On W.Va.’s 160th Birthday, A Historian Describes Its Split From Virginia

Inside Appalachia Host Mason Adams recently spoke with Hal Gorby, whose lecture on West Virginia statehood was recently featured on C-SPAN’s Lectures in History series. Gorby is a professor at West Virginia University (WVU), who specializes in Appalachian and West Virginia history.

This conversation originally aired in the July 2, 2023 episode of Inside Appalachia.

West Virginia marked the 160th anniversary of its statehood in June.

Many residents of Appalachia have heard the history of how the state split off from Virginia during the American Civil War, or maybe even learned about it in a school classroom.

The basic story goes like this: During the war, people in Virginia were divided over whether to secede or stick with the Union. Eventually, West Virginia formally split into its own state, which was admitted into the Union on June 20, 1863 — what’s now celebrated in the state as West Virginia Day.

Inside Appalachia Host Mason Adams recently spoke with Hal Gorby, whose lecture on West Virginia statehood was recently featured on C-SPAN’s Lectures in History series. Gorby is a professor at West Virginia University (WVU), who specializes in Appalachian and West Virginia history. 

This interview has been lightly edited for clarity and length.

Adams: What’s the biggest misconception that people have about West Virginia statehood?

Gorby: I think there’s a couple of common misconceptions, some of which have been replicated for generations through the way students learn about the statehood period. The best way I would explain it is this: The argument that the creation of West Virginia was inevitable — that from the beginning of Virginia’s history, there were stark cultural, economic, political differences and geographical differences of the mountains that made this process something that was going to happen.

I think the other misconception has to deal with the role of slavery. In western Virginia, it’s sometimes simplistically made out that there was not much slavery here. There were not the same number of slaves west of the mountains as there were in the east. But in most counties of the state, there were slaves. There were human beings in bondage. It does play a key role, and it plays a key role early in some of the early steps of the statehood process, and why certain areas of the state are more supportive of the Union, while others might have been more supportive of secession.

Adams: Let’s pick it up with the Civil War and that vote to secede in Virginia.

Gorby: When South Carolina seceded from the Union, right after [Abraham] Lincoln’s election, many of the southern states had secession conventions. Virginia’s is the longest. Statewide, delegates were chosen for a convention that was held in Richmond, starting in January and lasting well through the firing on Fort Sumter. There were a decent number of delegates from what’s now West Virginia. The delegates met for a number of weeks and very much debated the merits of secession — really fearing the fact that if there is a civil war, and Virginia secedes, the first state that’s going to be invaded by the Union Army is going to be Virginia. There was hesitancy to join with the southern Confederacy. But the firing on Fort Sumter and then Lincoln’s call for volunteers really changed things. 

The convention finally votes to secede from the Union. It’s by a vote of 88 to 55 for secession. Of the 55 no votes against secession, 42 of them are delegates from what’s now West Virginia. The convention votes on April 17 and secedes. But they want to give ordinary people their chance to vote on what they think. Several weeks later, scheduled for May 23, 1861, the residents of Virginia will participate in a referendum. It is a vigorous vote.

About a week or so before, there are a group of western delegates who go to meet in downtown Wheeling, Virginia. There they discuss these broad ideas of what needs to happen. There’s a divide about whether the focus should be on pushing back against the secession vote or whether there should be a broader push to try to create a new state. That idea of creating a new state really doesn’t get traction. They decided to go back to their home counties trying to encourage voters to vote to stay in the Union to show loyalty to the United States. 

When that vote happens across the state, it reveals some interesting trends. Virginia obviously voted to secede from the United States. There are a number of counties in the western reaches of the state, from Hancock County to the north all the way down to Wayne [County] and Kanawha County in the Kanawha Valley, that vote to stay [in the Union]. The interesting thing though, if you look at a county-by-county map of this, there are 24 counties of what becomes West Virginia that vote to secede. That’s about half.

It’s mainly the deep southern now-coalfield counties, the central part of the state, and most of the counties that border Virginia all the way from Monroe County up to about Hampshire County. They all vote to secede. Then there’s a dividing line clearly around where the Baltimore & Ohio Railroad runs through the northwestern tier of the state and where the heavier populated towns like Clarksburg, Fairmont, Wheeling and Parkersburg. Here there’s much stronger support for staying in the union. But the divide is almost 50/50.

Adams: You start with that map. But then as military operations begin, the Union controls differing territories, and there are battles in some of these counties. Eventually, the state as conceived grows. Why don’t you walk us through what happens?

Gorby: As soon as the secession referendum happens, the Union army moves into western Virginia. They move across the line into Parkersburg, Wheeling, and they secure most of that area that had voted to be loyal to the Union. Around the same time, those delegates that had met in Wheeling prior decide to meet again in Wheeling in late June. With this sort of security — the Union Army present — there is really a discussion now about what the next step needs to be. The delegates basically come to the conclusion in this second Wheeling convention that yes, we want to first form a loyal government loyal to the Union that sort of reconstitutes the government of Virginia, now that the government in Richmond has now left the United States. And then, we want to show our support for the Lincoln government and for the Union effort. 

Among many of them, there is this idea that, well, maybe it’s time, as John Carlile says, to cut the knot. Now that Virginia seceded, and we have a civil war, and we have battles that are taking place, maybe it’s finally time to make this move. They reconstituted the government. They choose representatives for state Senate, House delegates. They choose representatives to fill the open seats in the House of Representatives in Washington. And as this process goes on, eventually there is sort of a push to say, “yes, we’re going to create a new state west of the mountains.” It’s still early in the war. So issues like emancipation aren’t really top of mind on the list of issues. But this is to give them now control over their own destiny, so to speak.

Adams: To fast forward a little bit, eventually the process moves forward. Virginia has seceded. The Union part of the state moves forward with this statehood act in Congress. Anyone who’s read a biography of Lincoln, there’s usually a scene showing what he’s thinking in the days before he issues the Emancipation Proclamation. But one thing I learned from listening to your lecture was that at the same time he was considering the Emancipation Proclamation, he was also considering a bill for West Virginia statehood.

Gorby: Yeah, he had been tacitly supporting this effort. He was very careful. Partly for him, it was viewed as part of a goal maintaining the support of the border states. He saw western Virginia as probably the most important militarily, but by the time the bill that goes through Congress makes its way to his desk, he has choices. He asked his cabinet to give him their opinion. Lincoln’s cabinet often frustrated him. [This time,] three of them support the statehood bill and three of them are opposed, leaving it to President Lincoln to make the ultimate decision.

Yet, he actually waits until pretty much the last minute to make his decision on this. He is debating this along with the Emancipation Proclamation, which he’s actually more secure about. It’s the statehood bill that constitutionally worries him as a precedent-setter. He does agree to it at the end of 1862 in a very short, but very logically argued signing statement. He argues that [admitting] West Virginia is an expedient to the goals of ending the Civil War militarily. It’s part of this goal of keeping the border states in the Union and making it easier for the Union army to launch its attacks into the South. He argued that precedent in times of war will not be a precedent in times of peace.

Adams: In some of the reading I’ve done, there’s a mention to the story of a postscript, which I believe is the state constitution rewrite in 1872. Do you mind just addressing that briefly?

Gorby: After the Civil War, it’s a very divisive period, because West Virginia is not under federal reconstruction. It was a loyal state during the Union. But as I mentioned, earlier on, about half the counties had voted to secede. And it actually sent large numbers of Confederate troops. So when the war is over, many of these folks come back thinking that they’re going to just re-enter their normal lives, and many of them had been very much involved in state and local politics. They really tried to crack down on some of those efforts of ex-Confederates.

A few years later, they propose a compromise — to basically say we support allowing all African Americans to vote as the amendment to the U.S. Constitution, we will also, in exchange, allow all white men over the age of 21 to vote. So basically to say, there will be no restrictions on voting, by race or by association during the Civil War, as a compromise. Well, unfortunately, all those ex-Confederates now that can vote, they’re voting mostly for the Democratic Party. Of course, the state government is mainly now the Republican Party.

In the 1870 elections, they win basically almost all the seats. They have almost flipped the entirety of state government. One of the first things they tried to do is to move to have a referendum on a new constitution, which passes very narrowly. In 1872, they rewrite the constitution. Most of the elements of the way our state government operates were largely set by that 1872 constitution, which gave local control at the county level mirroring how it existed under the Virginia government prior to the Civil War.

Some of the issues about land ownership and the whole transfer of land ownership that’s going to happen in the late 19th century with industrialization is also put into that constitution as well. But that constitution does not discriminate against African Americans. So again — showing how different West Virginia is as a border state in the years during and after the Civil War.

Misconceptions Of W.Va. Statehood And Our Song Of The Week, This West Virginia Morning

On this West Virginia Morning, most people have heard how Virginia and West Virginia split during the American Civil War, but it may not be the simple story many of us know. Inside Appalachia host Mason Adams spoke with West Virginia University professor Hal Gorby about what some people get wrong about state history.

On this West Virginia Morning, most people have heard how Virginia and West Virginia split during the American Civil War, but it may not be the simple story many of us know. Inside Appalachia host Mason Adams spoke with West Virginia University professor Hal Gorby about what some people get wrong about state history.

Also, in this show, our encore broadcast schedule of Mountain Stage continues this week with west coast Bluegrass music pioneer Laurie Lewis and her band. Lewis performs songs from throughout her storied career, and for our Song of the Week, we’ve chosen her song “Trees.”

West Virginia Morning is a production of West Virginia Public Broadcasting which is solely responsible for its content.

Support for our news bureaus comes from Concord University and Shepherd University.

Our Appalachia Health News project is made possible with support from CAMC and Marshall Health.

West Virginia Morning is produced with help from Bill Lynch, Caroline MacGregor, Chris Schultz, Curtis Tate, Delaney Wells, Emily Rice, Eric Douglas, Liz McCormick, and Randy Yohe.

Eric Douglas is our news director. Caroline MacGregor is our assistant news director and producer.

Teresa Wills is our host.

Listen to West Virginia Morning weekdays at 7:43 a.m. on WVPB Radio or subscribe to the podcast and never miss an episode. #WVMorning

2023 Golden Horseshoes Awarded At Culture Center 

Since 1931, the state has bestowed the Golden Horseshoe award on at least two eighth graders from each county with the greatest knowledge of West Virginia history.

The West Virginia Department of Education awarded the Golden Horseshoe to 226 students from all 55 counties, the state’s public charter schools and the School for the Deaf and Blind in a ceremony at the West Virginia Culture Center June 13.

Since 1931, the state has bestowed the award to at least two eighth graders from each county with the greatest knowledge of West Virginia history. West Virginia Studies is a required subject for all eighth graders in the state.

Dustin Lambert is state social studies coordinator for the West Virginia Department of Education. 

“Every county at the base gets two winners, and then additional winners are awarded to the counties based upon the eighth grade population,” he said. “So for example, obviously, Kanawha County is going to have the most winners because they have the highest population of eighth grade students.”

In 92 years, more than 15,000 West Virginian students have been awarded the Golden Horseshoe. Lambert said the award still holds great meaning for many former winners.

“I had a 90 year old guy from Washington State call three years ago, and he had won a Golden Horseshoe. He was so incredibly proud of this Golden Horseshoe to the point that his family was actually fighting over his Golden Horseshoe pin in his will that he was writing,” Lambert said. “It’s very significant. I think it’s something that these students will take with them, they’ll have a story to tell, they’ll have something to share for a lifetime.”

Beyond the award’s prestige, Lambert said it highlights the continued importance of history to today’s students.

“Despite what folks may believe, our students are interested, and they’re passionate about history, and I think that you really see that in this competition,” he said.

Lambert said those curious to test their own knowledge can try the Question of the Day on the West Virginia Department of Arts, Culture and History website.

“Our question bank is under very strict security,” he said. “A lot of times I get questions from parents, or even teachers about how students can prepare for the Golden Horseshoe, and I always direct them to the West Virginia Culture website.”

Cemeteries Project Revives The Stories Of W.Va. Veterans

The West Virginia National Cemeteries Project pairs history graduate students from West Virginia University with high school students from Grafton High School to delve into the lives of veterans buried in the local cemeteries.

Trifold poster boards commemorating the lives of West Virginia veterans lined the entrance hall of the Taylor County Historical and Genealogical Society Monday evening. 

They were part of an event celebrating the culmination of the West Virginia National Cemeteries Project’s second year.

Kyle Warmack, West Virginia Humanities Council program officer and the project’s facilitator, said the project’s goal was to foster deeper engagement with the stories and sacrifice of local veterans, but also to promote important research and writing skills.

“At the Humanities Council, I have the privilege of working with a lot of folks in academia at the college level, and when you talk to them, there can sometimes be frustration with the students that they have coming in, and the level of experience they have with research and writing,” he said. 

For the cemeteries project, Warmack helped pair history graduate students from West Virginia University with high school students from Grafton High School to delve into the lives of veterans buried in the local cemeteries. Grafton was a logical place for Warmack to start the project. 

“Look at Grafton and the long history that they have with the cemetery, with the Memorial Day parade they have here,” he said. “Parades are wonderful, these are wonderful displays of both community and patriotic sentiment. But when do we get a chance to tell the stories behind the veterans that we’re celebrating? There are thousands of headstones in these cemeteries.” 

The Grafton National Cemetery was established in 1867 as a permanent burial site for Union soldiers who had died in hospitals and on battlefields throughout West Virginia. Two years later, the town held its first Memorial Day parade, a tradition that continues to this day. Then, in the 1960s, the West Virginia National Cemetery was established five miles away in Pruntytown as the Grafton cemetery began to fill up.

Some of the students from Grafton High School and West Virginia University that participated in the West Virginia National Cemeteries Project pose for a photograph at the Taylor County Historical and Genealogical Society Monday, April 24, 2023. Credit: Chris Schulz/West Virginia Public Broadcasting

For high school students like Karigan Roudte, who researched the life and World War II service of twins Charles and William Lewellyn of Harrisville, the process was eye-opening.

“It’s an amazing experience. I honestly have never really thought about war as much as I have,” she said. “It’s brought so much insight to me to see how these twin brothers, they grew up together and they died together, how they intersect. It’s honestly a real changing thing, how I thought about war and life, and it’s brought such a new world and opened so many different doors to me. I think it’s a really great thing that they brought us to be able to experience.”

Becky Bartlett is a teacher and librarian at Grafton High School, and along with her colleague Richard Zukowski, she supervises the students’ research. Bartlett said the project is an engaging way for her students to learn research skills that go well beyond the computer.

“Probably one of the most important things for the kids of the 21st century to learn is that not everything is online. Since I have been the librarian, I have literally had students say to me, ‘It’s all online,’” she said. “They don’t understand, because they’ve grown up in a life that they can easily get online and search, that sometimes you have to go find a book. Sometimes you have to go to the courthouse and pull records. Sometimes you have to actually contact people to get interviews that were recorded, things like that, that aren’t online.” 

Students had the opportunity to learn about major military events like the sinking of the USS Indianapolis in World War II, to the more human aspects of service, like Pauline Tetrick of Bridgeport who joined the Women’s Army Corps at the age of 36, at the end of the Korean War.

Beyond hard skills, one aspect of the project that Bartlett likes is that she can see it fostering a deeper interest in history, one that she hopes will last her students a lifetime. 

“We have learned a lot just about the history of these wars that these veterans served in. I did not know the story behind the USS Indianapolis until we did this project,” she said. “There’s that rabbit hole, you learn something, and then you see the connection to it in so many places. And I think they’ll probably be learning stuff for the rest of their lives.” 

One of the displays created by students presents information about veteran Bud Greathouse, who was killed in action serving on the USS Indianapolis. Credit: Chris Schulz/West Virginia Public Broadcasting

That level of engagement is certainly evident when speaking with Emily Bublitz who is a graduate student of history at West Virginia University.

“We do a lot of the back-end research,” she said. “In the initial stages, we go in and we have this huge master list of everyone who has been buried at the National Cemetery, then we go through and research the vets to try and get one that we find that has enough materials on them to know that we can write a biography based off of them, because some people, there’s nothing. Maybe, there’s like just a draft card, but there’s nothing else.”

For Bublitz, the most rewarding aspect of the project is precisely why it was established: making a human connection to the name on the gravestone.

“The more I learn about these veterans like that, the more I care about them and their stories, and I want to do them justice,” she said. “That becomes very central to how I go about doing my work with this. I see it as giving them back their personhood, because they’re more than just veterans. That’s such a core part of who they were, but they’re also more than that. I want them to be remembered as fully fleshed out people who had families and interests and hobbies.”

The West Virginia Humanities Council hopes to expand the project to more schools in the coming years.

Historian Researches Frederick Douglass In W.Va.

Frederick Douglass is well known in history as a former slave and abolitionist. But what is less well known is his travels to West Virginia and the speeches he gave around the state.

Community historian John Muller has been documenting Douglass’ life for more than a decade — in a book and through walking tours in Anacostia and Harpers Ferry. Most recently Muller has developed a lecture on Douglass in the Mountain State. Eric Douglas spoke with Muller to find out more.

This interview has been lightly edited for clarity. 

Douglas: Who is Frederick Douglass? Tell me why he’s important. 

Library of Congress
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Muller: Frederick Douglass was born enslaved on Maryland’s eastern shore in 1818. He escaped slavery in 1838 and got involved with the growing abolitionist community in New England as affiliated with William Lloyd Garrison. He was so compelling in telling his life story, people questioned his actual background as a fugitive slave.

He wrote an autobiography in 1845 that catapulted him to national and international fame. He went to Ireland, Scotland, England and then came back to the United States and launched the North Star newspaper and was a fierce advocate for black rights, civil rights and women’s rights.

Leading up to the Civil War, he was a confidante of President (Abraham) Lincoln. And following the Civil War, he was a champion for the 13th, 14th, and 15th amendments. He traveled all over the country to help local communities. He is known as essentially one of the most consequential American reformists and human rights and civil rights champions of the 19th century.

Douglas: He wasn’t just active up to the Civil War and then he drifted off. He continued working for another 30 years or so after the post Civil War.

Muller: Exactly, he passed away in 1895. He was active up until the day that he passed away; he was going to go speak at a local local church in Anacostia. That’s where the West Virginia chapter of Frederick Douglass’ history begins. Before the Civil War, he did not travel into Virginia. In the post Civil War reconstruction era, West Virginia is within that portfolio of history that I would argue hasn’t really yet been discussed thoroughly. West Virginia is a wonderful state compared to other states in terms of historical markers and presentations, but overall in West Virginia, the Frederick Douglass historical narrative has not been given its proper place.

Douglas: How did you stumble on his connection to West Virginia?

Muller: A decade ago, when I was researching the Frederick Douglass in Washington, D.C. book. Douglass was on the board of Howard University for more than 20 years and served on the board of Storer College in Harpers Ferry. There are many overlaps with faculty and students and many connections between Storer College and Howard University. They’re 60 miles apart, but very different geographical terrains and communities.

I’ve led dramatic walking tours of Frederick Douglass in Harpers Ferry since 2019. And by telling the story of Frederick Douglass in West Virginia, it opens up the local history of these various communities as well as individuals that played the leading role in the founding of the state. It’s been a very educational process for me.

Douglas: Where did Frederick Douglass speak in West Virginia?

Muller: He made more than a half dozen high profile public visits. Speaking in Wheeling in 1867, in Parkersburg in Wood County in 1873. When he was in Parkersburg, he shared the stage with former West Virginia Governor and then U.S. Senator from West Virginia, Arthur Boreman. He spoke in Martinsburg in Berkeley County in 1879. He gave a very well known dedicatory address in Harpers Ferry in 1881. He was a frequent presence on Storer College’s campus from the 1880s until the early 1890s.

Douglas: What was Douglass talking about? What was he working on?

Muller: Douglas was very deliberate in visiting communities and more specifically black communities and black areas, in terms of touching these communities. He could use his networks and influence to make a difference. For example, when he speaks in Wheeling in 1884, he’s speaking at an Emancipation Day event. And Douglass spoke at Emancipation Day events from Virginia, to Elmira, New York to Washington, D.C. He was very deliberate in going to these communities.

He was essentially reaching back or giving back to the community.

Douglass was in many ways a philanthropist speaking in West Virginia. He brought the message to the people, to the communities. Douglass was very aware of West Virginia’s creation as a state. He gave a very important speech in New York in early 1864. In it he says that we now know that the direction of the Civil War is going to lead to the emancipation of the slaves or the eradication of slavery, because look what happened with the creation of West Virginia. West Virginia had been created as an anti slavery state. Douglas is essentially referencing the creation of West Virginia to support his position that the outcome of the Civil War required ending slavery.

He also spoke in West Virginia to reconcile his relationship with John Brown because he actually had to flee the country when he was implicated in being involved with John Brown’s failed raid and Harpers Ferry in October of 1859.

The talk Lost History of Frederick Douglass in Wheeling will be April 5 at noon. Muller and Justin McNeil will also present “The Lost History of Frederick Douglass in Cumberland and Allegany County, Maryland in Cumberland, Maryland on Saturday, February 19.

Teacher Brings W.Va. History To Life Through Animated Videos

A Milton Middle School teacher is changing the way West Virginia history is taught, two minutes at a time.

Brian Casto has taught an eighth-grade West Virginia Studies class at the school for the past four years, but has recently ventured down unfamiliar roads in order to spark his students’ curiosity about the Mountain State’s rich history through a series of animated lessons on his YouTube channel titled “West Virginia History in Two Minutes or Less.”

In the video series, Casto uses animated characters, still photos and other graphic elements as the backdrop for topics like John Brown’s raid at Harpers Ferry, the Hatfield and McCoy feud, and even some West Virginia trivia on state symbols and state parks.

Casto is wrapping up his 13th year teaching in Cabell County, the first nine of which were spent teaching history at the high school level. He used a variety of mediums in his classroom and consistently found internet videos that would help reinforce his lessons.

“Then I get the West Virginia Studies job and I start looking for resources, and there were hardly any, if any at all. I was telling my wife that there’s nothing out there and sometimes you need something a little different to introduce or review (a topic),” Casto said.

His wife responded by telling him to make his own if he couldn’t find any.

“So that’s how it started, and now a little over a year later I’ve got 41 done and some more in the works,” Casto said.

It was an idea that came to fruition about a month before the world went virtual in March 2020. When students were learning virtually, transitioning to a blended model and eventually returning to classrooms in early spring, Casto was hard at work creating mini-lessons that have gained popularity online.

“Mr. Casto is an amazing, amazing middle school teacher who, even before the pandemic, was creating digital lessons and videos that are rich with tons of information to teach West Virginia Studies,” Cabell County Superintendent Ryan Saxe said. “He’s really been able to bring West Virginia history to the digital world in a very engaging and exciting manner.”

Casto said each video takes between 15 and 20 hours to create from start to finish, working on them after his own children go to bed in the evenings.

“This is what makes everyone go, ‘What?’ I’m sure it’s partly because it’s not my field and there has been a learning curve,” said Casto. “It’s a passion project. I enjoy them, and it doesn’t feel like work when I’m putting them together.”

What he didn’t anticipate was that these videos would reach students far beyond the four walls of his classroom.

“It’s been really cool because teachers across the state are using them, which I never thought would happen,” he said. “I’ve had home-schooled parents message me on Facebook and tell me how much their kids love them. I saw a home-schooled student out one day and he came up to me and said, ‘Hey, Mr. Casto,’ and I did not know who he was because that was a little kid and I teach eighth-graders.”

Milton Middle School Principal Curt Mann said Casto’s embodied exactly what a teacher is supposed to be, and said the videos have helped students from across the state connect with pieces of their culture they might not have known about before.

“He’s not just reaching those 20-25 students that come through his class every day — he’s reaching thousands of people everywhere, even outside of the state, and everyone is learning,” Mann said. “That’s what a teacher is supposed to do — teach people regardless of where they are, and those videos do that and it’s a great thing.”

Casto was recently named the Cabell County Teacher of the Year, the reality of which he said still hasn’t quite settled with him.

“This year I’ve tried especially hard with making animated videos and doing anything I can do to try and spark their curiosity. My goal, beyond them learning, is for them to have a deeper appreciation for this state,” said Casto. “I love this state and I feel like I have a lot to offer, and my mission is to teach them, yes, but even more I want them to appreciate what’s around them and be better for it.”

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