THE HISTORY AND GOVERNMENT OF WEST VIRGINIA BY RICHARD ELLSWORTH FAST Professor of American History and Political Science in West Virginia University, Author of History of Tucker County, History of Randolph County, History of ILLUSTRATED MORGANTOWN THE ACME PUBLISHING COMPANY 1901. PREFACE. Among the subjects required by law to be taught in the free schools of West Virginia are State History and Civil Government. The purpose of this work is to supply what the State does not have in one volume, or indeed in any number of volumes, an adequate text-book on those subis, as well as a history and manual of the State and its ins tutions of government that may not be without interest and profit to the general reader. Within a very few years educators have come to recognize that the best results are obtained in the teaching of state history and civil government by beginning at home. When this work was announced not more than two States were using text-books written with this object in view. All others had attempted to generalize upon the government of forty-five different States, whose institutions differ at so many material points that generalization for primary study is without practical valuc. A number of States have recently adopted text· books written for the specific purpose of teaching together as O course the history and government of the particular State for which each book is intended. Each State has a history and institutions of government so peculiarly its own that the study of the two subjects cannot be profitably separated. No profitable distinction can be drawn between history and pol itics. The method of presentation adopted in this book follows the natural and logical order of historical development. The historical method has been adhered to all the way through. It seeks to point out not merely what our institutions are but indicates the sources from which they are derived, the process by which they were selected and adapted to our ever changing conditions, and the social and political agencies that have given them their present form and force. The main analysis of the subject has therefore been cast into three parts, each part having its essential relation to the other two parts, and to the whole. The topical arrangement of the sub jects discussed, in their natural and logical order, it is hoped will be found of material aid to both teacher and student, as well as to the general reader. Part I gives a concise and straightforward narrative of the events attending the occupation of the transalleghany country by the white race, from the earliest time, points out the physical features of the country, locates the main wilderness roads, and follows the march of settlement along these forest pathways, over the mountains, among the hill, and along the valleys to the Ohio. It carefully takes note of the physical geography of the region, and explains the influence that it has exercised upon the lines of settlement, and the charcter, habits, and institutions of the people. The Indian wars, the Revolution, and the Civil war are considered not with the details of a reminiscence (for this may be read elsewhere) but as social and political movements affecting the development and destiny of the State. The unmistakable desire, on the point of realization at the moment of the Revolution, for a separate province west of the mountains, is traced through its many phases and causes ending in the formation of the State of West Virginia. The events and policies of each governor's administration receives distinct treatment. The industrial history of the State is carefully disclosed; and, as a preparation for understanding the system of free schools introduced as a state institution, this part concludes with a brief chapter on educational history. Part II discusses the government of the State in the light of the history of its origin. The county is considered first because it came into existence first. The derivative units of local government, including all minor civil divisions less than counties.--the old parish, the township, the magisterial district, the school district, and municipal corporations,—follow in chapters arranged in systematic and logical order. The history of elections from the quaint methods of colonial times to the present adaptation of the Australian ballot system, is carefully presented. With this introduction and preparation the student is ready to enter upon the consideration of the State, which is next presented in a discussion of the general definitions and principles which underlie its organization, its constitution, its legislative, executive, and judicial departments, its institutions for carrying on business relating to government by the State,-its schools, reformatories, asylums, prisons, etc. and its boards and commissions for the regulation and inspection of other business carried on in the State by individuals. Part III concludes the work with a mere outline in historical perspective of the origin and general structure of the Federal Union, which is essential to a perfect understanding of the State, whose existence the Union presupposes. This outline is intended as an introduction to the study of the Federal Constitution. While it is brief it contains quite as much as is usually devoted to this subject in a work of this character. The best informed educators in the theory and art of teaching are agreed that the attempt to teach our Federal system before the student has gained a knowledge of local government, and particularly a knowledge of the government and institutions of his own State, is going at the subject from the wrong end. As brief as this part is, it will nevertheless be found to contain much that is not contained in any other work of a similar character, and in language so simple that it may not be misunderstood. Any one of these parts may be studied independent of the others, but the suggestion is made that the book be taught in the order in which the topics are presented. The work has been subjected to the most critical analysis in the arrangement of chapters and paragraphs for the purpose of enabling the reader to seize the essential facts without unnecessary labor. The bold-face headlines of each paragraph will be found helpful in this respect. No teacher should require a pupil to commit to memory any sentence in this book. It is not intended to be taught that way. If properly presented to the pupil, the events, subjects, dates, places, conclusions, and |