The Journal of Negro History, Volume 7, 1922. Various

education. Some old citizens refer to James Liggins as the first teacher in this community. In this precarious status of stinted support the school did not undergo any striking development during the first years. Not until 1882, some years after the school had been removed to Huntington itself, was there any notable change. The first impetus which marked an epoch in the development of this school came with the employment of Mr. and Mrs. W. F. James, products of the Ohio school system. They were for their time well-prepared teachers of foresight, who had the ability to arouse interest and inspire the people. Mr. James at once entered upon the task of the thorough reorganization of the school and by 1886 brought the institution to the rank of that of the grammar school, beginning at the same time some advanced classes commonly taught in the high schools. He was an earnest worker, willing to sacrifice everything for the good of the cause. While thus spending his energy as a sacrifice for many he passed away respected by his pupils and honored by the patrons of the school. His wife continued for a number of years thereafter to render the system the same efficient service as the popular primary teacher upon which the success of the work of the higher grades largely depended, until she passed away in 1899.

      The school then had the services of Mr. Ramsey and Mr. J. B. Cabell who seemingly gave some impetus to the forward movement. Another epoch in the history of the school was reached when W. T. McKinney became principal in 1891. With the cooperation of the leading Negroes of the city he succeeded in inducing the board of education to build on the corner of Sixteenth Street and Eighth Avenue the Douglass High School, which in its first form, prior to the making of certain additions, consisted of a well-built six-room school costing several thousand dollars. Mr. McKinney added the high school course and in the year 1893 graduated the first class of three. Following Mr. McKinney there served the system efficiently as principals C. H. Barnett from 1890 to 1900, C. G. Woodson from 1900 to 1903, and R. P. Sims from 1903 to 1906. J. W. Scott, who succeeded Mr. Sims, is today principal of this school, ranking throughout the State as one of its foremost educators.

      Following along the line of Wayne County there soon appeared a school at Ceredo and another at Fort Gay, just across the river from Louisa, Kentucky. Under Mrs. Pogue, a woman of ambition and efficiency, this school accomplished much good and exerted an influence throughout that county. A number of students trained through the sixth, seventh, and eighth grades later attended schools in other parts and made good records because of the thorough training they first received. At Fort Gay in this same county, however, no such desirable results were achieved because of the small Negro population, the inability to secure teachers for the small amount paid, and the tendency on the part of local trustees there to change their teachers. Mrs. Cora Brooks Smith, a graduate of the Ironton High School, who toiled there a number of years, and Miss Susie Woodson, an alumnus of the Douglass High School of Huntington, West Virginia, who also labored in the same field, should be given at least passing mention in any sketch setting forth the achievements in education among the Negroes in Wayne County.

      The Strivings in Southern West Virginia

      In southern West Virginia there were at first few schools for Negroes, inasmuch as the small Negro groups here and there did not warrant the outlay. What instruction such Negroes received prior to 1888 was largely private. That year an epoch was marked in the development of the southern portion of the State by the completion of the main line of the Norfolk and Western Railroad, opening up one of the largest coal fields in the United States. As the discontented Negroes of Virginia and North Carolina were eager for industrial opportunities in the mining regions of the Appalachian Mountains, these coal fields attracted them in large numbers. Bluefield, which developed in a few years from a barren field in 1888 to a town of almost ten thousand by 1900, indicates how rapidly the population there increased. Other large centers of industry, like Elkhorn, Northfork, Welch, and Keystone, soon became more than ordinary mining towns.

      When these places had worn off the rough edges of frontier settlement and directed their attention to economic and social welfare, they naturally clamored for education. The first school for whites was established in Bluefield in 1889 and one for the Negroes, with Gordon Madson as teacher, followed in 1890. Prominent among the pioneering teachers in Bluefield were Mr. A. J. Smith and Mrs. L. O. McGhee, who began their work in a one-room log building in the suburbs of the town. About the end of the nineties there were Negro schools in most of the important mining towns along the Norfolk and Western Railroad between Bluefield and Williamson.

      The Negro school in Bluefield had an interesting history. The school, of course, was poorly equipped and the teachers were not then adequately paid, but they continued their work two sessions of five months each. In the third year the school was moved to another town called Cooperstown where it was housed in a two-room building more comfortable than the first structure, but not a modern establishment. As it was situated in crowded quarters, the children had no playground. Several years thereafter, the work was continued by Mr. Patterson and Mrs. E. O. Smith. When, however, a large Negro population settled in North Bluefield it was necessary to provide there a two-room building between them. In this school-house taught Mr. P. J. Carter with an enrolment of about thirty pupils. Not long thereafter the building in the suburb of Cooperstown was burned. Two additional rooms were then annexed to that of North Bluefield, but before that could be occupied it was also destroyed in the same way. The Board of Education then opened a school, in a building used first as a bar-room, then as a pool-room, and finally as a courthouse. Thereafter an old store-room was used for four years.

      There were then four teachers in Bluefield, Mr. H. Smith, Mr. T. P. Wright, Mesdames Lane, and E. C. Smith. In time Mr. Wright and Mr. Smith were replaced by Miss H. W. Booze, Mr. W. A. Saunders and Mr. R. A. McDonald. Mr. Saunders remained for one year and then was followed by Mr. G. W. Hatter who was in his turn succeeded by Mr. R. F. Douglass, who served as principal four years. Mr. Douglass had the board of education appropriate funds for a six-room building and increase the corps of teachers to five. By raising funds in the community through entertainments and the like, the teachers purchased a library of 100 volumes. In later years Mr. Douglass was followed by Mr. E. L. Rand, a graduate of Lincoln University.

      At Keystone in 1890 Mr. J. A. Brown opened its first Negro school with an enrolment of about twenty-five. He was a man of fair education, but could not accomplish very much because the term was only three months in length. The school was held in one of the private houses belonging to the coal company and later in the church. In subsequent years there was very much development in the right direction, which proved the quality of the teachers employed in the school. Among these were Rev. J. Whittico, Mrs. Josephine D. Cannady, Mary A. McSwain, and Maggie Anderson. This school was later combined to form the Keystone-Eckman graded school, and now has an eight months' term and well-qualified teachers.52 A school had been established at Eckman in 1893 by James Knox Smith.

      In November, 1892, one Moses Sanders at Northfork opened a school with an enrolment of twenty. He had only a rudimentary education. He served at Northfork for three terms using methods considered fair for that time, and his work, as a whole, was regarded as successful. He had there the support of such a useful person as Henry Glenn, now a member of the board of education.53 This school has later developed into a standard elementary graded school and a junior and senior high school of more than one hundred students. It has done well under the reorganization and direction of the efficient J. W. Robinson.

      Higher Education of Negroes

      It did not require much argument to show that the schools could not make much progress without some provision for developing its own teaching force. The State Superintendent was early authorized, therefore, to arrange with some school in the State for the professional training of Negro teachers. For a number of years the State depended largely upon such normal training as could be given at Storer College at Harper's Ferry. The reports of the State Superintendent of Schools carried honorable mention from period to period of the successful work being accomplished there under the direction of Dr. N. C. Brackett, which work was the only effort for secondary education for Negroes in the State at that time. This was given an impetus by a measure introduced in the legislature by Judge James H. Ferguson of Charleston, providing for an arrangement with Storer College by which eighteen persons as candidates for teachers in this State should be given free tuition at that institution. As this school was in

52

These facts were obtained from local records.

53

These facts were obtained from J. W. Robinson, the principal of the school.