The chronic defect in present Bnglish system of public 
 instruction, established the same year as the public schools in 
 Virginia, is that it cannot obtain parliiimentary aid above the 
 elementary grades. As a consequence it is regularly avoided by 
 
 1. Report of the State Superintendent of Free Schools, 1891-92, 
 p, 16. 
 
35 
 
 the "middle claaa", and remains with all ita undenyable merits, 
 
 a school for the poor. It is not well that a state that thirty 
 
 years ago cast in its lot with the new ^toerican ideal of public 
 
 and private life, should linger longer in the cold shadow cast 
 
 1 
 across the ocean toy the conservatism of the mother land," 
 
 Another factor which retarded high school progress was 
 the lack of state aid for many years. The magisterial dis- 
 tricts into which the county was divided, were in many instances, 
 so overburdened "by taxation necessary to defray the expenses of 
 primary schools that they were unable to support a high school. 
 Hence, without state aid in these districts v»}iere the valuation 
 of property was small it was impossible to maintain a high 
 school, Msmy of these districts had little or no property in 
 the form of railroads or other public works, practically all 
 their revenues were taised from a tax on farm lands and per- 
 sonal property. They were for this reason less able to build 
 school houses and support l^a than were the more favored dis- 
 tricts that had coal, oil, gas, and public service coroorations 
 
 2 
 aa sources of school revenues. 
 
 Furthermore, it was thought that one reason why high 
 schools were not establislied in more of the rural districts 
 was that the law was defective in that it specified that the 
 board of education should determine whether the people should 
 vote upon the question of establishing a higi'i school, and that 
 the law should be amended so that upon the petition of a stated 
 
 1. Ibid. 1893-94, p. 20. 
 
 2. Ibid. 1903-10. p. 90. 
 
3d 
 
 number of tax payers of the district the board of education 
 
 would be required to submit the ouestion to a vote of the peo- 
 
 1 
 pie. 
 
 Several other reasons were given for the meagre supply 
 
 of secondary schools during the early years of the public school 
 
 system and up until within a few decades ago. One frequently 
 
 mentioned was that there was a lack of interest in the public 
 
 2 
 secondary schools on the part of the public. Another reason 
 
 given was the sparseness of the population, the people being 
 
 dispersed over a wide area with few towns of sufficient size 
 
 3 
 and valuation to support an efficient high school. A very 
 
 important reason for the failure of hi^ schools to be estab- 
 lished in numbers suited to the needs of the state and for 
 
 the inefficiency of those in existence was the lack of an 
 
 4 
 efficient system of elementary schools for so many years. 
 
 One great defect in the public educational system waa 
 
 that there was no articulation between its parts. In this 
 
 connection articulation simply means arranging the work In one 
 
 part of the school system so that upon its completion there 
 
 will be promotion into the next higher division. It is f3?eeaQr 
 
 recognized that due to psychological, sociological and other 
 
 factors there is a gap and an abrupt transition between the 
 
 5 
 elementary and tlae high school. One reason for this lack 
 
 of articulation was that there had been no definition of the 
 
 1. Ibid, 1885-86, p. 8. 
 
 2. Ibid, p. £4. 
 
 3. Ibid, 1893-94, p. 19, 
 
 4. Ibid, 1905-06, p, 103, 
 
 5. Inglis: principles of Secondary Educ, pp. 274-290. 
 
37 
 
 function of the parts of the educational gyatem, Tlxe elemen- 
 tary schools gave instruction in high achool subjects and the 
 normal schools and university also gave instruction in second- 
 ary subjects. 
 
 The lack of well-graded schools until well into the 
 last part of the nineteenth century was a hindering factor. 
 This was due to the fact that in West Virginia aa well as in 
 
 many other states the district system militated strongly against 
 
 1 
 the development of well-graded schools. In the district 
 
 schools there was a lack of a uniform system of (gradation and 
 
 promotion from year to year; hence before better articulation 
 
 could be brought about a ts^aded course of study must be i»orked 
 
 out and adopted by the schools, Ko provision of law requiring 
 
 the classifying and grading of the work of the sub-district 
 
 school had been made until 1890 when a law was passed requiring 
 
 the state superintendent to make out a course of study to be 
 
 2 
 used in the elementary schools of the state. Another factor 
 
 which hindered the proper articulation of the work of the ele- 
 mentary and secondary schools was the lack of efficient super- 
 Vision . The introduction of district supervision aided greatly 
 in bringing about uniformity in the work of the district schools. 
 Moreover* consolidation of schools was a great help in bringing 
 
 about better relations between the elementary schools and the 
 
 4 
 high schools. 
 
 l.Ibid. p. 272. 
 
 2. Report of the State High school Supervisor* 1910-11, p. 7. 
 
 3. Ibid. 
 
 4. Report of the State aapt. of Free schools, 1908-10, p. 80. 
 
38 
 
 Furthermore* during this period there ^as a continual 
 agitation on the part of the educators of the state* the uni- 
 versity and other educational agencies for "better articulation 
 between the secondary schools and the higiher institutions of 
 learning. One argument given more frequently than any other 
 for the estatliahraent of more and better high schools was 
 that the public educational system of the state lacked proper 
 unity and articulation, and that a system of high schools should 
 be established for the purpose of unifying the educational system. 
 
 At the State Educational Association in July, 1885, 
 the subject of the high school work of the state occupied a 
 prominent place and among the representative educators there 
 was a strong sentiment in favor of the state's assuming a 
 policy looking to the regulation of the courses of study pur- 
 sued in the high schools so that there would be more uniformity 
 in the work of these schools, A coriuaittee was appointed to 
 draw up a course of study for the high schools, Th« course of 
 study drawn up by this committee was printed in the State 
 Superintendent's report for 1385-86 as well as in other edu- 
 cational publications with the recoramendation that it be fol- 
 
 1 
 lowed by the high schools. 
 
 In 1885 of the fifteen high schools in the state there 
 
 v«re a yexy small number with courses of study sufficiently 
 
 advanced to prepare for admission to higher institutions of 
 
 2 
 learning, while in 1891 out of the seventeen high schools in 
 
 1. Ibid, 1885-86, o. 3... 
 
 2. Ibid, 
 
>9 
 
 the state there were only five with a three years' courae of 
 
 1 
 study. The school law in force at that time provided that 
 
 "boards of education should have authority to establish and 
 
 maintain high schools, but made no requirements whatever as 
 
 to the course of study to be offered in such schools, each 
 
 town or independent district providing such course as it 
 
 2 
 chose. Consequently, for many years there was a demand that 
 
 courses of study of the high schools be modified so that each 
 
 school would not be a system to itself but that there would be 
 
 3 
 some uniformity in the work of these schools. 
 
 To secure better articulation between the high schools 
 
 and the higher educational institutions, the faculty of the 
 
 West Virginia University invited the high schools of the state 
 
 to adjust their courses of study so that the students of these 
 
 schools could prepare to enter classes of the university, and 
 
 offered to adi-iit on tlieir diploma the graduates of such schools 
 
 4 
 as were approved by the faculty. 
 
 5*urthermore , in order to establish better unity between 
 the parts of the educational system, the State Sducational 
 Association at its annual meeting at Charleston in 1896, ap- 
 pointed a comraittee of five to draw up a course of study for 
 the high schools of the state and to draft a bill to be pre- 
 sented to the hext legislature with the recommendation that 
 it be added to chapter forty-five of the Code of West Virginia. 
 
 1. Ibid, 1891-92, p. 15. 
 
 2. Ibid, 1905-06, p. 102. 
 
 3. Ibid, 1897-98, p. 98. 
 
 4. Catalogue of W. Va. University 1886-87, p. 41. 
 
40 
 
 For 3oma unknown reason the bill was killed in the Coiamittae 
 
 on Education in the House* Consequently the condition of the 
 
 1 
 high schools remained unchanged for several years. 
 
 Another marked defect in the high school system of 
 the state was the lack of some centralized authority to deter- 
 mine what the minimum requirements should be and to prescribe 
 definitely the course of study that should be offered as well 
 as to forsuulate rules and regulations for the genera-1 control 
 of such schools. Moreover* there was a lack of sorae central- 
 ized authority to supervise the schools and maintain a definite 
 
 2 
 standard of work. 
 
 Many remedies wars proposed whereby these defects could 
 
 be removed and an efficient system of high schools developed. 
 
 It "was said that the law was defective and that it should be 
 
 3 
 amended* As has been mentioned previously, one of the chief 
 
 obstacles in the way of the establisliraent of high schools was 
 
 the large number of independent school districts created under 
 
 the provisions of special statutes. It was thought that the 
 
 solution of the problem lay in the establishment of larger and 
 
 different units for high schools than for graded schools. 
 
 "The solution of the high school question in this state, 
 
 it is believed, points first to the establishment of separate 
 
 high school districts, including the graded school districts. 
 
 In many counties the entire county must be included in one hi^ 
 
 school district. 
 
 1, iieport of the State Supt. of Free Schools, 1897-98, p. 16, 
 
 2, Ibid, 1905-06, p. 20. 
 
 3, Ibid, 1887-88, p, 16. 
 
41 
 
 "The solution of this problem is going to require a 
 
 great deal of labor. There will be opposition that will not 
 
 give way without a struggle. It will not be solved in a day, 
 
 and it will call for the united strength of all friends of the 
 
 1 
 movement." 
 
 "The solution of the high school question is one of the 
 moat difficult problena connected with the public school admin- 
 istration, and the sparser the population the greater the dif- 
 
 2 
 
 ficulty becomes." 
 
 "Legislation is needed and that right soon to remedy 
 this condition before it becomes permanently fixed upon the 
 free school system with all of its unfairneas and injustice. 
 
 "A present and partial remedy will be found in the 
 following course: Let the several laws establishing the inde- 
 pendent districts be so changed as to limit the authority of 
 these districts to the establishment of primary graded schools, 
 except where the magisterial district or districts refuse to 
 join in supporting a high school, and let the high school be 
 a district school to be supported by a separate tax to be paid 
 by the district or districts as the case may be. These changes 
 in the present law would enable high schools and better than 
 
 the present hi^ schools to reach forty per cent of the school 
 
 3 
 population instead of eleven as they now do," 
 
 Other remedies proposed ^7ere: (1) state aid; (2) a law 
 
 defining the relation that should obtain between the parts of 
 
 1. Ibid, p. 17, 
 
 2. Ibid, 1891-92, p. 6, 
 
 3. Ibid, 
 
42 
 
 the school system; (3) some centralized authority to prescribe 
 
 a course of study and maintain definite standards; (4) state 
 
 supervision and control; (5) etc. 
 
 Most of the educators advocated the establisliment of a 
 
 system of county high schools as a method of solution of the 
 
 high school problem. Dr^ .l. 5J, Turner in a paper entitled, 
 
 "Secondary Schools - Their Place in a Complete ?3ystem of Public 
 
 Education", published in the report of the State Superintendent 
 
 in 1888, proposed a plan T/^ereby a system of county hi£ih schools 
 
 could be ests,blished. In this plan he sugcested that the state 
 
 appropriate ^300 , $400 and $-500 for the payment of teachers' 
 
 salaries, provided the educational authorities of the county 
 
 1 
 raised the remaining sum by local tajcation. 
 
 In his report for 1893-94 State Superintendent Virgil 
 
 A. Lewis also oroposed a plan for a system of county high 
 
 2 
 schools similar to that proposad by Dr. Turner. 
 
 A3 the counties became more densely populated the de» 
 
 mand for county high schools was replacai for the most part 
 
 by one for a good system of district high schools, for it was 
 
 felt that one high school would not be sufficient for most 
 
 3 
 counties of the state. 
 
 That the high scliool progress was slow during the years 
 
 under discussion has been shown in the preceding part of this 
 
 chapter. The only high school statistics ^jiven by the State 
 
 Superintendents in their reports wire the number of high schools 
 
 in operation for each year. Since some of these so-called high 
 
 schools were merely high school subjects taught in the grammar 
 
 1. Ibid, 1887-88, p. 48. 
 
 2. Ibid, 1893-94, pp. 21-23. 
 
 3. Ibid, 1905-OS, p. 20. 
 
44 
 
 grades, these statistics cannot be considered absolutely accu- 
 rate. The following table shows the number of high schools in 
 operation in the state as a whole beginning with 1865 and ex- 
 tending to 1908, 
 
 TABUfi III 
 
 X 
 Huaber of Public High Schools By Years 
 
 Year yumber Year Number 
 
 1865 
 1866 
 1867 
 1868 
 1869 
 1870 
 1871 
 1872 
 1873 
 1874 
 1875 
 1876 
 1877 
 1878 
 1879 
 1880 
 1881 
 1882 
 1883 
 1884 
 1885 
 1886 
 
 7 
 
 1 
 
 3 
 
 3 
 
 2 
 
 2 
 
 8 
 
 5 
 
 5 
 
 10 
 
 8 
 
 8 
 
 11 
 
 10 
 
 6 
 
 7 
 
 13 
 
 15 
 
 1887 
 1888 
 1889 
 1890 
 1891 
 1892 
 1893 
 1894 
 1895 
 1896 
 1897 
 1898 
 1899 
 1900 
 1901 
 1902 
 1903 
 1904 
 1905 
 1906 
 1907 
 1908 
 
 19 
 25 
 17 
 20 
 14 
 17 
 18 
 20 
 20 
 22 
 27 
 38 
 37 
 39 
 40 
 42 
 42 
 43 
 45 
 46 
 72 
 73 
 
 1. Report of state Suor. of Free schools, 
 1865-1920. 
 
 This table sfliows that during the first few decades 
 there was a slow and almost inperceptible growtli in the number 
 of high schools but that the growth became somewhat more rapid 
 at the close of the period. During the last few years of the 
 period there was an indication that public sentiment was being 
 awakened, A number of towns and magisterial districts voted 
 
44 
 
 on the question of establishing high schools in 1905 and 1906 
 
 1 
 with favorable results in most cases. 
 
 In some districts the valuation of taxable property was 
 too small to support a high school, but by uniting the entire 
 property valuation of the county, a county high school could 
 be supported on a comparatively snxall rate of levy. In 1905 
 there were two special enactiaents of the Legislature for the 
 establishment of county high schools in Tyler and Ritchie Covin. 
 ties. 
 
 These acts determined how the county high school board 
 
 should be constituted, what the majcimum rate of levy should be, 
 
 and made other necessary regulations not provided for in the 
 
 general law. Before these high schools could be established, 
 
 the question must be voted on by the people of the county. The 
 
 vote on the question was defeated in Ritchie County but was 
 
 2 
 carried by a handsome majority in Tyler County. 
 
 These two were the only county high schools created by 
 legislative enactments within this period. During the early 
 part of the period there were few district high schools, most 
 of the high schools having been established in towns and cities. 
 
 One of the first higji schools established in West Vir- 
 ginia was at Parker sburg, in 1865 the public school system was 
 established in that city. The high school was organized in 
 
 1367 under the provision of the iseneTa.1 school law, but there 
 
 3 
 were no graduates until 1874; at that time there were three. 
 
 1. Ibid, 1905-06, p. 20. 
 
 2. Report of the State Supt. of Free Schools, 1906-06, p. 20, 
 
 3. Whitehill: History of Sduc. in W. Va., p. 34. 
 
49 
 
 The Independent School District of Parker aturg was created "by 
 
 1 
 special statute in 1882 with provision for a high school. 
 
 Until 1889 only three years were required to complete the course 
 
 of study, "imX by 1902 four years had been added to the course, 
 
 2 
 the fourth year being optional. Since 1903 there have been 
 
 four regular years' work in the high school. Up to and includ- 
 ing 1904 there had been 453 students to graduate from the }).igh 
 
 3 4 
 
 school. The high school enrollment for 1903-04 was 305, In 
 
 1884 a high school was established for colored children. In 
 
 5 
 1889 this was the Oily colored high school in the state. 
 
 Another town that established the public school system 
 
 early in its history was Charleston. The first free schools 
 
 were organized in that city in 1864; and the first school was 
 
 taught in the basement of the old Virginia Street Methodist 
 
 6 
 Episcopal C!hurch, The Independent School District of CJhar- 
 
 7 ' 
 leston was created in 1871, 
 
 In 1879 the first class consisting of two Members was 
 
 graduated from the high school. From that time until 1892 the 
 
 graduates have been as follows: 
 
 Year 1880 
 
 1882 
 
 1884 
 
 1885 
 
 1886 
 
 1888 
 
 1889 
 
 1890 
 
 1891 
 
 1892 
 
 Number 1 
 
 3 
 
 3 
 
 2 
 
 1 
 
 2 
 
 5 
 
 3 
 
 5 
 
 8 
 
 1. Acts of the W. Va. Legislature, 1882, Chap. 170. 
 
 2. liiller: History of lijduc. in ?/. Va., p. 193. 
 
 3. Ibid. 
 
 4. V.Tiitehill: History of Educ. in \u Va., p. 35. 
 
 5. Ibid. 
 
 6. Cork & Morgan: Hist, of Sduc. in VV. Va., pp. 57-60. 
 
 7. Acts of the W. Va. Legislature, 1871, chap. 48. 
 
1 
 
 The graduatiiBg claas of 1907 consisted of twenty.flve members. 
 
 In addition to the high school for the white population 
 
 Charleston also has a high school for the colored children. In 
 
 2 
 
 1904 a four years* course of study was offered in this school. 
 
 The first public school in Huntington was established 
 
 3 
 in 1872. The schools were under the control of the City Coun- 
 cil until 1889 when the Independent District of Huntington was 
 
 formed and the schools placed under the control of a board of 
 
 4 
 education. 
 
 Previous to 1887 the course of study for the Huntington 
 
 schools comprised the common branches only with the addition of 
 
 algebra, physical geography and rhetoric. In 1887 the hi^ 
 
 school was organized with a course of study of three years. 
 
 In 1904 two courses were offered with a possible third*' and in 
 
 1905 the course was revised, the scope of the work in science 
 
 being enlarged and two years of German being added, in 1904 a 
 
 5 
 new high school building was erected at a cost of $40,000. A 
 
 high school course of two years was established for the colored 
 
 children of Huntington in 1893. The graduating class that year 
 
 6 
 
 consisted of three members. 
 
 The first free schools were opened in \Vheeling in 1848 
 while West Virginia was still a part of Virginia. Under the 
 Act of the Virginia Legislature in 1849 Wheeling became an in- 
 dependent district. One of the first subjects discussed by the 
 
 1. Miller; History of Sduc. in W. Va., p. 187, 
 
 2. Ibid, p. 305. 
 
 3. Morgan & Cork: Hist, of 3duc. in W. Va., p. 40. 
 
 4. Ibid, p. 44. 
 
 5. Miller: Hist, of Educ. in w. Va., p. 144. 
 
 6. Ibid, p. 267. 
 
47 
 
 board of 1849 was the eatablishment of a high school. The fol- 
 lov/ing is found as part of the minutes of the first meeting; 
 
 "On motion* Messrs, Johnston and V/ickham were appointed 
 a coraifiittee to select a proper site for the erection and estab- 
 lishment of a central high school, and xaake report to this 
 board." Subsequent reports show that the site was secured and 
 
 finally sold. Thus, the city was for many years without a high 
 
 1 
 school. 
 
 The Independent school District of \7heeling was created 
 
 2 
 in 1863 v/ith provisions for a high school in the charter. Until 
 
 a high school was esta.blished the high school subjects were 
 
 3 
 taught in the grammar grades. In 1897 provisions were made 
 
 for the establishment of a high school to replace the grammar 
 
 schools. This school was opened in October, 1897, with an en» 
 
 rollraent of 279, A principal and seven teachers did the work 
 
 for that year, but the course of study has since been expanded 
 
 until in 1904 a principal and ten teachers were required, in 
 
 1904 four parallel courses, each covering four years, were open 
 
 to students. The enrollment in the high school varied from 
 
 238 to 298 pupils for each year since the establishment of the 
 
 high school until 1904. The total number of graduates up to 
 
 4 
 1904 was 267 - 67 boys, and 200 girls. The Lincoln School for 
 
 colored children also maintained a high school with the same 
 
 5 
 course as that for the white high school. 
 
 iMorgan & cork: Hist, of Muc* in W, V?.., ?. 51, 
 
 2. Acts of the W, Va, Legislature, 1863, Chap, 137. 
 
 3. Report of the Commissioner of Sduc, 1871, p, 365, 
 
 4. Miller: History of Sduc, in W. Va., o. 165, 
 
 5. Ibid, p, 243. 
 
48 
 
 The Period from 1908 to 1920 
 
 The year 1908 marks a new era in the deTelopment of 
 high schools in Y/eat Virginia, By this time public sentiment 
 had become thoroughly awsdcened to the need of better high 
 schools, thus making it possible to put through many progressive 
 measures for increasing the efficiency of the high scliools of 
 the state. During this year the state legislature enacted sev- 
 eral important laws relative to the high school work. 
 
 One of the chief enactxaanta was that creating the state 
 
 board of education, Por a long time the desirability of having 
 
 some centralized authority to prescribe a course of study, 
 
 make rules and regulations relative to the hi^ school work, 
 
 and 3xerci3e sorae general control by way of loaintaining a uni- 
 
 1 
 form standard, had been recognized. Therefore to supply this 
 
 felt need, in 1908, an act was pagsed creating a state board 
 of education, coraposed of the state superintendent of free 
 schools and five other persons engaged in educational work ap- 
 pointed by him, one from each Congressional district and not 
 more than three from the saiae political party. The state board 
 of education performs the duties previously perforraed by the 
 state board of examiners, and in addition constitutes a commit- 
 tee on course of study, Ii*urthermore , the board makes rules 
 
 and regulations relative to the manageinent of tlxe schools and 
 
 2 
 performs other duties of a like nature. 
 
 Several other laws having an important bearing on hi^ 
 
 1, Report of State Supt, of Free Schools, 1905-06, p. 20. 
 
 2. Acts of the ¥. Va, Legislature, 1908, Chap. 27. 
 
49 
 
 schoals were enacted in 190S. One that had \jeen greatly needed 
 was the enactnent providing for the issuing of high achool cer- 
 tificates. Previously to this date teachers were permitted to 
 teach in the high achoolln on a first grade elenentary cert if i- 
 c-3.te. Moreover, rxany of them were not sufficiently prepared 
 to do good olaasroom work. Hence, it "becarae apparent that 
 before the high school work could be increased in efficiency, 
 a higher standard of scholastic attainment for the teaching 
 force must be set up. Consequently, an act was passed providing 
 
 that high school certificates, valid througho'i^t the state ind 
 
 1 
 required for teachers in high schools, should be i^ranted. 
 
 Besides raising the scholastic standard of the teaching 
 
 force it was necessary to bring about other changes. In this 
 
 connection it beoarae apparent that some change must be made in 
 
 the high school law by way of setting a more propitious time 
 
 for holding the high school election, as well as providing for 
 
 a more reasonable levy. Therefore, the district high school 
 
 law which had been in force through the first period of high 
 
 school development was amended by specifying that the high 
 
 school election should be held on the third Tuesday in May, 
 
 and by omitting the clause specifying the amount of levy to be 
 
 2 
 laid, this being taken care of elsewhere. 
 
 In addition to the foregoing a new enactment authorizing 
 
 boards of education to establish district high schools without 
 
 first submitting the ouestion to a vote of the people was passed. 
 
 1. Ibid. 
 
 2. Ibid. 
 
50 
 
 This law was as fcllowa; 
 
 "In any district in which there is a town* village or 
 densely populated neighborhood having two or more schools in 
 the same building, the "board of education may establish a graded 
 school therein auid in addition to the graded school herein pro- 
 vided for* in a town or village having four or more schools in 
 the same building a high school may be established which shall 
 be open to all pupils of sufficient attainment in the magis- 
 terial district in which the school is located; provided the 
 levy necessary to support said school and all other schools of 
 the districts shall not exceed twenty-five cents on the one 
 hundred dollars valuation for the teachers' fund, and fifteen 
 
 cents on the one hundred dollars valuation for the building 
 
 1 
 fund," 
 
 Furthermore, in order to prevent high schools from being 
 continued in districts in which the people were unable or un- 
 willing to support them or in which the enrollment was not suf- 
 ficient to warrant the continuation of the schools, an act was 
 passed providing that any district high school should be dis- 
 continued at the end of any year upon the petition in writing 
 
 S 
 of at least seventy-five per cent of the tax-payers. 
 
 Before good high schools could be established it was 
 necessary to provide suitable buildings, to furnish and equip 
 them with the necessary library facilities, suitable laborator- 
 ies, etc. Many boards of education were unable to raise the 
 money for this purpose in any reasonable length of time. Hence, 
 
 1. Ibid. 
 
 2. Ibid. 
 
61. 
 
 to overcome this difficulty in 1908 a law waa passed whereby 
 
 the board of education of any district or independent district 
 
 containing a town or city with an enuraeration of youth of school 
 
 age of three hundred or over night borrow money and issue bonds 
 
 for the purpose of building, corapleting, enlarging, repairing, 
 
 or furnishing the school house. 
 
 in addition to the above-mentioned difficulty boards of 
 
 education encountered still another problem in oroviding funds 
 
 to support the schools. The levy prescribed by law was in many 
 
 cases insufficient to maintain a high or graded school for a 
 
 2 
 longer term than six months. Consequently, to remedy this 
 
 difficulty two laws were passed, one in 1908, and the other in 
 
 1909, The law of 1908 ia as follows: 
 
 "Provided that if boards of education in a city or in- 
 dependent school district of less than ten thousand population 
 maintains a high school in such district or maintains a high 
 school in connection with one or more of the districts the board 
 may levy for the support of said high school in any one year 
 not to exceed ten cents on each one hundred dollars of said 
 valuation." 
 
 The law passed in 1909 is as follows; 
 
 ♦* provided, however, that in any district which contains 
 an incorporated city or town where a graded or high school is- 
 maintained which is continued for a longer period than six months 
 the board of education shall have authority to lay a levy in 
 
 1. Ibid. 
 
 2. luid. 
 
 3. Ibid, 
 
52 
 
 addition to the leTies above specified (the regular leries 
 
 for the district teachers and building fund) sufficient for all 
 
 purooses to conduct the school of said city or town for the 
 
 1 
 term fixed." 
 
 The number of laws relating to the high schools of the 
 state passed by the Legislature in 1908 and 1909 indicated 
 that there was any awakened interest in the high school movement 
 on the part of the law-making bodies and the public as a whole. 
 But in addition to helpful legislative enactments, for the pur- 
 pose of facilitating high school progress there were other de- 
 sirable measures which had been hoped for by the friends of the 
 public school system. One of these was that there sliould be 
 some centralized authority to superiirise the high school work 
 and bring about some uniformity in the work of these schools. 
 Hence, to fill this need in 1909 the State Superintendent or- 
 ganized the division of high schools in the State Department 
 
 2 
 and appointed a State Supervisor of high schools. 
 
 The high school movement was thoroughly launched in 
 
 1909. Campaigns were organized, high school propaganda was 
 
 scattered throughout the state, and many meetings were held for 
 
 3 
 the purpose of putting the movement thorouglaly on foot. "The 
 
 slogan adopted was 'One Hundred High Schools for west Virginia 
 within four years'. The crusade was organized, literature pub- 
 lished and sent broadcast and where the people manifested an 
 
 1. Ibid, 1909, Chap, 90. 
 
 2. Callalian: History of \y. Va,, p. 561. 
 
 3. Ibid. 
 
53 
 
 interest in the high school project » information and assistence 
 were given in working out the proTolem," 
 
 Aa a result of these campaigns and the various influ- 
 ences at work the high school movement gained considerable momen- 
 tum. During the years immediately following 1909 several impor- 
 tant and much needed legislative measures were enacted. One of 
 the chief acts was that for the classification of high schools. 
 It has been previously pointed out in this chapter that the 
 term high school had never been defined in West Virginia, Hence, 
 there were schools locally called high schools in which little 
 or no high school work was done. Moreover, the courses of 
 study in the different high schools varied greatly a.nd for a 
 long time it had been felt desirable to have some unifoiro stan- 
 dard to be followed by all high schools. It was felt desirable 
 also to set up some standard comparable with that of other states 
 so that students prepared in the high schools of West Virginia 
 could enter the colleges and universities of those states on 
 their credentials, furthermore, the scholastic attainment of 
 the teachers was too low, there being a great many teachers in 
 the high schools without degrees and with little or no prepara- 
 tion beyond the higti school. And also, in many of the high 
 
 2 
 schools there were too few teachers to do efficient work. Con- 
 sequently, to remedy the above -iaentioned as well as other de- 
 fects in the existing conditions of the high school work, the 
 Legislature in 1911 passed the following lav whereby the high 
 schools of the state were classified: 
 
 1. Ibid. 
 
 2. Heport of the High School Supervisor. 
 
54 
 
 "(b) The high sohoola of this state shall lie divided 
 into three claeaea aa folloisrs: 
 
 '' High schools of the first class shall include all high 
 schools offering courses of study covering four years of not 
 less than thirty-two weeks each - and after July 1, 1913, of 
 not less than thirty-six weeks each and employing not fewer 
 than three thoroughly qualified high school teachers who devote 
 all of their time to the teaching of high school sulajects. 
 
 '' High schools of the second class shall include all hi^ 
 schools offering courses of study covering three years of not 
 less than thirty-two weeks each - and after July 1, 1913, of 
 not less than thirty-six weeks - and employing not fewer than 
 two thoroughly qualified high school teachers who devote all of 
 their time to the teaching of high school subjects. 
 
 »i High schools of the third class shall include all high 
 schools offering courses of study covering two years of not 
 less than thirty-two weeks each - and after July 1, 1913, of 
 not less than thirty-six weeks each - and employing at least 
 one thoroughly qualified high school teacher who devotes all 
 of his time to the teaching of high school subjects, 
 
 if It shall be the duty of the state superintendent of 
 
 schools to classify all of the high schools of the state in ac- 
 
 1 
 cordance with the provisions of division "b" of this section," 
 
 The section following the foregoing law contained a pro- 
 vision that had been advocatsd for years by the prominent educa- 
 tors of the state, namely, an act granting state aid to classified 
 
 1. Acts of the W. Va, Legislature, 1911, Chap. 68. 
 
69 
 
 high schools. Many communities In the state could not support 
 high schools without some form of state aid. Fully three- 
 fourths of the youth of West Virginia of school age lived in 
 villages and rural communities and until 1909 compairat 1 voly 
 few of these communities had schools beyond the granraar grade». 
 It 'beoarae recognized that some of the states most promising 
 young people lived in these rural ccramunitieSi and that schools 
 of a higher grade would oontriliute much to rural betterment. 
 One of the chief reasons why many of the best people in the 
 agricultural sections were leaving the country and moving into 
 town was that they desired to place their children within the 
 reach of better schools. Many of them would be content to re* 
 main on the farm if good high schools were placed near at hand. 
 So far the law had made provision for the creation of district 
 high schools under prescribed conditions and for their support 
 by local taxation, but it had made no provision for state aid 
 for their support. Y/ithout such aid some districts were unable 
 to maintain high schools because their valuation of taxable 
 property was sroall. They were for this reason less able to 
 erect buildings and maintain high schools than were comrounities 
 in mining, oil producing, and iiianufacturing regions. It would 
 thus seem the proper thing for the state to enter in and aid 
 these schools so that they would be able to maintain high schools; 
 
 for the schools in all parts of the state have a most important 
 
 1 
 bearing on the character of the citizenship. Therefore the 
 
 state legislature in 1911 enacted the following law providing 
 
 state aid for classified high schools: 
 
 1. Report of State Supt. of Free Schools, l9Q8rj&$, p. 90, 
 
50 
 
 "(d) To assist in the raaintenance of all such high 
 
 schools as haye been properly classified according to the 
 
 provisions of division "b" of this section and have complied 
 
 with all the requireraenta thereof, the following araounta are 
 
 hereby appropriated to be paid out of the money in the state 
 
 treasury not otherwise aopropriated. 
 
 *' To high schools of the first class $800; to high schools 
 
 of the second class, i>i600; to high schools of the third class, 
 
 $400; provided, that the total ajnount so appropriated to all 
 
 high schools receiving such aid, shall not in any one year ex- 
 
 1 
 ceed $40,000." 
 
 "(e) The State Superintendent of Schools shall not later 
 than the first day of July, one thousand nine hundred and eleven 
 and not later than the first day of July of each year thereaf- 
 ter, notify the county superintendent of schools of each county 
 
 aa to the amount due under the provisions of this section to 
 
 2 
 each of the classified high schools of hia covinty," 
 
 " Two other laws of importance to districts desiring to 
 
 establish high schools v/ere passed in 1911. 3ince many new 
 
 high schools were being established each year it was deemed 
 
 expedient to amend the district high school law, which required 
 
 that elections on the question of establishing district high 
 
 schools should be held on the third Tuesday in May, by providing 
 
 3 
 that an election might be held at any time during the year. 
 
 Furthermore, many districts were in the need of money 
 
 with which to erect buildings for the newly established high 
 
 1. Acts of W. Va. Legislature, 1911, Chap. 68. 
 
 2. Ibid. 
 
 3. Ibid. 
 
87 
 
 sohoolsi and hence the second of these laws provided that any 
 
 district micht vote on the question of issuing bonds for thd 
 
 1 
 erection of school buildings. Under the former law only those 
 
 districts that had within them a town or city having an enum- 
 eration of at least three hundred youth of school age could vote 
 
 2 
 on the question. 
 
 In some districts the valuation of taxable property 
 
 was too small to support a high school; sind in order to provide 
 
 for the establisdiment of a high school to be maintained by a 
 
 levy on all the taxable property in the county, two special 
 
 3 
 enactments were laasaed in 1911 creating Clay County High School 
 
 4 
 and Hicholas County High School. 
 
 Another law relating to the establishment of district 
 high schools was enacted in 1913. The provision whereby joint 
 district high schools could be established, enacted in 1867 
 and amended in 1873 and 1881 was not re-enacted in 1908 when 
 an act entitled. An Act to Amend and Re-enact Chapter Forty- 
 five of the Code of V/est Virginia was passed by the legislature. 
 Consequently, since some of the sparsely settled districts were 
 unable to support high schools alone, it was deemed expedient 
 to pass a law providing for the establishment of district high 
 schools jointly by two or more contiguous districts whether in 
 
 the same or different counties. Consequently, the following law 
 
 5 
 was passed; 
 
 1. Ibid. 
 
 2. Op. cit., p. fff* 
 
 3. Acts W. Va. Legislature, 1911, Chap. 25. 
 
 4. Ibid, Chap. 26. 
 
 5. Report of the state H. S. Supervisor, 1913-14, p. 18. 
 
58 
 
 "If the boards of education of two or more contiguous 
 districts whether in the same or another county* believe it 
 expedient and wise to establish and maintain Jointly a high 
 school in any one of said districts, the building, if one is to 
 be erected, and the site therefor, to be owned Jointly in pro* 
 portion to the amount contributed by the districts so uniting, 
 the respective boards shall submit the question to the voters 
 of the respective districts, at a general or special election, 
 
 in the way and manner and after the notice required by section 
 
 1 
 thirty of said chapter." This act also made rules and regu- 
 lations relative to the establishment, control, management, and 
 
 maintenance of the joint district high school. A majority vote 
 
 2 
 was necessary for its establishment. 
 
 Several Important and much needed laws were enacted by 
 
 the legislature in 1915. The law of 1911 placed the maximum 
 
 sum available for distribution among the classified high schools 
 
 at $40,000. This sum had proven insufficient to supply each 
 
 high school with the amount specified by law. It was not raore 
 
 than half what it should have been. Owing to the establishment 
 
 of new high schools this amount permitted an apportionment for 
 
 the first year of only seventy per cent of the sum authorized 
 
 by law for each classified high school. In 1911-12 high schools 
 
 of the first class $560, those of the second class $420, and 
 
 3 
 those of the third class $280. since the first distribution 
 
 and each year thereafter new high schools have been established 
 
 3. heport of the State Supervisor of H. S., 1911-14, p. 9. 
 2. Ibid. 
 
 1. Acts. of the W. Va. Legislature, 1913, Chap. 60. 
 
59 
 
 m 
 
 and some hava been raised in rank* and hence the aziount avail* 
 
 al>le has grown less each year. For 1912-13 it was considerably 
 
 less than for 1911-12, it being |476 for first class, $356 for 
 
 1 
 second class, and $236 for third class high schools. The 
 
 amount available for each class of high school was still less 
 in 1913-14. This fact was very discouraging to boards of edu- 
 cation depending upon the full amount of state aid provided by 
 
 law to improve their teaching force and equix)ment and thus 
 
 2 
 raise the rank of their high school. Therefore, to enable 
 
 each classified high school to receive the amount of state aid 
 
 specified by law in 1915 an act was passed removing the limit 
 
 of $40,000 for the aid of classified high schools and author- 
 
 Izinf the apportionment of $800 annually to each high school 
 
 of the first class, $600 annually to each high school of the 
 
 second class; and $400 annually to each high school of the third 
 
 3 
 class. 
 
 Furthermore, to enable high schools to be established 
 
 more easily the district high school law, which required a vote 
 
 of three-fifths of the qualified voters to establish a high 
 
 4 
 school, was amended by changing the vote to a bare majority. 
 
 On account of the better salaries paid in cities and 
 towns the graduates of normal schools and approved normal- 
 training schools were attracted away from the rural communities. 
 Consequently, a small per cent of the teachers in the country 
 
 1. Ibid, 1912-13, p. 12. 
 
 2. Ibid, 1913-14, p. 21. 
 
 3. Acts of the W. Va. Legislature, 1915, Chap, 61, 
 
 4. Ibid. 
 
schools were professionally trained. This had been felt to be 
 
 an undesirable condition » but Its solution did not seem clear, 
 
 finally, following the example of other states which had a 
 
 similar problem to solve, West Virginia turned to the high 
 
 1 
 school for a solution. Consequently, in 1915 a law was enacte 
 
 ed providing for the establishment of teacher-training depart- 
 ments in approved high schools and for the apportionment of 
 $400 annually as an additional state subsidy to each of ten 
 teacher-training high schools to be selected by the State Board 
 of Education , The course of study for the teacher-training de- 
 partments of these ten schools and all matters pertaining to 
 their regulations were placed in the hands of the State Board, 
 State aid should not be given to any normal training depart- 
 ment of a high school located in a county in which a state nor- 
 mal school or other state school maintaining a normal training 
 
 2 
 department was located. This law is likely to have valuable 
 
 results in raising the standard of the rural teachers. 
 
 Another law helpful to rural education was enacted in 
 
 1915, In many districts in which there were no high schools 
 
 there were young people who sliould have 'been encouraged to 
 
 attend high schools in other districts free of tuition. Hence, 
 
 it was recommended that a law remedying this situation be pass- 
 
 3 
 ed. Therefore, a lav was passed requiring boards of education 
 
 not maintaining high schools to pay the tuition fees of pupils 
 
 1. Report of the state H. 3. Supervisor, 1914-15, p. 12. 
 
 2. Acts of the \1, Va. Legislature, 1915, Ciaap, 62, 
 
 3. Report of State Supervisor of H, 3., 1911-12, p. 20, 
 
01 
 
 desiring to attend high schools or other approved 3choola of 
 
 high achool grade in other districts. But boards of education 
 
 were not to be required to pay such tuition at the rate of iaor« 
 
 than two dollars and fifty cents per montht nor were they allowed 
 
 1 
 to pay for such tuition for more than four years for any pupil. 
 
 Another enactment of ijnportance at this time was that 
 relating to the amount of levy to be laid for high school pur- 
 poses* As the lav stood it was difficult to determine definitely 
 under what conditions boards of education could lay additional 
 levies for the support of high schools, and what levies could 
 be laid. These laws, from the time of their enactment, were 
 the cause of mi gunder standing and disagreement, as the law 
 stood if a high school was located in an incorporated town, 
 there was no limit to the levy that could be laid for its sup- 
 port. On the other hand if a high school was located in a vil- 
 lage that was not incorporated, there wis a question as to 
 whether any levy could be laid legally for its support, This 
 latter condition operated particularly to the disadvantage of 
 district high schools, which in a number of districts were 
 located in villages that were not incprporated. Since the town 
 or village in which a district high scliool was located had 
 nothing whatever to do with the management of the school, it 
 was difficult to understand why the law contained this peculiar 
 provision, it was recommended that the law be so amended as to 
 
 orovide definitely for the laying of reasonable levies for all 
 
 2 
 recognized high schools. Consequently, in 1915, a law was 
 
 1. Acts of the W. Va. Legislature, 1915, Chap. 62. 
 
 2. Keport of State H. S. Supervisor, 1911-12, p. 20. 
 
62 
 
 passed for the purpose of correcting this indefiniteneas in 
 
 the law and of providing specifically for the laying of reaaon-ala 
 
 alale levies for all rdcognlzed high schools* as fellows: 
 
 "Provided that if the board of education of any district 
 
 or independent district, maintains a lawfully established high 
 
 schools or maintains such high school in connection with one or 
 
 more other districts the board of such district or boards of 
 
 districts where the high school is jointly maintained, may levy 
 
 for the support of said high school, in any one year not to 
 
 exceed ten cents on each one hi;indred dollars valuation of the 
 
 1 
 property of the district or districts," 
 
 An important law reletting to the certification of hi^ 
 school teachers was enacted in 1915. For the purpose of en- 
 couraging better scholastic and professional preparation a law 
 was passed authorizing the granting of high school certificates 
 without examination to graduates of standard colleges .'ind uni» 
 
 versities, whose college course has included as much aar twenty 
 
 2 
 semester hours of i^rofessional subjects. ]?urthernore, six 
 
 special enactments creating county high schools in the following 
 
 3 4 5 6 
 
 counties were passed: Calhoun, Mingo, Pleasants, Putnam, 
 
 7 8 
 
 Wayne, and Wirt. 
 
 Three important measures that had an important bearing 
 
 on the high school work of the state were enacted in 1919. One 
 
 1. Acts of the W. Va. Legislature, 1915, Chap. 57, 
 
 2. Ibid, Chap. 57. 
 
 3. Ibid, Chap, 111. 
 
 4. Ibid, Chap. 106. 
 
 5. Ibid, Chap. 101, 
 
 6. Ibid, Chap. 103, 
 
 7. Ibid, Chap. 102. 
 
 8. Ibid, Chap. 125. 
 
63 
 
 of the principal ones iraa that relating to the establishment 
 of the junior high school. A number of superintendents and 
 principals had studied the intermediate or junior high school 
 in the Sast and Middle West and were impressed with the value 
 of this plan of organization for meeting the real educational 
 needs of boys and girls at the beginning of the adolescent 
 
 period and for bridging the gap between the elenentari'- and the 
 
 1 
 high school. Hence, in '1919 provision was made for the es- 
 tablishment of junior high schools in West Virginia, Boards 
 of education of counties, districts and independent districts 
 vere given authority to establish intermediate or junior high 
 schools. Such schools may be organized as part of a six-three- 
 three plan or any other form of organization recomiaended by the 
 State Board of „3ducation. The State Board of Education is re- 
 quired to prescribe courses of study, prescribe requirements 
 
 for the teachers and establish any other regulations for the 
 
 2 
 school as they may dean advisable. 
 
 Due to the fact that good high schools were not acces- 
 sible to the pupils of all communities, it v/as felt desirable 
 to provide some means whereby they could avail themselves of 
 high school privileges in other districts. Hence, to make this 
 possible a law was enacted authorizing the board of education 
 in any district or county or provide a dormitory for the accom- 
 modation of pupils wishing to attend the high school and of 
 persons teaching therein. 
 
 In laany cases the levy of twenty cents on the one hundred 
 dollars valuation of taxable property was not 3uffici*ent to 
 
 1, Heport of the State Supervisor of H. S., 1916-17, p. 19, 
 
 2, Acts of the W. Ya. Legislature, 1919, Chap, 2. 
 
 3, Ibid, 
 
64 
 
 enable boards of education to continue high schools for the 
 term fixed by law, to employ well-qaalified teachers, and to 
 furnish the necessary equipment to maintain the desired stan- 
 dard. To remedy this defect an act was passed providing that 
 in case the proposed levy of twenty cents would not provide 
 sufficient funds to continue any high school for the term 
 
 fixed by law, the board of educatiom might lay a levy suffi- 
 
 1 
 ciently high to maintain the high school for the said term. 
 
 The foregoing legislative enactments and other influ- 
 ences at work have resulted in the growth of public interest 
 and concern in regard to high schools and have brought about 
 many improvements in the high school work of the state. There 
 has been a steady Increase in the niuaber of high schools and 
 in the high school enrollment during the years under discussion. 
 Each year has seen the erection of substantial high school 
 buildings, well equipped and modern. 
 
 The improvement in the high school work has also mani- 
 fested itself in the increased number of freshiaen entering the 
 university each year as well as in the improved quality of their 
 work. Furthermore, the elementary schools have been greatly 
 benefited by the increased efficiency of the high schools for 
 
 the reason that elementary teachers have better opportunities 
 
 2 
 to prepare themselves for their work. 
 
 The law providing for the classification of high schools 
 
 and state aid has brought about many desirable results, the chief 
 
 of which are t>ie following: 
 
 1. Ibid. 
 
 2. Report of the State Supervisor of H. 3., 1911-12, p. 7, 
 
65 
 
 1. It has proTided what Is In effect a definition of the 
 term "high school** for the state. 
 
 2* It has aided in the establishment of and in the develop- 
 ment of new high schools. 
 
 3. It has created on the part of boards of education and com. 
 munities a desire to improve their high schools in order that 
 they may obtain as high rank as possible. 
 
 4. It has resulted in the employing of additional teachers 
 in some high schools that before this law was passed had an in- 
 sufficient teaching force, and has established a uniform stan- 
 dard of scholastic training for high school teachers, 
 
 5. It has induced a greater number of high school teachers 
 to prepare themselves more thoroughly for their work than ever 
 before. 
 
 6. By fixing a higher standard of preparation for the teach- 
 ing force* it has raised the standard of compensation for high 
 school teachers. 
 
 7. It has resulted ih a growth in the expenditure for appa- 
 
 1 
 ratus and equipment. 
 
 The increase in the number of high schools is a good 
 
 index of the rate of high school development. The following 
 
 table shows the number of high schools in the state for the 
 
 years from 1909 to 1920. 
 
 1. Ibid, pp. 8-9. 
 
e« 
 
 TABLE Vf 
 
 Slumber of High Schools by Years 
 
 Years 
 
 Number 
 Town Estab- 
 
 and Dis- :5'ir8t Second Third Kot lished 
 City trict County Class Class Class Classi- but not 
 n.3. IT. 3. H.3« H.3, H»3« H. S« fied in opratn, 
 
 Total 
 
 lumber 
 
 1909-10 
 
 — 
 
 ,— 
 
 - 
 
 — - 
 
 «••• 
 
 — 
 
 81 
 
 1910-11 
 
 — 
 
 — 
 
 - 
 
 31 
 
 26 
 
 38 
 
 17 
 
 1911-12 
 
 44 
 
 78 
 
 3 
 
 41 
 
 30 
 
 39 
 
 15 
 
 1912-13 
 
 44 
 
 87 
 
 3 
 
 53 
 
 33 
 
 31 
 
 18 
 
 1913-14 
 
 44 
 
 98 
 
 3 
 
 64 
 
 30 
 
 38 
 
 .10 
 
 1914-15 
 
 45 
 
 104 
 
 3 
 
 76 
 
 34 
 
 31 
 
 11 
 
 1915-16 
 
 46 
 
 115 
 
 3 
 
 76 
 
 34 
 
 31 
 
 IX 
 
 1916-17 
 
 47 
 
 114 
 
 3 
 
 88 
 
 33 
 
 35 
 
 8 
 
 1917-18 
 
 47 
 
 114 
 
 3 
 
 103 
 
 27 
 
 33 
 
 1 
 
 1918-19 
 
 48 
 
 115 
 
 3 
 
 109 
 
 25 
 
 30 
 
 2 
 
 1919-20 
 
 51 
 
 118 
 
 3 
 
 116 
 
 31 
 
 24 
 
 1 
 
 6 
 
 2 
 
 2 
 
 3 
 
 10 
 
 81* 
 112 
 125 
 135 
 142 
 152 
 162 
 166 
 166 
 169 
 182 
 
 ^Twelve schools opened for the first time in the 
 fall of 1910, roaking 93 for the year 1909-1910. 
 
 The above table shows that there has been a steady in- 
 crease in the number of high schools except for the school year 
 1917-18 when, due to war conditions, there was no gain in the 
 number of these schools. From 1909-10 to 1915-16 the number 
 of high schools was doubled and the number of four year high 
 schools was more than doubled, Prom 1909 to 1920 there have 
 been 138 high schools established. That rural communities are 
 becoming better supplied with means for secondary education 
 
 1. Report of State Supervisor of H. S,, 1909-1920, 
 
67 
 
 i3 shown "by the increase in the number of district high schools. 
 
 Another criterion by which to measure high school pro. 
 gress ia the increase in enrollment during the different years* 
 The following tables show the enrollment in the high schools by 
 years from 1909 to 1920. 
 
 Enrollment 
 
 TABL?. V 
 in Public High 
 
 I 
 
 Schools by Years 
 
 
 Years 
 
 Boys 
 
 
 Girls 
 
 Total 
 
 1909.10 
 
 2106 
 
 
 2794 
 
 4900 
 
 1910-11 
 
 2493 
 
 
 3387 
 
 5880 
 
 1911-12 
 
 3025 
 
 
 3925 
 
 6950 
 
 1912.13 
 
 3596 
 
 
 4671 
 
 8267 
 
 1913.14 
 
 4095 
 
 
 5269 
 
 9364 
 
 1914.15 
 
 5065 
 
 
 6231 
 
 11296 
 
 1915-16 
 
 6120 
 
 
 7571 
 
 13691 
 
 1916.17 
 
 6621 
 
 
 8681 
 
 15302 
 
 1917.18 
 
 6856 
 
 
 9507 
 
 16363 
 
 1913.19 
 
 6559 
 
 
 9609 
 
 16168 
 
 1919-20 
 
 7794 
 
 
 10718 
 
 18512 
 
 This table shows that there has been a steady increase 
 in high school enrollment except for the year 1917-18 vrhen, due 
 to war conditions, there was a drop* The increase haa become 
 more pronounced in the last few years. The percent of increase 
 in high school enrollment in the four years from 1909-10 to 
 1912.13 was 58,^0. ij'rom 1909-10 to 1913-14 the enrollment had 
 
 1. Report State Supervisor of H. S., 1909-1920, 
 
68 
 
 increased 91,1^^ add the number enrolled in four year high 
 schools had increased 121 #85^. The growth in high school en- 
 rollment in 191&.16 was the largest in the history of the 
 state. The increase for that year was 2395 or 21.2*^, Almost 
 all the high schools shoiaed some growth over the previous year. 
 This increase in enrollment was partly due to the opening of 
 new high schools. Three schools passed the seven hundred mark, 
 
 namely* Parkersturg* ulaeGling, and Iliuitington, The enrollment 
 
 1 
 in the Parker sburg high school went almost to eight hundred. 
 
 During the year 1919-20 there ^s,s another period of rapid 
 
 growth. In the ten years from 1910 to 1920 the high school 
 
 enrollment has more than trebled. 
 
 Yet, in spite of all the progress high school conditions 
 
 In West '/irginia were far from ideal, in 1914 there were five 
 
 counties in the state in which there was not a single high 
 
 school of -xaj grade; there were only five counties having an 
 
 enrollment of five hundred or more in public high schools; smd 
 
 there were eighteen counties having a high school enrollment 
 
 of less than one hundred, not including the five counties that 
 
 had none. Hundreds of boys and girls completed the course of 
 
 study in the elementary grades and were unable to attend high 
 
 2 
 school. 
 
 The growth in high school enrollment Ima been rapid, 
 
 but the high schools in operation in 1919 did not reach more 
 
 than forty per cent of the young people they ought to have 
 
 reached. The anrollnent in a few of these schools was not 
 
 1. Report of the State H. S. Supervisor, 1915-16, p. 10. 
 
 2. Ibid, 1913-14, p. 11. 
 
69 
 
 1 
 sufficient to Justify the cost of loaintaining then. In 1920 
 
 tho per cent of high school enrollment was far below the average 
 
 for the united states, which was 9.2. In West Virginia it was 
 
 5,26, in each of twenty-three counties of the state the high 
 
 school enrollment was less than two hundred ajid in sixteen 
 
 2 
 counties it was less than one hundred each. 
 
 Since the enactment of the law relative to the estab- 
 lishment of Junion higli schools there has been a number of these 
 schools established in different parts of the state. In 1913-14 
 there were three; in 1914-15 there were four; and in 1915-16 
 
 there were eight. By 1919-20 the number of these schools had 
 
 3 
 increased to sixty-four. 
 
 The first cities to establish junion high schools were 
 Charleston, Clarksburg, and Horgantown. 
 
 In addition to the growth in nuiaber and enrollment 
 another xaeans by which to determine high school progress is in 
 the increase in the number of high school graduates for each 
 year. The following table shows the number of high school 
 graduates by years from 1909 to 1920, 
 
 This table shows that there has been a steady increase 
 in the number graduating from high school from year to year. 
 There has been a greater increase in the number graduating from 
 four year high schools than from two or three year higti schools, 
 
 A still further indication of progress in high school 
 development is in the increase in the value of buildings and 
 
 1. Ibid. 1918-19, p, 17, 
 
 2. Ibid. 1919-20. p, 15. 
 
 3. Ibid, 1913-14, 1914-15, 1915-16, 1919-20. 
 
70 
 
 TABiiS VI 
 
 1 
 lium'ber of Graduates by Years 
 
 Pour Year Three Year Two Year 
 year High School Hl^ School Hltja School Total 
 
 107 31 489 
 
 66 42 592 
 
 136 149 968 
 
 191 123 1,114 
 
 lis 1S2 1,361 
 
 63 70 1,457 
 
 99 89 1,873 
 
 97 97 2,107 
 
 131 126 2,312 
 
 118 74 2,368 
 
 218 74 2,911 
 
 190S-10 
 
 351 
 
 1910-11 
 
 484 
 
 1911.12 
 
 683 
 
 1912-13 
 
 800 
 
 1913-14 
 
 1,083 
 
 1914-15 
 
 1,324 
 
 1915-16 
 
 1,685 
 
 1913-17 
 
 1,913 
 
 1917-13 
 
 2,055 
 
 1918-19 
 
 2,178 
 
 1919-20 
 
 2.619 
 
 equipment. There is no better indication of the growing in- 
 terest in education in the state than the fact that the voting 
 of extra levies and the creation of bond iasuea for the erec- 
 tion of school buildings is becoming more common each year. 
 Many of the new buildings include the latest and best features 
 known to architecture, and hate been well planned with refer- 
 ence to lighting, ventilation, etc. In most of them suitable 
 
 provisions have been made for laboratories, libraries, and 
 
 2 
 offices. 
 
 1. Report of the state Supervisor of H. S., 1909-1920. 
 
 2. Ibid, 1911-12, p. 8. 
 
71 
 
 During the year 1909-10 there was marked increase in 
 
 the number of new buildings erected for high school purposes. 
 
 V/heeling and Bluefield completed new buildings costing above 
 
 $130,000 each. Charleston erected a new building for its 
 
 colored high school at a cost of $30*000. Buchansm and Bridge. 
 
 port erected buildings that cost in the neighborhood of $50*000 
 
 and $40,000. Several other buildings were erected or remodel. 
 
 1 
 ed. in 1911 there were fifteen new high school buildings 
 
 erected. The new high school building at Clarksburg cost 
 
 $150,000; the cost of the other buildings ranges from $9,000 
 
 2 
 to $50,000. m 1911-12 eighteen districts authorized bond 
 
 issues or extra levies for the erection of buildings to be used 
 
 for high school purposes* The cost of these buildings, not 
 
 including the sites, was near 3475,000, Several attractive 
 
 3 
 sites were given by the people of the communities. Within 
 
 the year 1913-14 thirteen new buildings were authorized. The 
 
 new building at Grafton cost #115,000, that at Huntington 
 
 $3,000,000, and that at Morgajitown :^150,000. The other build- 
 
 4 
 ings ranged in value from $8,000 to $25,000, In 1915-16 new 
 
 buildings were authorized for fifteen high sciiools, the cost 
 
 5 
 rsuiging from $6,000 to $60,000. During 1918-19, owing to 
 
 war-time prices for labor and building material, very few high 
 
 6 
 schools were authorized. In 1919-20 sixteen new high school 
 
 1. Ibid, 1909-10, p. 89. 
 
 2. Ibid, 1910-11, -p. 7. 
 
 3. Ibid, 1911-12, p. 13. 
 
 4. Ibid, 1913-14, p. 9. 
 
 5. Ibid, 1915-16, o. 10. 
 
 6. Ibid, 1918-19, p. 9. 
 
73 
 
 buildings were authorized, ranging in value from $15,000 to 
 
 1100,000. Lee District High School, Mingo County, coat 
 
 1100,000 as did also Kanavha District High 3chool, Fayette 
 
 County. Hock District High School, Mercer County and Keyser 
 
 1 
 High School, Mineral County, each cost $75,000. 
 
 It is not possible to furnish a satisfactory estimate 
 
 of high school costs for the reason that, in the inain, the 
 
 items listed by the State Supervisor of High Schools have not 
 
 been standardized. No statistics for higji school expenditure 
 
 vere reported in 1909-10, and the Supervisor stated that the 
 
 statistics for cost of high school buildings and equipment 
 
 2 
 vere yexy unsatisfactory for 1910-11. Ko report for higji 
 
 school expenditure was made in 1914-15, Yet in spite of the 
 incomplete statistics and the lack of standardization of tlie 
 items, it is possible to see that there has been a material 
 increase in school costs from year to year. 
 
 In 1911-12 all of the first class high schools had 
 laboratories and were well supplied with laboratory equipment. 
 This was also true of most of the second class schools, in a 
 few of the latter class laboratory facilities were inadequate. 
 Most of the third class schools were supplied with apparatus 
 for the teaching of biology. Within this year unusual improve- 
 ment was made in the laboratory facilities of many schools. 
 The amount expended within the year for hig^ school equipment 
 
 auid other improvements was $43,921, A large part of this amount 
 
 3 
 was invested in equipment for science teaching. 
 
 1. Ibid, 1919-20, p. 8. 
 
 2. Ibid, 1910-11, p. 21. 
 
 3. Ibid, 1911-12, p. 7. 
 
High School Cost 
 
 incroasc In Amount Paid 
 jLn Teachers* Salariea 
 
 1910 
 to 
 
 1911 
 to 
 
 1912 
 to 
 
 1913 1914 
 to to 
 
 1914 1915 
 
 1915 
 
 to 
 1916 
 
 1916 
 
 to 
 1917 
 
 1917 
 
 to 
 1918 
 
 1916 
 
 to 
 1919 
 
 1919 
 
 to 
 1920 
 
 ft 4Q.?57 ft 56.270 ft 62.009 ft 73.558 
 
 ^102,184 $ , 97.566 t 113.644 ft 198,651 f? 269.965 
 
 33.558 61,595 
 
 Total Bixpsnditure for 
 
 Improyement . not including 
 
 Hew Building 28.530 42.000 
 
 Total Sxpenditure for New 
 
 Building. Authorized 
 
 Since liaat Report 
 
 Total Amount Sxpended in 
 
 Teachers* Salaries 
 
 102.222 100.266 141.824 107.745 216.102 
 
 472.000 475.000 732.000 767.000 .^445.000 296.000 
 
 673.886 671.252 784.896 983.547 1.255.512 
 
 Total Cost Italntaining High 
 school 
 
 676.108 809.486 972.783 1.182.472 1.526.546 
 
 Amount of State Aid Distribut- 
 ed to High Schools 
 
 85,000 88.000 100.000 100,000 lift. OOP 
 
 Total Value of High School 
 Property 
 
 Value of High School Buildings 
 
 5.996.122 7.497.210 7.984.152 9.421.472 
 7, 059^050 8.455.875 
 
 Increase in Value of High 
 School Property 
 
 486.942 1.437.320 
 
74 
 
 In 1912-13 the sum of •iiSS.bSS was spent for iraprove- 
 ments in the high schools not including new buildings, and a 
 large part of this was expended for laboratory and demonstra- 
 tion equipment. In a large number of high schools, however, 
 the equipment was insufficient for the aciance work attempted. 
 The table shows that for the most part there has been an in- 
 crease from year to year in the amount expended for ij^^prove- 
 ment, not including new buildings. 
 
 There has been a steady increase in the library faci- 
 lities in order to meet the classification requirements that 
 high schools of the first class i'iust have libraries that con- 
 tain at least 500 voluiaea, hi^x schools of the second class 
 must have libraries that contain 350 voluiaes, and high schools 
 of the third class must have libraries that contain at least 
 250 volumes. The following table shows the number of books 
 added to the high school library within each year and the 
 total number of books in thelibraries for those years in which 
 the Jligh School Supervisor includes this item. 
 
 1, Ibid, 1912-13, p. 11. 
 
 2. H. S. Bulletin of W. Va. No. 10, p. 4, 
 
75 
 
 tablh: yiii 
 
 * ^l— 
 
 year 
 
 Number of Books 
 
 added to the 
 High School Li- 
 "brariea within 
 the ;/ear 
 
 Total number of 
 jBooks iij the 
 High School Li- 
 braries 
 
 
 1910-11 
 
 7,522 
 
 
 
 1911-12 
 
 7,174 
 
 55,563 
 
 
 1912-13 
 
 8,164 
 
 63,709 
 
 
 1913-14 
 
 9,784 
 
 73,493 
 
 
 1914-15 
 
 No report 
 
 
 
 1915-16 
 
 15.084 
 
 
 
 1916-17 
 
 17,000 
 
 
 
 1917-13 
 
 18,332 
 
 
 
 1918-19 
 
 15,802 
 
 125,039 
 
 
 1919-20 
 
 21,698 
 
 153,774 
 
 
 
 
 
 1. Report State Supervisor of H. S. , 1910-1920. 
 
76 
 
 Chapter lY 
 
 Hl^ School Accrediting . 
 State Control i and Suparvlalon 
 
 Owing to the insufficient number of secondary schools 
 
 during the early years of it a existence, the V7eat Virginia 
 
 University was unable to get students for college work, and 
 
 was therefore coraoelled to maintain a preparatory department 
 
 1 
 as one of the most important parts of its organization. 
 
 "But comparatively few of our young men in West Virginia 
 have home advantages for properly and fully preparing themselves 
 to enter upon regular College studies. This Department has 
 proved a fruitful source of supply for the high classes, ajid 
 also the means of maintaining an elevated grade of preliminary 
 scholarship for admission to them. As the high schools, aca- 
 demies and graded schools of the state increase in number and 
 efficiency, in the same proportion will the necessity of this 
 Department diminish. Meanwhile, and until their increase and 
 fuller development, it cannot be dispensed with without lower- 
 ing the standard of collegiate study proper, or shutting out 
 
 from the advantages of the Institution many of the best and 
 
 2 
 most promising young men of the state." 
 
 In order to encourage the establishment of high schools 
 
 and academies in various parts of the state, the faculty of 
 
 the west Virginia university in 1886 divised a plan for the 
 
 1. Callahan: p. 561, 
 
 2. Catalogue of W. Va, University, 1873-74, p. 41. 
 
77 
 
 accrediting of secondary schools complying with certain re- 
 quirements. It was believed that this scheme, if encouraged, 
 would result in the establishment of good preparatory schools 
 in various parts of the state where not only those desiring to 
 go to the university could get their preparatory training at 
 less expense, but where many teachers in the elementary schools 
 would also be enabled to get additional training. **Thus the 
 whole public school system may Le elevated and sustained on a 
 higher plane, and the expenditure for public school instruction 
 
 made productive of better results than can be attained under 
 
 2 
 existing circumstances," 
 
 The plan is as follows: 
 
 "Any high school, graded school or academy may be ap- 
 proved by the west Virginia University as a preparatory school 
 by complying with the following conditions: 
 
 1st. By establi^ing, in addition to the usual priiaary 
 and gramiiiar grades, a course of study the same as that pursued 
 in the Preparatory Department of the University, or its equiva- 
 lent, under the instruction of competent teachers. 
 
 2nd. £y making application to the Faculty of the Univer- 
 sity for a visiting committee to examine the methods and work 
 of such school for the purpose of ascertaining the character 
 of the instruction given, 
 
 3rd. Upon such application a committee of the Faculty, not 
 exceeding two in number, will be appointed to visit such school. 
 
 1. Ibid, 1886.87, p, 41. 
 
 2. Ibid, 
 
78 
 
 and upon a favorable report from such cominittee the Faculty 
 will approve auch school as a preparatory school for a term of 
 four yeare. The expense of the coianittee will be paid, one- 
 half by the University, the other half by the school making 
 application, 
 
 4th. This approval will entitle the students who coraplete 
 the prescribed preparatory course of study in such school, to 
 enter the collegiate of the University without exaimination, 
 upon the Certificate of the principal of such school that such 
 students have, within the fifteen raonths next preceding their 
 coming to the University, completed the course and passed an 
 axaraination thereon with a standing of 7 in a scale of 10, 
 
 5th. The 5'aoulty reserve the right to witlidraw such approval 
 if, after the adnission of students, the character of the work 
 done at such school shall be found to be below the standard 
 required for admission to the University classes, or if Certi- 
 ficates are given to students who, having been found deficient 
 after their admission, can not pass a fair test examination on 
 the prescribed course of preparatory studies. 
 
 6th, At the expiration of the terra of four years, the ap- 
 proval rnay be renewed, upon application, if the work previously 
 done has been satisfactory." 
 
 A list of schools approved by the University was pub- 
 lished from tiiae to time in the annual catalog ..e. The following 
 schools were approved under this plan in 1886: 
 
 Linsly Institute, Wheeling, and parkersburg High School 
 2 
 (except Greek) • 
 
 1, Ibid. 
 
 2. Ibid. 
 
79 
 
 In 1897-98 the University approved of the following 
 
 secondary schools under this scheme for accrediting: 
 
 Huntington State Normal school. 
 
 West Liberty State normal School, 
 
 yairiaont State Norm-al School. 
 
 Glenville State normal School. 
 
 Shepherdstown State 1-lormal School. 
 
 Athens state Uorm-al School. 
 
 Lee jidilitary Academy* Lewisourg. 
 
 Barboursville College, Barboursville, 
 
 Broaddus Classical institute* Clarksburg. 
 
 Huntington High School. 
 
 1 
 Martinsburg High School. 
 
 The foregoing list shows that at this tiioe there 
 were only two accredited high schools in tiie state* the other 
 nine being state norioal schools* denominational* and military 
 schools. By 1902-03 the nuiQber of high schools on the approved 
 list of the University had increaded considerablj^, and, exclu- 
 sive of the other accredited secondary schools, was as follows: 
 
 C£harleston High School. 
 
 Chsorles xown High School 
 
 Clarksburg High School 
 
 Ceredo High School 
 
 Davis Pree School 
 
 Pairraont High School 
 
 Grafton High School 
 
 1. Ibid, 1897-98, p. 43. 
 
80 
 
 Huntington High school 
 
 Hinton High School 
 
 Martin3burg High School 
 
 Morgan town High School 
 
 Moundsville High School 
 
 Mt. Wesley High School 
 
 New Cumberland High School 
 
 New ?/artin3ville High School 
 
 Parkersburg High school 
 
 Point pleasant High School 
 
 Kavenawood High School 
 
 Wellsburg High School 
 
 1 
 Wheeling High School 
 
 Thus, in the five year period from 1897-1898 to 
 1902-1903 there had been somewhat of an increase in the number 
 of high schools accredited by the University. The following 
 provisions concerning the quality of the instruction to be com- 
 plied with was later added: 
 
 1. The scholastic attaini^ient of teachers in accredited 
 schools must be equivalent to that of a graduate of a standard 
 college and should include professional preparation and some 
 special training in the subjects they teach, 
 
 2. The number of daily periods of class room instruction 
 given by any one teacher should not exceed five. 
 
 3. The faculty should consist of not fewer than three teach- 
 ers exclusive of the superintendent of schools, except in cases 
 where the number of students does not exceed thirty or forty. 
 
 1. Ibid, 1902-03, p. 36. 
 
81 
 
 4. Lalaoratory and lil)rary facilities must ba adaquato to 
 
 1 
 meet the needs of instruction* 
 
 The niuaber of accredited hi^ schools in 1909.1910 was 
 nineteen. There were also twenty-two reco ionized preparatory 
 schools,- that is, schools whose graduates have not had a suf- 
 ficient number of credits to admit them to the freshman class, 
 
 2 
 but receive credit toward adjniasion for the work certified. 
 
 Sine© the classification of high schools and the ap- 
 pointment of the Supervisor of High Schools, all high schools 
 In West Virginia ranlced under the classification laws as high 
 schools of the first class have been fully accredited by the 
 state university smd are included in the universities' pub- 
 lished list of accredited schools. But a high school of the 
 first class may be dropped from the university's accredited list 
 
 and reduced in rank at any time if found to be doing inferior 
 
 3 
 work. 
 
 The following are the requirements for accrediting under 
 
 the classification law passed in 1911: 
 
 Juen^th of Term 
 
 4 
 The minimum school term shall be thirty-six weeks. 
 
 Hijgh School Teachers 
 
 In high schools of the first class not fewer than three 
 
 teachers who give their full time to high school instruction 
 
 must be employed. The principal may be included as one of the 
 
 minimum number of teachers required if he teaches as many as 
 
 1. Ibid, 1909-10, p. 33. 
 
 2. Ibid, p. 34. 
 
 3. Report of the State H. S. Supervisor, 1913-14, p. 19, 
 
 4. High School Bulletin, Ijo. 10, p. 3, 
 
82 
 
 four classes; otherwiae, three full-terra teachers are required, 
 not including the principal. Two. thirds of the teachers em- 
 ployed in high schools of the first class must be graduates of 
 standard colleeies or universities. Other teachers in high 
 
 schools of this class must have completed at least two years 
 
 1 
 of college work. , 
 
 Libraries 
 
 All classified high schools are required to have good 
 
 working libraries. The minimum number of volumes required in 
 
 high schools of the first class is 500, A good encyclopedia 
 
 should be included in the library. Substantial and attractive 
 
 cases should be provided for the library, affording sufficient 
 
 shelf room for all books the library contains. The books in 
 
 the library should be classified and arranged on the shelves 
 
 according to a definite plan of classification. I5ach year 
 
 some additional books should be purchased, A definite system 
 
 2 
 for the issuing and loaning of books should be followed, 
 
 i^c^uipment for the Teaching of Science 
 Subject s 
 
 Four year high schools should offer a minimum of three 
 years of science. jiiitable cases should be provided for the 
 care of science apparatus and supplies. Laboratories should 
 be well equipped with laboratory desks or tables. High schools 
 offering physics or chemistry are required to have the pre- 
 scribed minimum equipment necessary for successful laboratory 
 
 3 
 emd demonstration work. 
 
 1. Ibid, pp, 3-4. 
 
 2. Ibid, p, 5, 
 
 3. Ibid, p. 6. 
 
83 
 
 Q , uallty of In struct iop 
 A high school in which much of the claaa-room instruc- 
 tion is noticeably poor and ineffective should not be ranked 
 
 as a high school of the first claaa even if its equipment is 
 
 1 
 the best and all its teachers are college graduates. 
 
 Organizatio n 
 
 A high school of the first class must be well equipped 
 
 as to the teaching force, the arrangement of the program, 
 
 library and laboratories, schooi activities, janitor service 
 
 2 
 and in numerous other ways. 
 
 The , Spirit of the 3chpol 
 
 The spirit of a school has much to do with the quality 
 
 of its work and is, therefore, taken into consideration in its 
 
 3 
 inspection and classification. 
 
 In addition to the accrediting of West Virginia high 
 schools by the State University, they are also accredited by 
 the Association of Colleges and Secondary Schools of the South- 
 ern States, ^ At the annual meeting of this Association held 
 in Spartansburg, South Carolina, in Uovenber, 1312, a Commis- 
 sion, to be known as the Commission on Accredited Schools of 
 the Southern states, was appointed. On this Commission there 
 were three representatives from each Southern state, composed 
 of the professor of secondary education in tlie state university 
 and two other members froja schools affiliated v/ith the Asso- 
 ciation. It was the duty of this Commission to make, from each 
 of the states represented, a list of high-class secondary 
 
 1. Ibid, o. 15. 
 
 2. Ibid. 
 
 3. Ibid. 
 
84 
 
 schools that should be fully accredited by all of the colleges 
 and universities belonging to t}ie Association of Colleges and 
 Secondary Schools of the Southern States, The first list of 
 
 accredited schools was prepared by the Commission at a meeting 
 
 1 
 held in Kovember, 1913-1914 at Knoxville, Tennessee, 
 
 JSighteen public high schools in West Virginia were ac- 
 credited by the Cozomission as follows: 
 
 Beaver District Higli ScJxool, Bluefield 
 
 Ceredo-Kenova High School, ceredo 
 
 Cheufleston Higli School 
 
 Chester High School 
 
 Clarksburg High School 
 
 Fairmont High School 
 
 Grafton High sch.ool 
 
 Huntington High School 
 
 Mannington High School 
 
 Morgan town High School 
 
 Payetteviile Higli School 
 
 New Cumberlaind Higli School 
 
 Payetteville District Higix School, oak Hill 
 
 parkeraburg Higii School 
 
 Clay District High School, Shimeston 
 
 Spencer High school 
 
 Wellsburg High School 
 
 2 
 
 Wheeling High School 
 
 A number of high schools in the state that would 
 
 1. Ibid. 
 2. Ibid. 
 
85 
 
 have teen eligible for recognition by the Coraraiasion did not 
 apply for accredited relations. Printed requirements for ac- 
 credited relations together with application blanks are fur- 
 nished to the representatives of the Commission of each Southern 
 state for distribution. Copies of these are sent each year to 
 the four-year high schools in West Virginia. The list prepared 
 
 by the Cominissioner on Accredited Schools of the Southern states 
 
 1 
 in 1914 contained forty-two high schools. 
 
 The accrediting of high schools by the State University 
 
 was for several years all that had been done toward maintaining 
 
 any uniformity in the high school work of the state, one of 
 
 the princioal criticisms of tlie high schools had been that 
 
 2 
 there was no uniformity in taeir courses of study. Therefore, 
 
 in order to provide some centralized authority to determine 
 
 the minimum requirenents and to prescribe a course of study 
 
 as well as to exercise some general control over the high 
 
 schools, a State Board of :';ducation, composed of the State 
 
 Superintendent and five other persons actually engaged in edu- 
 
 3 
 cational work, was created in 1903. The number of members 
 
 of the State Board of liducation lias since bean increased to 
 
 seven raambers, of whom one shall be the state superintendent 
 
 of schools ex-officio, and the other six members shall be ap- 
 
 4 
 pointed by the governor. 
 
 The State Board of education was required to prescribe 
 
 minimum standards for courses of study for the high schools of 
 
 1. Ibid, p. 20, 
 
 2. Report of the State Supt, of Free Schools, 1905-06, p. 102, 
 
 3, Acts of the W. Va, Legislature, 1908, Chap. 27, 
 
 4, Ibid, 1919, Chap. 2. 
 
66 
 
 1 
 the state; and in accordance with this i-equirement in 1909 
 
 coursea of study were prepared by the State Board for four- 
 year, three-year, and two-year higia achoola, xheae coursea 
 were afterwards revised and greatly improved, and extended 
 directions and suggestions concerning the teaching of the 
 
 various high school subjects have been prepared for the guid- 
 
 2 
 ance of teachers. In 1919 the State Board of :j]ducation re- 
 vised the course of study for the high schools. The new course 
 is based on the junior-senior plan of organization. The course 
 of study prescribed is for a junior high scliool consisting of 
 
 the seventh, eighth, and ninth grades and a senior high school 
 
 3 
 consisting of the tenth, eleventh, and twelfth grades. 
 
 The State Board of iSducation has power not only to pre- 
 scribe courses of study but to formulate rules and regulations 
 for the general control of the high schools, 
 
 "Subject to .■and in conformity with the State Consti- 
 tution and the laws of the state, the State Boa,rd of Education 
 shall determine tlie educational policies of the state relating 
 to education, including rules relating to the classi- 
 fication of schools, school attendance, the issuing of certi- 
 ficates upon credentials, the general powers and duties of 
 county and district boards of education, and of school trustees, 
 teachers, principals, supervisors, and superintendents and 
 
 such other matters pertaining to the public schools in the state 
 
 4 
 as may seem to the board to be necessary and expedient," 
 
 1, Ibid, 1908, Chap, 27. 
 
 2, Report of the state Supervisor of H. S., 1911-12, p, 15. 
 
 3. Ibid, 1918-19, p, 12, 
 
 4. Acts of the W. Va. Legislature, 1919, Chap. 2. 
 
87 
 
 The state 'board, of education has only general control 
 of the schools of the state, for in order to have uniformity 
 the schools must be under one general system. Of course the 
 local board has authority in all matters of detail under the 
 rules established. 
 
 In addition to some general central control nearly all 
 
 states having a recognized high school system have a method of 
 
 supervising such schools, and requirements looking to the 
 
 1 
 maintanance of the established standard. The desirability 
 
 for some means of establishing and maintaining a definite and 
 
 uniform standard of work in the high schools had been felt for 
 
 some tirae in V/est Virginia. Consequently, to fill this need 
 
 in 1909 the State Superintendent created the division of high 
 
 schools in the state department and appointed a State Super. 
 
 2 
 visor of high schools. The work of the Supervisor of High 
 
 Schools of West Virginia is supported by the Rockefeller Fund 
 of the General Jducation Board with headquarters in Hew York 
 City, This board has supported men in the field of secondary 
 education in almost all of the southern states. These men are 
 sometimes attached to the state universities and sometimes to 
 the departraents of education of their states. They are usually 
 expected to do soiae teaching in the subject of secondary edu- 
 cation in the state universities. In West Virginia the Super- 
 visor of High Schools is attached to the State Departiuent ; he 
 iA also a member of the faculty of the West Virginia University 
 and teaches there during the summer term of six weeks. The 
 
 1, Report of the State Supt, of i'ree Schools, 1905-06, p. 102. 
 
 2. Callahan: History of iSducation in W. Ya,, p, 561, 
 
88 
 
 remainder of the year he spends hia time in viaitintj and in- 
 specting high scshoola and in field work for the ororaotion of 
 
 high schools. In aome years a la.rge part of his time has been 
 
 1 
 spent in campaigning for new schools, "This work consists 
 
 in attending public meetings held for the r>urpose of arousing 
 high school sentiment, attending meetings of boards of educa- 
 tion, calling upon business men and others in behalf of new 
 
 high school orojects, and in working in county and district 
 
 2 
 teachers' institutes**" 
 
 Monthly rerjorts of the Supervisor's work are made to 
 the Head of tlie Department of education of the West Virginia 
 University, copies of which are furnished to the State Super- 
 intendent of 3chool3 and to the General Education Board in 
 New York. An annual report is also prepared showing the con- 
 dition of the high schools of the state for the preceding 
 
 3 
 year. 
 
 High school bulletins are prepared from tijae to time 
 
 to aid in furthering the work. Some of these are intended to 
 
 assist in nromoting and improving high school sentiment through. 
 
 out the state; others o'ffer suggestions on various phases of 
 
 4 
 high school work. 
 
 In the main the aims of the Inspector in visiting the 
 
 schools are: 
 
 1. To make a study of the school and its needs and to be 
 
 helpful in every way possible in bringing about improvement. 
 
 1, Report of the State Supervisor of H, 3,, 1910-11, p, 5, 
 
 2, Ibid, 
 
 3. Ibid. 
 
 4. Ibid, 1917-18, p. 23, 
 
89 
 
 2. To gather information concerning aijy phage of work or 
 organization of the school that is particularly well done for 
 the purpose of carrying this inforaiatlon on to other schools. 
 
 3. To find out v/hetlier the school measurea up to the state 
 classification required. To accomplish this aim the inspector 
 seeks to acquaint hiinself with the following aspects of the 
 school work: (l) organization and jnanagement; (2) the work 
 
 of the teachers; (3) the equip^uent of sliops, laboratories, and 
 
 classrooros; (4) the o^uip/uent and use of the library; (5) 
 
 course of study; (3) the 3X)irit of the school in general; (7) 
 
 1 
 and the attitude of the comiuunity toward the school, 
 
 ilfter a school has been inspected a full report is made 
 to the board of education controlling each high school inspect- 
 ed. This report mentions with cormaendation evidence of good 
 
 work and improvement noted by the insnector and jaakes definite 
 
 2 
 recommendations for the school's further improvement, 
 
 li'ore high schools were visited and inspected in 1919-20 
 
 than in ^ny previous year. This was made possible by the ap- 
 
 oointment of an Assistant State Supervisor of 'ligh Schools who 
 
 3 
 bsgan work in January, 1320. 
 
 1, Ibid, 
 
 2, Ibid, 
 
 3, Ibid, 1919-20, t). 12. 
 
90 
 CShapter V 
 
 The Curriculum and Teachers 
 
 The Curriculum 
 
 During the first few decades of the public school 
 
 system in many places high school subjects were taught in the 
 
 upper grades of the grammar schools. Thus* in 1371 the fol> 
 
 lowing subjects were taught in the elementary schools of 
 
 Mfheeling: natural philosophy, chemistry, botany, algebra, 
 
 1 
 geometry, and science of govermaent. In 1882 in addition to 
 
 the common school branches general history, algebra, book- 
 keeping and Latin were taught in the common schools of Preston 
 
 2 
 county. As late as 1892 high school subjects were taught 
 
 o 
 in the grammar grades of the Clarksburg schools. 
 
 The courses of study during the early years of high 
 
 school developraent were limited. In 1885 of the fifteen high 
 
 schools reported there were a very small number with courses 
 
 of study sufficiently advanced to prepare for admission to 
 
 4 
 higher institutions of learning. At that time the preparatory 
 
 department of the West Virginia University only offered two 
 
 5 
 years of work. in 1892 there were but seventeen high schools 
 
 reported and not more than five out of this number had a three 
 
 years' course of study, the other twelve comprising the higher 
 
 1. Report of the U. 3. Commissioner of JIduc, 1371, p. 365. 
 
 2. Report of the State Superintendent of Free Schools, 1882-84, 
 p. 100. 
 
 3. Ibid, 1891-92, p. 36. 
 
 4. Ibid, 1885-86, p. 24. 
 
 5. Catalogue of the W. Va. University, 1884-85, p. 16. 
 
n 
 
 grades in graded schools » the amount of work being quite limit. 
 
 1 
 ed and irregular. In 1889 the course of study of the Park- 
 
 2 
 ersburg high school was only three years, but toy 1892 it had 
 
 "been increased to four years. The high school at Charleston 
 
 3 
 offered a course of study of only throe years as late as 1894. 
 
 As has been pointed out preyiously thex'e wa.a no cen- 
 tralized authority to prescribe a definite course of study as 
 a basis for the hi^ 3chool work of the state until 1908. Prev- 
 iously to that date the law authorised boards of education to 
 prescribe courses of study for these schools, and hence the 
 work in the different high schools of the state varied greatly. 
 
 Courses of study for the high schools during the first 
 two decades of the public school systexa are not available. The 
 law authorizing the establishment of such schools in 1863 
 specified that teachers capable of giving instruction in "book- 
 keeping, algebra, geometry and surveying, with such other bran- 
 ches pertaining to the natural sciences ;ind general literature 
 
 4 
 as the board of education may determine" should be employed. 
 
 However, twice during this time lists of text-books to be used 
 in the schools of the state were prescribed. These may be 
 taken as aji indication of the subjects taught in the high schools 
 or the higher grades of the grammar schools as the case may be. 
 
 in 1866 the legislature authorized the state superinten- 
 dent to prepare a list of text books to be used in the schools 
 
 1. Report of the State Supt. of Free Schools, 1891-92, p. 17. 
 
 2. Wliitehill: History of Cduc, in W. Va., p, 33, 
 
 3. West Virginia School Journal, March, 1894, p. 38. 
 
 4. Acts of the W. Va. Legislature, 1863, Chap. 137. 
 
92 
 
 of the state, in accordance with this provision the following 
 
 1 
 list was prescribed for the high schools: 
 
 Kidd'3 jjlocution and Vocal Culture. 
 
 Hathe>aatiC3 
 
 Ray's Arithmetic 
 
 Ray's elementary and Higher .algebra 
 
 3Tsm'3 School Geometry for Beginners 
 
 Robinson's Hew Geometry and Trigononetry 
 
 Robinson's Surveying and Navigation 
 
 Robinson's progressive Table Book 
 
 Grammar 
 
 Kerl'3 Treatise for High Schools 
 
 History, Natural Science, 3tc « 
 
 Quackenbos' History of the United 3tates 
 
 Comstock's Natural Philosophy 
 
 Ware and Smilie's Philosophy of liatural History 
 
 Youman's Chemistry 
 
 Burrett's Geography of the Heavens 
 
 Robinson's Astronomy (elementary) 
 
 Dana's Geology 
 
 Dana's Mineralogy 
 
 Gray's Botany 
 
 Cutters Physiology and Anatomy 
 
 quackenbos' Rhetoric 
 
 m 1873 the following text books were prescribed for 
 
 o 
 
 the high schools throughout the state: 
 
 1, Report of the State 3upt, of ?ree 3chool3, 1866, p. 12. 
 2. Acts of the W. Va. Legislature, 1875, Chap, 123. 
 
93 
 
 Mathematlca 
 Ray ♦a Arithmstic 
 
 Ray's Elementary and Higher Alt,etra 
 BJvan»3 School Geometry for Beginners 
 Kol)in3on»3 i^urveying and navigation 
 Robinson's XabXe Book 
 
 Kerl's Treatise for High schools 
 
 T^istory. lia tural science, Etc , 
 
 Holme's History of the united states 
 
 Comstock's Natural Philosophy 
 
 Ware and 3nilie»3 Philosophy of Natural History 
 
 Youraan's CShemistry 
 
 Burritt'a Geography of the Heavens 
 
 Robinson's Astronomy (elementary) 
 
 Dana's Geology 
 
 J>ana'8 Mineralogy 
 
 Gray's Botany . 
 
 Cutter's Physiology and Anatomy 
 
 Blair's Rhetoric 
 
 It will be seen that the list of textbooks prescribed 
 in 1873 was very little changed from that prepared oy the State 
 Superintendent in 1866, 
 
 It is evident from these lists of books as well as 
 from discussions in the State Superintendent's reports that at 
 this time there were two aims of the high school recognized, 
 namely, to prepare for life and to prepare for college. The 
 
94 
 
 latter aim seemed to be more strongly emphasized. 
 
 The college preparatory aim ia raanifested by the number 
 of subjects similar to those required by the preparatory de- 
 partment of the state university as well as by the selection of 
 some of the same textbooks used in that institution. One rather 
 marked difference between these lists of books and the college 
 preparatory course is that there are no textbooks prescribed 
 for idtin and Greek. These 3ubjects were tJie core of the col- 
 lege preparatory course. However t the jooission of prescribed 
 textbooks for these subjects must not be ta.ken as an indication 
 that they were not taugjit in the high schools of V/est Virginia 
 at that time, for it has been mentioned previously that in 
 1882 Latin was taught in the common schools of Preston County. 
 This was probably true of most of the high :3chool3 at that time. 
 
 No definite plan for preparation for the duties of life 
 seemed to have been worked out at this time. It was probably 
 the purpose to give soue of the higher subjects usually taught 
 in colleges so that young women and men not going to college 
 could obtain the "knowledge" and "mental discipline" necessary 
 to enable them to perform the duties of life more advantageously, 
 
 These lists of books contain a wide range of subjects . 
 many of them usually given in colleges. Of the subjects usually 
 taught in higher institutions the following are examples: (l) 
 trigonometry; (2) surveying and navigation; (3) philosophy of 
 natural history; (4) astronomy; (5) geology; and mineralogy. 
 
 Another noticeable feature of these lists of books is 
 the large amount of matheioatica given. Moreover, the meagreness 
 
96 
 
 in the amount of English, and history ia very marked, the only 
 
 English mentioned being the traditional grararaar and rhetoric. 
 
 Prom 1885 on it i3 possible to obtain courses of study 
 
 for the representative high schools of the state. The folloving 
 
 is the course for the Fairmont High School in 1885: 
 
 First Year 
 First Term 
 Elementary algebra, mental arithmetic, u. S» history. 
 
 Second Term 
 
 Higher arithmetic, iJinglish grammar, bookkeeping. 
 
 Third Term 
 
 Higher arithmetic, English analysis, American literature 
 
 Second Year 
 First Term 
 Higher algebra, physical geography, English literature. 
 
 Second Term 
 Higher algebra, physical geography, physiology. 
 
 Third Term 
 Geometry, natural philosophy, civil government. 
 
 Third Year 
 First Term 
 
 Geometry, natural philosophy, Sngliali and American 
 
 literature. 
 
 Second Term 
 Trigonometry, -moral science, general history. 
 
 Third Term 
 Mensuration, rhetoric, psychology. 
 
96 
 
 Fourth Year (optional) 
 Jirat Te3na 
 Mensuration, natural history, general literature. 
 
 Second Term 
 Geology, aatronoray* history of England 
 
 Third Term 
 Botany, chemigtry, history of civilization 
 
 Course in latin 
 First Year - Latin less'ons and reader. 
 Second year - Latin gramniar and Caesau:. 
 Third Year - Cicero's orations and Virgil. 
 
 pourse in Gyeek 
 Fourth Year - Grammar and Analoaais. 
 
 In 1809 three years were devoted to tlie work of the 
 high school in Parftersburg. The course of study for that year 
 is as follows: 
 
 Junior year 
 lliathematics • Hay* a higher algebra to quadratics. 
 Natural 3cisnce - cutter's physiology; physical geography. 
 Language - Latin: /J.len and Greenougli's Grammar; six weeks' 
 preparation for Caesar; Caesar's Commentaries and 
 Literature, first book. 
 Rhetoric and Literature - Critical study of Longfellow's 
 
 Evangeline, particular attention to be paid to the 
 thought, history, and beauties of expression; 
 Lockwood'9 Lessons in Snglish, Chapters V and VIII; 
 
97 
 
 Sketches of Irving end Longfellow» with readings 
 from their works. 
 History - Weber's Universal History to Roman History, 
 
 Middle Year 
 Mathematics - Robinson's Geometry, five books. Ray's algebra, 
 
 quadratics, 
 natural Science - Avery's .Elements of Hatural philosophy, 
 
 selected parts. 
 Language • Latin: Caesar, second book completed; three books 
 
 of Virgil. 
 Rhetoric and Literature - Critical study as in junion year, of 
 
 Goldsmith's Deserted Village; dictation exercises 
 
 selected from stopford Brooke's Literature Primer; 
 
 Lessons in Snglish, Cahtpers I, 11, and ill; 
 
 sketches of Whittier and Hawthorne, with readings 
 
 from their works. 
 History - Weber's Universal History to German Reformation. 
 
 Senior Year 
 Mathematics ~ Plane trigonometry, Robinson's, 
 Matural Science - Yovutian's chemistry, with experiments. 
 Language - Le.tin: Virgil, six books; selected odes of Horace, 
 Civil Government - Andrew's ?rtanuel of the Constitution of 
 
 the United States, 
 Rhetoric and Literature - Critical study of Scott's Lady of 
 the Lake and Shakespeare's plays. Lessons in 
 Snglish, Chapters IV, VI, VII, X; sketches of 
 
98 
 
 HolradSi Lowelit Bryantc vith readings from their works. 
 History * Weber* s Universal History completed, 
 
 While the foregoing courses of study for the Fairmont 
 and parkersburg high schools present many similaritiest yet 
 there are differences in the length of the courses* the subjects 
 off-sredt and the organization of the curricula. One peculiarity 
 of the Fairmont course of study is that the ye^ar is divided 
 into three terms and that for each tern there is a different 
 list of subjects to be covered. The iParkersburg course of 
 study consists of three years t the prescribed subjects running 
 through the entire year. 
 
 The two aims previously mentioned axe apparent fron 
 the curricula and frora the £$e company ing discussion as to the 
 purpose of the high school. However* t^ie college preparatory 
 aim predominates. This fact is evident from tixo large amount 
 of mathematics and ancient languages prescribed. The Parkers* 
 burg course expresses more of the college preparatory idea. 
 
 Both of thess courses of study contain fewer subjects 
 usualiy given in colleges than did the list of books previously 
 discussed. The course of study of Fairmont* however* contains 
 more of these subjects than does that of Parkersburg. The 
 course of Fairmont also covers a wider range of subjects. 
 
 In these courses of study a largo amount of i-iathematics 
 is still prescribed; but both courses are richer in English 
 and social sciences* the amount of history being increased 
 
 1« whitaUill: History of iSduc. in -v. va,* p. 33. 
 
99 
 
 considerably. The work in English la more of a study about 
 literature and an analysis of literary selections than is at 
 present considered desirable. 
 
 Preparation for life is probably more clearly defined 
 than formerly, for such practical subjects as bookkeeping and 
 mensuration appear at this time. 
 
 The terra "natural history" is still used in the Fair- 
 mont course of study but has been dropped from the Parkersburg 
 course. The term "natural philosophy" is still used in both of 
 these courses. 
 
 By 1892 the course of study of Parkersburg had been in- 
 
 1 
 creased to four years. The subjects included were as follows: 
 
 United States history, jSnglish history, alfeebra, ad- 
 vanced algebra, plane geometry, trigonometry, general history, 
 literature, rhetoric, civil government, Latin, physical Oleo- 
 graphy, chemistry, natural philosophy, Greek, pedagogy, German, 
 bookkeeping, shorthand, penmanship and astronomy. 
 
 In 1892 the Huntington high school gave instruction 
 
 2 
 in the following subjects, the course of study being three years 
 
 in length: 
 
 Mathematics through trigonometry; the sciences of botany, 
 zoology, physics, and chemistry; three years of English and 
 American literature, with a careful study of one or more of 
 Shakespeare's plays; a two years course in rhetoric and compo- 
 sition; general history; civil government; and bookkeeping. 
 
 In 1894 the high school at Charleston offered a three 
 
 1, Report of the State Supr, of Free Schools, 1891-92, p. 55. 
 
 2. Ibid, p. 44. 
 
100 
 
 years' course of study in which the following sulsjects were 
 given: 
 
 First Year 
 Mental arithmetic > two hundred selected problems* elementary 
 algebra, word analysis* English gramnar, iilnglish and American 
 literature, Civil government, bookkeeping and Latin grammar - 
 optional. 
 
 Second Year 
 Higher algebra, plane geometry, natural phisolophy, rhetoric, 
 general history (ancient) Latin reader - optional. 
 
 Tliird Year 
 Higher algebra, solid and spherical geometry, chemistry, geology, 
 astronomy, general history, (mediaeval and modem), psychology. 
 
 "In the first year the mental arithmetic is completed 
 in the fall termand is followed by literature. Work in compo- 
 sition is given in connection with word analysis and grammar. 
 in the second year higher algebra is studied to quadratics, 
 introducing much work supplementary to the textbook. This plan 
 is followed in all classes in mathematics. In physics and 
 chemistry the pupils perform experiments wherever it is prac- 
 ticable. In rhetoric the pupils are required to write short 
 essays every two weeks. 
 
 Public exercises, consisting of vocal music, readings, 
 recitations, essays and debates are given by the pupils every 
 four weeks. 
 
 Pupils are required before graduation to complete a 
 1 
 course of reading.** 
 
 1. Ibid. 
 
101 
 
 On the recommendation of the State jilducational asso. 
 
 oiation in 1896 a committee of five waa appointed to draw up a 
 
 course of study to be used as a basis for the work of the high 
 
 schools of the state* This course was incorporated in a bill 
 
 which was presented to the legislature with the recommendation 
 
 1 
 that it be added to the school code. For sorae unknown reason 
 
 the bill was not passed, out since this course of study rep* 
 
 resents the concensus of opinion of the prominent educators of 
 
 the state as to what should be embodied in a course of study 
 
 for the high schools, it is worth while to consider it here. 
 
 First Year 
 Latin •> First lessons in Latin. 
 English - Orammar; composition. 
 Mathematics - Arithmetic; bookkeeping. 
 History - American history; civil government. 
 Science - physical geography. 
 
 Hequired Headings 
 Tom Brown at Hugby - Arnold. 
 Bvangeline - Longfellow. 
 The Story of the Greeks - H. A. Guerber. 
 The Story of the Romans - G. A. Guerber. 
 Franilin's Autobiography. 
 
 Second Year 
 Latin - grammar and reader. 
 JSnglish > Composition and rhetoric; American literature. 
 
 1. W. Va. School Journal, Feb. 1899, pp. 35-36. 
 
102 
 
 History - Ancient history. 
 Science - physiolotiy; tetany. 
 
 Required Readings 
 A Man Without a Country - Hale. 
 Put Yourself in His Place - Reade. 
 iTanhoe - Scott. 
 
 Sssay on Warren Hastings - Macaulay. 
 Tales from Shakespeare - Lamb. 
 
 Third Year 
 Xiatin • Caesar J Virgil; Cicero. 
 English - English literature; composition. 
 Mathematics - plane geometry; higher algebra. 
 History - Modern aud Mediaeval history. 
 Science - physics. 
 
 Required Readings 
 Tale of Two Cities - Dickens. 
 Rasselas . Johnson, 
 Tales of a Traveler - Irving. 
 Snow Bound - Whit tier. 
 Julius Caesar - Shakespeare. 
 
 Fourth Year 
 English - intensive Study of Hamlet; the Lady of the Lake, 
 Mathematics <- solid geometry; trigonometry (optional) 
 Science - geology or zoology; astronomy. 
 History - political economy; sociology. 
 Science - pliysics. 
 
103 
 
 Required Readings 
 Life of Frederick the Great - Carlyle 
 Daniel Deronda . George Elliot 
 Twice Told Tales - Hawthorne 
 Essay on Plato - Smerson 
 
 The foregoing courses of study for the period from 1890 
 to 1900 are similar in a great many respects, and yet there are 
 differences in the sulajects offered, the length of the courses, 
 the organiaation, etc. 
 
 The college preparatory aim is prominent in all of these 
 courses of study. This fact is evident from the number of 
 college entrance subjects offered. The course for the Charleston 
 high school is cui exception in that Latin is optional. 
 
 Preparation for the duties of life has become more 
 clearly defined in these courses of study. In these courses 
 the following practical subjects are offered: (1) pedagogy, 
 (2) bookkeeping, (3) shorthand, (4) and pemanship. Further- 
 more, the social science group has become enriched by the addi- 
 tion of subjects that have a bearing on practical current prob- 
 lems, thus political economy and sociology have been added. 
 
 The mathematics group still retains a prominent place 
 in these courses of study. Solid geometry has been added. 
 Great emphasis is still placed on the ancient langua,ge3« But 
 the language group in the Parker sburg high school haa been ex- 
 tended by the addition of German, 
 
 Gener?il history has become differentiated into ancient 
 history and modern and mediaeval history; and American history 
 
104 
 
 has baen substituted for United States history* which was offer- 
 ed In tho earlier courses. 
 
 English occupies a very important place in these courses 
 of study, the scope of this subject having been considerably 
 increased. A great deal of emphasis is placed on analysis and 
 the critical study of loaster nieces. 
 
 The science group is becoxaing an important part of the 
 courses of study. In these courses of study the following 
 science subjects are found: (1) botany; (2) chemistry; (3) 
 astronomy; (4) physical geography; (5) pliysiology; (6) geology; 
 (7) zoology; and (8) physics. The term "physics" occurs for 
 the first tiiae in these courses of study, but not in all of 
 them, for some of them still contain the term "natural philoso- 
 phy". Sxperimental work in chemistry and physics is beginning 
 to be emphasized. 
 
 The Parkersburg high school in 1904 offered three courses 
 1 
 of study as follows: 
 
 First Year 
 
 Latin Courae 
 
 1. :2ngli3h grammar ( 4 1/2 months) 
 Reading and spelling 
 
 State history 
 
 2. Mental and written aritlometic. 
 
 3. Algebra to simple ind. equations. 
 
 4. Latin, first year. 
 
 1. Miller: History of iSduc. in W. Va., pp. 143-144. 
 
105 
 
 Science Courae 
 X* Sngllsh granuuar f(4 1/2 months). 
 
 Reading and spelling; state history. 
 
 2. Mental and written arithmetic* 
 
 3. Algelara to simple Ind* equations, 
 
 4. Hiysiology and botany, 
 
 ISngllsh-Cominercial Course 
 1* Sngliah grammar (4 1/2 months) 
 
 Heading and spelling 
 
 State history 
 2« Mental and written arithmetic. 
 
 3. Algebra to simple ind. equations. 
 
 4. Physiology and botany. 
 
 Second Year 
 Latin Course 
 
 1. Latin - Caesar. 
 
 2. Greek and Roman history, 
 
 3. Algebra (6 mo.) plane geometry (3 mo.) 
 
 4. Rhetoric* composition, and literature. 
 
 Science Course 
 
 1. Hiysieal geography; geology. 
 
 2. Greek and Roman history, 
 
 3. Algebra (5 mo,) plane geometry (3 mo,) 
 
 4. Rhetoric, composition, and literature. 
 
106 
 
 angllah^Coiaaercial courae 
 1* Commercial geograx^hy; bookkeeping. 
 
 2. Greek and Roman history, 
 
 3. Algebra (6 mo«) plane geometry (3 mo.) 
 
 4. Bhetoric. Composition! and literature. 
 
 Third or Junior Year 
 Latin Course 
 
 1. I^tln . Cicero, 
 
 2. Plane and solid geometry. 
 
 5. Mediaeval and Modern history. 
 4, Qerman (first year). 
 
 Science Coi^ra t e 
 
 1. Physics. 
 
 2. Plane and solid geometry. 
 
 3. Mediaeval and modern history, 
 
 4. German (first year) 
 
 Bnglish^Commercial Courae 
 1* Physics, 
 
 2, Plane and solid geometry, 
 
 3, Mediaeval and modern history, 
 
 4, American Literature; history of American literature; 
 advanced rhetoric. 
 
 Fourth or Senior Year 
 Latin Courae 
 
 1, Latin - Virgil. 
 
 2, German (second year) or French (first year) 
 
 3, Slementary psychology and Civics, 
 
 4, English literature; history of Sngliah literature (college 
 requirements) , 
 
107 
 
 Science Course 
 
 1. Chemistry 
 
 2. German (second year) or French (first year) 
 
 3. Elementary psychology amd civics. 
 
 4. English literature; history of English literature (college 
 requirements). 
 
 ■Sn^lish -Commercial Course 
 
 1 . Chemi stry . 
 
 2. Art of teaching; general reviews. 
 
 3. Sleraentary psycihology and civics. 
 
 4. English literature, history of English literature (college 
 requirements) . 
 
 In 1904 the Clarkslaurg High School offered two courses 
 of study fo four years each, as follows: 
 
 preparatory Course 
 
 First Year 
 
 First Term 
 Latin, 5 
 Algebra, 5 
 General History, 5 
 English grsunraar, 5 
 
 3ec on d Ter m 
 
 latin, 5 
 Algebra, 5 
 General history, 5 
 English grammar, 5 
 
 Third Term 
 
 Latin, 5 
 Algebra, 5 
 General history, 5 
 
108 
 
 Second Yeay 
 
 First Term 
 
 Latin, 5 
 
 Algebra, 5 
 
 General History, 5 
 (Shetorio and corapoaition, 3 
 (ph^'^sical geography, 2 
 
 Second Term 
 
 Latlh, 5 
 
 Algebra, 5 
 
 (Bhetoric and composition, 3 
 (physioal geography', 2 
 
 Third Term 
 
 Latin, 5 
 
 Algebra, 5 
 
 General History, 5 
 (Hhetoric and composition, 3 
 (physical tisography, 2 
 
 Third Year 
 
 First Term 
 
 Latin, 5 
 
 Geometry, 5 
 
 Greek or German, 5 
 
 Physics, 5 
 
 Literature and composition, 3 
 
 Second Term 
 
 Latin, 5 
 
 Geometry, 5 
 
 Greek or Gernan, 5 
 
 physics, 5 
 
 Literature and composition, 3 
 
 Third Term 
 
 Latin, 5 
 
 Geometry, 5 
 
 Greek or German, 5 
 
 Physics, 5 
 
 Literature and Composition, 3 
 
109 
 
 yirat Term 
 
 Greok and German, 5 
 (Physics, 2 
 (Geometry, 3 
 
 Literature and Composition, 5 
 
 Second, Term 
 
 Latin, 5 
 
 Greek and German, 5 
 (Physics, 2 
 (Geometr/, 3 
 
 Literature and composition, 5 
 
 Third Term 
 
 Latin, 5 
 
 Greek and German, 5 
 (physics, 2 
 (Geometry, S 
 
 Literature and Composition, 5 
 
 Fourth Tevm 
 
 Latin, 5 
 (physics, 2 
 (Geometry, 3 
 
 Literature and Composition, 5 
 
 Literary-Scientific Course 
 
 First Year 
 
 Arithmetic and Bookkeeping, 5 
 Algebra, 5 
 General history, 5 
 English gramsaar, 5 
 
 Second Term 
 
 Arithmetic and Ifookkeeping, 5 
 Algebra, 5 
 General history, 5 
 English graminar, 5 
 
110 
 
 Third Term 
 
 Axithmotic and bookkeepihg» 5 
 Algebra-* 5 
 General History, 5 
 
 English grammar, 5 
 
 Second Year 
 Pirst Term 
 
 Latin, 5 
 
 Algebra, 5 
 General history, 5 
 Rhetoric and composition, 3 
 Physical geography, 2 
 
 Second Term 
 
 Lat in , 5 
 Algebra, 5 
 General history, 5 
 Bhetorlc and composition, 3 
 Physical geography, 2 
 
 Third Term 
 
 Lat in , 5 
 
 Algebra, 5 
 
 Rhetoric and composition, 3 
 
 I^ysical geography, 2 
 
 Third Year 
 
 First Term 
 
 Latin or German, 5 
 
 Geometry, 5 
 
 Geology, 5 
 
 Physics, 5 
 
 Literature and conposition, 3 
 
 Second Term 
 
 Latin or German, 5 
 
 Geometry, 5 
 
 Geology, 5 
 
 Physics, 5 
 
 Literature and Composition, 3 
 
 Third Term 
 
 Latin or German, 5 
 
 Geometry, 5 
 
 Botany, 5 
 
 Physics, 5 
 
 Literature and composition, 3 
 
m 
 
 Fourth Year 
 gjLr3t term 
 
 Latin or German, 5 
 
 Civil government and state history, 5 
 (Physics, 2 
 (Geometry, 3 
 
 Liter'^^ture and Composition, 5 
 
 Second Term 
 
 I,atin or German, 5 
 
 Civil government and state history, 5 
 (physics, 2 
 (Geometry, 3 
 
 Literature and Composition, 5 
 
 Third Term 
 
 Latin or German, 5 
 
 Civil government and state history, 5 
 (Physics, 2 
 (Geometry, 3 
 
 Literature and Composition, 5 
 
 The three courses offered in the Parkersburg High School 
 are planned for the twofold purpose of preparing students to 
 enter higher institutions of learning and of preparing thera 
 to perform the activities of life. T a Latin course is essen- 
 tially a college preparatory course. The science course offers 
 an opportunity for students who are interested in science sul?- 
 jects to sulsstitute these for the Latin requirements of the 
 Latin courses, and, furthermore, to substitute mxjdern languages 
 for the ancient languages. The English -Commercial course is 
 evidently planned to prepare young people not intending to go 
 to college for the activities of life. In this course English 
 is substituted for ancient and modern languages and such prac- 
 tical subjects as com:nercial geography, bookkeeping, art of 
 teaching, and general reviews are included. 
 
 The courses of study for the Clarksburg high school do 
 
112 
 
 not seem to have been so definitely planned to attain the two 
 previously mentioned aiiaa as do those of the Parkeraturg high 
 BOhool, ^o plan seems to have ooen made for training in the 
 performance of the prj^ctical activities of life "by the addition 
 of ooraraercial subjects or subjects of a like nature. The only 
 difference between the preparatory course and the literary- 
 scientific course for the first year is t>iat aritj^imetic and 
 bookkeeping in the literary-scientific course take the place 
 of Latin in the prepau^atory course. The preacribad work for 
 the second year of these two courses is exactly the Scime. In 
 the third year German is substituted for Latin and science 
 subjects are substituted for Greek or Germam. In the fourth 
 year German is substituted for Latin, and Civil Government and 
 state history are substituted for Greek or German. 
 
 Mathematics still holds its own in all of the courses 
 offered in these tv;o cities, .Ajjcient history has become dif- 
 ferentiated into Greek and Horaan history. French lias been 
 added to the modern languages of the Parkersburg courses of 
 study. Such practical suijjects as commercial geography, the 
 art of teaching and general reviews have also been added to 
 this course of study. 
 
 An act of the Legislature in 1908 created a State £oard 
 
 of Education and specified that one duty of the Board was to 
 
 1 
 prepare a course of study for the higli schools of the state. 
 
 In compliance with this act courses of study were prepsured in 
 
 1. Acts of the W. Va. Legislature, 1908, Chap, 27, 
 
1X3 
 
 1909 for four year* three year, and two year high schools , The 
 
 following is the course of study prepared by the State Board of 
 
 iSducation for the four year hi^jh sciiools: 
 
 First Year 
 
 First Semester Second Semester 
 
 English, 4 ]Sngli3h,4 
 
 Algebra, 5 Algebra, 5 
 
 Biology, 5 (Elementary) Biology, 5 {]i:lementary 
 
 Botany, geology and physiology, 5 Botany, geology and physiology, 5 
 
 History, 5 
 
 Latin, or German, or French, 5 
 
 Commercial arithmetic, 4 
 
 Typewriting, 1 
 
 i^rawing, 1 
 
 Music, 1 
 
 History, 5 
 
 Latin, or German, or French, 5 
 
 Commercial geography, 4 
 
 Typewriting, 1 
 
 Drawing, 1 
 
 ]MU3ic, 1 
 
 Second yeay 
 
 English, 4 
 
 Geometry, 5 
 
 Botany, 5 
 
 History, 5 
 
 Physiography (Physical geo* 
 
 graphy and elementary 
 
 geology), 5 
 Latin or German or French, 5 
 Bookkeeping, 4 
 Industrial history, 1 
 Drawing, 1 
 Music, 1 
 
 English, 4 
 Geometry, 5 
 Botany, 5 
 History, 5 
 
 physiography (Physical geo- 
 graphy and elementary 
 geolotiy), 5 
 Latin or German or ?«rench, 5 
 Bookkeeping, 4 
 Industrial history, 1 
 Drawing, 1 
 Music, 1 
 
 
 Third Year 
 
 English, 4 
 
 
 3»igl i sli , 4 
 
 Algebra, 5 
 
 
 Geometry, 5 
 
 Chemistry, 6 
 
 
 Chemistry, 5 
 
 History, 5 
 
 
 History, 5 
 
 Latin or German 
 
 or French, 5 
 
 Latin or German or French, 5 
 
 Designing, 3 
 
 
 Designing, 3 
 
 Stenography, 4 
 
 
 Stsnoi^rapliy, 4 
 
 Typewriting, 1 
 
 
 Typewriting, 1 
 
 Drawing, 1 
 
 
 Drawing, 1 
 
 Music, 1 
 
 
 Music, 1 
 
 
 Fourth 
 
 year 
 
 English, 4 
 
 
 English, 4 
 
 Physics, 5 
 
 
 Physics, 5 
 
 Agriculture, 5 
 
 
 Agriculture, 5 
 
114 
 
 American history & Civica, 5 American History & Civica, 5 
 
 Domestic Science and Arti 5 Domestic Icience and /vrt, 5 
 
 Latin or German or French « 5 Latin or German or ?renc^, 5 
 
 Mechanical Drawing, 3 liechr/nical Drawing., 3 
 
 ISanual training, 4 llanual training, 4 
 
 Commercial law, 4 }Ju3ina3S correspondence 
 Xoology, 4 and stenography, 4 
 
 Drawing, 1 Zoology, 4 
 
 Music, 1 Drawing, 1 
 
 Music, 1 
 
 In this course of study the chief aim is stated as 
 follows: 
 
 "The purpose of a high scnool is to afford boys and girls 
 
 an opportunity to prepare themselves more fully for life than 
 
 the elementary school will perriit. The three or fouryears 
 
 immediately following the eloiientary school period have been found 
 
 to be unsuccessful for those who leave school to enter upon 
 
 the duties of life. There is a waste of energy and time that 
 
 1 
 neither the state nor society can afford," 
 
 That preparation for life ia the chief aim of this 
 course of study is -nanifested by the large number of practical 
 courses which have been added. The minimum nuiaber of prescribed 
 units has been reduced to eight, sixteen units being required 
 for graduation. Ho mathematics nor foreign language are con- 
 tained in the minimum number of proscribed units. The aim is 
 t4 permit boys and girls to choose to as large an extent as 
 possible such subjects as are suited to their interests and 
 capacities, 
 
 in 1914-15 the Huntington Higii School offered four 
 parallel courses of study, naiaely, the college preparatory, the 
 
 1, A Manual for the High Schools of W. Va., p. 92. 
 
115 
 
 teachers' preparatory, the coiainercial and the vocational course. 
 Three college preparatory couraea vrere offered as follows: arts 
 and sciences, engineering, and agriculture. IHie college prepara- 
 tory courses were designed to meet the entrance requirements of 
 colleges,' the teachers' preparatory course was for the prepara- 
 tion of teachers for teaching in the elementary schools; and 
 
 the commercial and vocational courses were for the preparation 
 
 1 
 for accupations and vocations. 
 
 In 1917-13 the Washington Irving High 3chool of Clarks- 
 burg offered three parallel courses: the preparatory, the ^.ener- 
 al, and the commercial. The preparatory course was offered to 
 those students who expected to enter college after graduation 
 from high school, and was intended to maet the requirements for 
 entrance to the best colleges. It was the purpose of the gen- 
 eral and commercial courses to prepare students for the duties 
 
 2 
 of life. 
 
 in 1919 the wheeling High School offered five parallel 
 courses of study, namely, the classical, the general, the com- 
 mercial, the industrial arts, and the household arts curricula. 
 The classical curriculum was designed for those who wislied a 
 general education rather than a high degree of specialization. 
 This was the college preparatory course. Students not expecting 
 to take a regular college course, but desiring a broad education 
 took the general course. Furthermore those not desiring Latin 
 but wishing to emphasize history and science took this course. 
 
 1. (tourse of Study of Huntington H. S., 1914-15. 
 
 2. Course of Study of Clarksburg R, S., 1917-18. 
 
116 
 
 The commercial course was designed to give training to prepare 
 
 for mercantile life. The industrial arts curriculum prepared 
 
 students for technical industries. The purpose of the household 
 
 arts course was to train girls to be efficient home makers, or 
 
 1 
 to prepare them for lives of work pertaining to household arts. 
 
 In 1920 the Fairmont High School offered five parallel 
 
 courses of study; manual arts and science, household arts and 
 
 sciencei conmercial college preparatory (classical), and college 
 
 preparatory (technical). The manual arts and science course 
 
 should be taken by boys who wish to take all the manual training 
 
 work the school offers and who intend to follow soixe mechanical 
 
 trade or occupation. The household arts and science course 
 
 should be t'aken by girls who wish to prepare for useful life 
 
 in the home or by those who wish to earn their living as nurses, 
 
 cooks, dressmakers, milliners, etc. The commercial course is 
 
 designed to prepare pupils for office work, clerks, bookkeepers, 
 
 stenographers, or private secretaries. The classical college 
 
 preparatory course should be taken by pupils who plan to enter 
 
 the departments of literature, arts and science in a good col. 
 
 lege or university. The technical college preparatory course 
 
 is planned to enable pupils to enter teclinical lines of work 
 
 such as mechanical, civil, mining, chemical engineering and 
 
 2 
 other technical pursuits. 
 
 in 1920 the Parker sburg High School offered six courses 
 
 of study, namely, the college preparatory, the normal, the 
 
 special, the commercial, the home economics, and the me.chanical 
 
 1. Course of study, ^wheeling H. S., 1919-20. 
 
 2. Course of study Fairmont :i, 3., 1920-21. 
 
117 
 
 1 
 arts course. 
 
 The following table • containing the subjects offered in 
 
 the high schools of West Virginia together with the number of 
 
 pupils pursuing each subject for the decade from 1910 to 1920* 
 
 will reveal the changes that have taken place in the curricula 
 
 of the high schools of the state within recent years. 
 
 TABia IX 
 
 2 
 Huaber of Students Pursuing I2ach High school Course 
 
 1910 1911 1912 1914 1915 1916 1917 1918 1919 
 to to to to to to to to to 
 1911 1912 1913 1915 1916 1917 1918 1919 1920 
 
 Agriculture .... 357 486 319 996 1431 1466 1584 1345 1997 
 Arithmetic, General 1174 1334 863 783 935 974 738 751 
 Astronomy ..... 17 35 
 
 Biology 759 1038 1591 2194 1304 1986 2030 2174 
 
 Botany 578 688 756 641 738 80? 717 576 723 
 
 Chemistry 315 272 492 893 992 1178 1398 1361 1754 
 
 Civics 776 858 851 1422 
 
 Civics and citizen- 
 ship 1406 1945 2016 1900 2405 
 
 Commercial subjects 
 
 Bookkeeping. . . 764 676 751 1145 1227 1306 1435 1734 1960 
 
 commercial Arith* 
 
 metic. . . . 938 1042 1429 2050 1845 2772 
 
 Commercial 
 
 English. . . 220 76 250 690 
 
 Commercial 
 
 Geography. . 138 269 255 380 756 939 1241 1163 1313 
 
 Commercial law 21 109 327 397 
 
 (Table continued on next page) 
 
 1. course of Study, Parkersburg H. 3., 1920-2J,. 
 
 2. Report of State Supervisor of H. 3., 1909-1920. 
 
118 
 
 TABLIS IX (continued) 
 
 1910 1911 1912 1914 1915 1916 1917 
 to to to to to to to 
 
 1911 1912 1915 1915 191S 1917 1918 
 
 1918 1919 
 to to 
 
 1919 1920 
 
 Stenography 
 Typewriting 
 
 Drawing . . . 
 Mechanical 
 Freehand . 
 
 Sconomics . . 
 
 Snglish . . . 
 
 English Graomer 
 and composition 
 
 Snglish and .Amer. 
 loan Literature 
 
 Bhetoric and com. 
 
 position .... 
 
 Ethic3 
 
 French ...... 
 
 General science 
 
 Geography, physical 
 
 35 100 
 828 1648 
 
 Geology 
 
 German . 
 Greek . 
 
 9 • • 
 
 History 
 General 
 
 Ancient 
 
 Medieval & Modern 
 American. . . . . 
 
 English 
 
 Industrial. , . . 
 
 154 198 302 522 684 753 910 
 
 407 807 1022 1218 1713 
 
 ;926 (1130(1149(1199 (1135 
 
 { ( j 1615 661 
 
 ( ( ( ( ( 924 875 
 
 53 60 106 245 282 284 349 
 
 12243 13999 15255 
 
 1601 2040 1912 3488 
 
 2078 2599 2124 3714 
 
 2317 £482 3721 3642 
 
 180 309 329 529 653 
 
 156 417 1133 2026 2462 
 
 1335 1472 1503 1276 1212 1676 1563 
 
 170 234 283 330 161 327 172 
 
 1214 1366 1620 2358 2692 3051 1391 
 
 860 570 195 261 99 126 318 
 
 1226 1564 2046 2862 3271 3526 3491 
 
 487 756 1015 1390 1634 2041 1906 
 
 625 795 819 1235 1352 1753 1872 
 
 712 956 981 906 943 1013 670 
 
 11 32 30 69 36 95 61 
 
 (Table continued on next page) 
 
 1196 1446 
 2067 2327 
 
 550 911 
 
 523 1056 
 
 348 571 
 
 14482 16211 
 
 43 
 
 3513 3390 
 
 2351 3089 
 
 1379 1237 
 
 172 95 
 
 235 247 
 
 2117 3129 
 
 2388 2745 
 
 1304 3991 
 
 445 212 
 
 75 124 
 
119 
 
 TABLlii IX (continued) 
 
 1910 
 to 
 
 1911 
 
 Household Science ( 427 
 
 Household Art . . ( 
 
 Hygiene and Sanlta. 
 tion 
 
 Latin 3125 
 
 ICanual training . . 115 
 
 Mathematics .... 
 
 Algebra 5630 
 
 Geometry .... 1433 
 
 Trigonometry . . 74 
 
 Shop I^thematics 
 
 Music 2508 
 
 Normal Training Sub- 
 jects ...... 64 
 
 Penmanship 
 
 Physics 599 
 
 Physical Training. , 
 
 Physiology 531 
 
 Printing 
 
 Public Speaking. , , 
 
 Salesmanship .... 
 
 Sociology 
 
 Spelling 
 
 Spanish 
 
 Vocations, Survey of 
 
 zoology. 447 
 
 19U 1912 1914 1915 1916 1917 1918 1919 
 
 to to to to to to to to 
 1912 1915 1915 1916 1917 1918 1919 1920 
 
 S67( 6851 
 
 1765 ( 2375 2371 2432 
 1993 
 
 1797 1897 1992 
 
 3574 4113 
 257 343 
 
 3595 4188 
 
 1957 2023 
 
 32 67 
 
 2563 2623 
 62 135 
 
 652 772 
 
 363 696 
 
 356 
 
 4453 
 
 745 
 
 4860 
 
 2500 
 
 33 
 
 2412 
 159 
 306 
 841 
 
 284 
 
 18 
 
 533 
 
 4560 
 1102 
 7 
 5427 
 2726 
 97 
 
 3042 
 285 
 
 831 
 
 175 
 
 180 
 
 839 949 679 
 4549 3976 3713 
 1439 1331 1329 
 
 5820 
 
 3021 
 
 87 
 
 3087 
 269 
 361 
 900 
 490 
 
 44 139 
 
 38 
 
 186 217 247 
 
 59 
 
 1937 
 
 61 
 
 24 
 
 186 
 
 382 
 
 1491 
 229 
 168 
 267 
 
 5534 5182 
 
 2800 2827 
 
 91 167 
 
 22 
 
 4028 3885 
 
 273 642 
 513 730 
 875 888 
 
 1014 1113 
 
 13 
 
 213 116 
 
 10 26 
 
 163 261 
 
 2336 1657 
 546 706 
 142 112 
 219 134 
 
 2663 
 2435 
 
 1394 
 3362 
 1673 
 
 6296 
 
 2686 
 
 143 
 
 69 
 
 1534 
 
 1405 
 
 907 
 
 3988 
 
 283 
 
 374 
 
 108 
 
 413 
 
 1851 
 
 1431 
 
 480 
 
 232 
 
120 
 
 Within recent years there has been a marked tendency 
 among the high schools of West Virginia to liberalize and broaden 
 their courses of study. New subjects have been given a place 
 in the high schools because of their recognized educational and 
 vocational valuest and many of the older subjects are by the aid 
 of modern methods and equipment taught in such a way as to be of 
 more practical value to the students than formerly. 
 
 Modern languages are being studied by a constantly in- 
 creasing number of high school students. The number of pupils 
 studying Spanish in 1915-16 was 61, while in 1919-20 it was 
 1,431. The number of pupils studying Prench increased from 180 
 in 1910-11 to 3,390 in 1919-20. The ntuaber of pupils studying 
 Latin is constantly decreasing in proportion to the enrollment, 
 Greek disappeared from the courses of study of the high schools 
 in 1911-12. 
 
 More science subjects are taught than formerly, and the 
 number of students studying these subjects is increasing rapid- 
 ly from year to year. Well equipped laboratories and well- 
 trained teachers have greatly increased the value of science 
 instruction in most of the schools. The sciences that have 
 increased the most rapidly are general science, biology, and 
 agriculture. The number enrolled in chemistry shows an in- 
 crease also. 
 
 The number enrolled in manual arts and household science 
 and art is increasing rapidly. In 1910-11 there were 115 pupils 
 taking manual training; in 1919-20 there wer« 1,673 taking this 
 subject. In 1910-11 there were 427 pupils enrolled in household 
 
121 
 
 aclenca; in 1919-20 there were 2,663 enrolled in household 
 
 science exclusive of household art* there being 2,435 enrolled 
 
 in the latter subject. The number enrolled in commercial sub* 
 
 Jeots has increased rapidly. 
 
 The subject of history has undergone some desirable 
 
 changes, American history is now offered as a full year course 
 
 in most high schools. In a great many high schools English 
 
 history has ceased to be taught as a separate subject for the 
 
 reason that considerable time is given to this subject in the 
 
 1 
 course in modern history. Such subjects as economics and 
 
 sociology have been introduced into the high schools and havt 
 
 proved valuable additions to the courses of study in a number 
 
 of schools. 
 
 It is now being realized that practical courses in citi. 
 zenship and hygiene and sanitation are as important in prepar* 
 ing the individual for lif« as any courses offered, in the high 
 schools. Hence, there has been a rapid increase in the number 
 enrolled in these courses. 
 
 Music has become an increasingly important subject in 
 the course of study of most high schools of the state. In 1919. 
 20 there were 3,885 enrolled in this subject. Another new sub- 
 ject appearing in the high schools of the state is the study 
 of vocations. In 1919-20 there were 480 studying this subject. 
 
 The high schools are becoming aroused to the importance 
 of physical education. Liost of the new high school buildings 
 are provided with gymnasiums and a few schools have physical 
 
 1. Report of the State Supervisor of H. S., 1917-18, p. 10, 
 
122 
 
 1 
 directors in charge of the work of physical training. 
 
 English is now required throughout the entire course 
 
 2 
 in practically every high school. 
 
 Evening classes are now being orgajiized in a number of 
 high schools. In most of these schools vocational subjects 
 are taught. In soine of these classes subjects not offered in 
 th« day high schools are taught, such as English for foreigners, 
 sal esioan ship, millinery, etc. 
 
 in 1918 the State lianual containing the course of study 
 for the high schools was revised. The new manual is based on 
 the junior-senior plan of high school organization. The course 
 of study prescribed is for a junior high school consisting of 
 grades seven, eight and nine and a senior high school consist- 
 ing of grades ten, eleven and twelve. This manual did much 
 to liberalize and broaden the courses of study of the high 
 schools. 
 
 The results of the liberalizing and broadening of the 
 courses of study has been very gratifying. This has led to the 
 enrollment of a great many young people that the hi^ schools 
 could not have reached by offering the traditional subjects. 
 
 Teachers 
 
 The first law providing for the establishinent of high 
 schools specified that '^such school when established shall be 
 kept by a competent teacher or teachers of good moral character, 
 who in addition to the branches of le^^ming prescribed for the 
 
 1. Ibid, 1916-17, p. 18. 
 
 2. Ibid, p. 16. 
 
123 
 
 prlxoary schools » shall loe capable of giving Instruction in 
 
 Ijookkeeping, algeTara, geometry and surveying with such other 
 
 branches pertaining to the natural sciences and general lit- 
 
 1 
 erature as the board of education laay determine." 
 
 During the early years of high school development 
 there was no especial law for the certification of high school 
 teacherst nor was there any requirements as to scholastic at- 
 tainments except in the cities. Almost all of the city school 
 systems conducted examinations for teachers employed in their 
 schools and set standards of preparation for the teachers. 
 But no definite standard was fixed for the high school teachers 
 of the state as a whole until 1908, 
 
 In 1873 a law was passed whereby teachers were required 
 to pass an examination on reading, writing, orthography, geo- 
 graphy, iilnglish grammar, arithmetic and history for the elemen- 
 tary schools; and if the applicant desired to teach in the high 
 
 schools examinations must be taken on such additional subjects 
 
 2 
 as were required to be taught in those schools. 
 
 In 1908 the number of high schools of the state was 
 Increasing rapidly and it was felt desirable to set some stan- 
 dard of scholastic attainment for the teaching force. Hence, 
 a law providing for the issuing of higih school certificates 
 was passed. This law is as follows: 
 
 "High school certificates valid throughout the state 
 and required for teachers in hi^ schools alaall be granted 
 at the sajne tine and under the same regulations as are provided 
 
 1, Acts of the W. Va. Legislature, 1863, Chap. 137, 
 
 2. Ibid, 1873, Chap. 123. 
 
124 
 
 for other certificates with the exception that the "oranchea 
 or subjects upon which the applicant shall be examined shall 
 be selected in the same manner provided for examinations for 
 primary teachers' certificates. 3uch certificates shall be 
 renewed as other certificates except that the additional sub- 
 ject3 for examination may be selected from the list of addi« 
 tional subjects prescribed by the committee on course of study." 
 
 In order to increase the academic and professional 
 preparation of high school teachers and to encourage graduation 
 from the state university or other colleges and universities 
 in West Virginia or other states, the law providing for the 
 certification of high school teachers was amended in 1915, 
 This law provides that a high school certificate valid for 
 five years shall be issued by the state superintendent; the 
 exaiaination shall be on ten subjects designated by the state 
 board of education; these certificates shall be issued to grad- 
 uates of the V/est Virginia University and to graduates of other 
 colleges and universities in this and other states, providing 
 the board of education considers the course of instruction 
 equivalent to that of the West Virginia University, Twenty 
 semester hours in education shall be required. Every high 
 
 school certificate sliall show the subject or subjects the hold- 
 
 2 
 er is especially qualified to teach. 
 
 An act in 1919 specified that high school certificates 
 
 should be valid in all high schools and elementary schools of 
 
 1, Ibid, 1908, Chap, 27, 
 
 2. Ibid, 1915, Chap. 62. 
 
12& 
 
 the state and that after July 1» 1922 they should be rdquired 
 in all classified high schools. 
 
 No standards were set for the collegiate preparation of 
 high school teachers until the creation of the State Board in 
 1908 when the following requirements were made lay the board: 
 
 *'High school teachers should be graduates of standard 
 
 colleges or their equivalent and have adequate professional 
 
 2 
 education.** 
 
 In order to carry out the provisions of the law of 1911, 
 providing for the classification of high schools, the state 
 superintendent of schools prescribed the following rules and 
 regulations relating to the qualification of high school teachers: 
 
 "Two-thirds of the teachers employed in high schools of 
 the first class must be graduates of standard colleges or uni- 
 versities. Ohter teachers employed in high schools of this 
 class must have completed at least two years of college work. 
 At least one of the teachers in a high school of the second class 
 must be a graduate of a standard college or university, other 
 teachers employed in high schools of this class must at least 
 be graduates of standard normal schools or must have completed 
 college work that is equivalent to the work required for normal 
 school graduation. The minimum scholastic preparation required 
 of all teachers employed in high schools of the third class is 
 graduation from a standard normal school or the completion of 
 
 college work that is equivalent to the work required for normal 
 
 3 
 school graduation.** 
 
 1. Ibid, 1919, Chap. 2. 
 
 2. Manual Containing the Course of Study for H. 3., 1909, p. 94. 
 
126 
 
 The following table gives the number of teachers em- 
 ployed in the high schools of West Virginia for the years from 
 1909 to 1920 and also the number of teachers graduates of 
 standard colleges for the same years. This table shows that 
 there has been a steady increase in the number of teachers 
 employed as well as in the number of graduates of standard col< 
 leges* 
 
 tabu: X 
 
 Teachers 
 
 number of Teachers Number of Teachers 
 ]Smployed graduate of Stan. 
 
 dard colleges 
 
 Yea-rs 
 
 1909.10 
 
 293 
 
 1910-11 
 
 356 
 
 1911.12 
 
 427 
 
 1912-13 
 
 482 
 
 1913-14 
 
 554 
 
 1914-15 
 
 638 
 
 1915-16 
 
 737 
 
 1916-17 
 
 S67 
 
 1917-18 
 
 921 
 
 1918-19 
 
 1.015 
 
 1919-20 
 
 1,129 
 
 124 
 154 
 219 
 278 
 319 
 377 
 460 
 560 
 590 
 640 
 740 
 
127 
 
 Chapter VI 
 
 Conclusions 
 
 In thla study gui attempt has been made to trace certain 
 phases of high school develoj^ment in West Virginia from 1363 
 to 1920. Por this purpose the years covered in this discussion 
 were divided into two periods, namely, the period from the es- 
 tablishment of the public school system in 1863 to 1908, and 
 the period extending from 1908 to 1920. 
 
 It has been shown that high school development during 
 the former period was slow. This may be called a preparatory 
 period in which conditions favorable for high school develop- 
 ment were being brought about. It has been shown also that 
 the period extending froja 1908 to 1920 was one of rapid growth, 
 high schools having increased greatly in both number and effi- 
 ciency. 
 
 But with all the progress high school conditions in 
 West Virginia are far from ideal. Much remains yet to be done 
 before an efficient system of high schools can be developed. 
 High school progress is still considerably behind that of the 
 northern and western states. And yet, if high school conditions 
 in West Virginia do not compare favorably with those of the 
 more progressive states, it must be remembered that any fair 
 measure of educational progress should be made only in the light 
 of certain underlying forces which either aid or hinder devel- 
 opment, and that for this reason the same standard of measure- 
 ment can not be applied to all states. Educational progress 
 
128 
 
 in Wsat Virginia was retarded for many years by the operation of 
 adverse factors, while many of the more protjreasive states had 
 only favorable conditions from the beginning. But many of these 
 opposing forces have been eliminated and tlie educational future 
 of West Virginia is beginning to look brighter. 
 
129 
 
 Chapter VII 
 
 ^lbliofirat»hy 
 
 Primary Source s 
 
 Acts of the west Virginia Legislature, 1863 - 1919, 
 
 catalogues of the West Virginia University, Morgantown, 1873-1919. 
 
 Course of Study of the Clarkslaurg Hi^ School, Clarksburg, 1917-18. 
 
 Course of Study of the Huntington High School, Huntington, 1914-15. 
 
 Course of Study of the Fairmont High School, Fairmont, 1920-21, 
 
 course of Study of the Parker sburg Higli School, Parker sburg, 
 1920.21. 
 
 course of Study of the Wheeling HigJi School, ^iTheeling, 1919-20, 
 
 Manual Containing the State High School Course of Study, 
 Charleston, 1909. 
 
 Manual Containing the State Hi^ School Course of Study, 
 Charleston, 1913. 
 
 Report of the State Superintendent of Free Schools, 
 Charleston, 1365-1921. 
 
 Report of the State High School Supervisor, Charleston, 1909-20. 
 
130 
 
 Secondary Sources 
 
 Callahan, James Jtorton: Semi-centennial History of v.'est 
 Virginia, Charleston, 1913, 
 
 inglis, A. J.: Principles of Secondary Education, New York, 1918. 
 
 L«wia, Virgil A,: A History of West Virginia, Philadelphia, 1889. 
 
 liorgan, B. 3. and Cork, J. !?.: History of Sducation in West 
 Virginia, Charleston, 1S92. 
 
 Miller, Thomas C: History of Education in West Virginia, 
 Charleston, 1904. 
 
 Miller, Thomas C.s History of Education in West Virginia, 
 Charleston, 1907. 
 
 Monroe, Paul: Principles of Secondary Education, New York, 1914, 
 
 Report of the U. S. Commissioner of Education, Wasiiin^jiton, 1871. 
 
 Whitehill, A. R.: History of .Dducation in West Virginia, Bureau 
 of Sducation Circular, \7a8hington, 1902. 
 
 West Virginia School Journal, Charleston, March, 1894 and 
 February, 1899, 
 
LIBRARY OF CONGRESS M 
 
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