Albemarle County (Virginia.) A hand book giving a description of its topography, climate, geology, minerals, fruits, plants, history, educational, agricultural and manufacturing advantages, and inducements the county offers the industrious and intelligent farmer and manufacturer |
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 | Albemarle County (Virginia.) |  |
Educational Facilities.
Free Schools.
NO OTHER COUNTY possesses educational advantages
equal to those of Albemarle. Its free school system
has almost overcome the prejudices engendered by the
great changes wrought by the war, and is rapidly attaining to
that high standard of excellence and efficiency which has
always characterized its numerous private schools for males
and females.
The public school system was organized in Albemarle
county by D. P. Powers, County Superintendent, during the
winter of 1870-'71. Fifty-seven schools, 38 for whites and 19
for colored, were opened with an enrollment of 2,268, and an
average attendance of 1,443 pupils. The cost was $9,258.15.
The average length of the term 4.52 months, and the value
of the school property then owned by the county was only
$114.62.
In 1875 the number of schools had increased to 90, of
which 57 were for whites and 33 for colored. The enrollment
was 4,036, and the average attendance 2,136 pupils. The
total cost was $21,061.70, and the average length of the term
was 6.68 months. In 1880 there were 101 schools in operation,
62 for whites and 39 for colored. Enrollment 4,155, and
the average attendance 2,539 pupils. The total cost was
$21,958.11, the average length of the term being but six
months. In 1885 there were 124 schools open, 77 for whites
and 47 for colored, for which there was expended $26,215.13.
The enrollment was 5,228, and the average attendance 3,169.
The average length of the term was 6.32 months.
During the session just closed, 1887-'88, 81 schools for
whites and 50 for colored, making a total of 131, were in
was 3,207. Although the schools in several places were
severely interfered with by measles, the average length of the
term was 6.1 months. $27,165.34 was expended for the work,
$17,682.34 by the State, $9,483 by the county.
The county now owns between sixty and seventy good
school houses, and others are now in preparation for building.
The value of the property has increased from $114.62 in 1871
to $25,000.
In the city of Charlottesville and the town of Scottsville
there are good graded schools, and in the country districts
there are a number of schools employing two teachers.
The average pay per month of male teachers is $34.50
while females receive on an average $27.50.
Every community possesses a public school, which is patronized
by all classes, the system deservedly increasing each
year in popularity, as a consequence of the zeal and enthusiasm
of the estimable ladies and gentlemen who compose the
corps of teachers.
Private Schools.
THE ASSERTION that no county of the State surpasses
Albemarle in educational opportunities is safely made.
The necessity for good private schools was recognized
by advanced and public-spirited men in the early days of the
century. But the necessity for them was no greater then
than now, when, in a larger sense than ever before, knowledge
is power. With opportunities for correct training at every
turn, parents and guardians can have no excuse for sending
young men and young women into the world inadequately
fitted for the duties which will be trying enough
under the most fortunate conditions. An uneducated man
may be strong and useful, but the chances are against his
achieving as much as it would be his lot to accomplish with
the advantages of thorough training.
There have always been good private schools in Charlottesville.
To speak only of matters easily within the memory of
young men, Major Horace Jones conducted in this place an
admirable high school for boys, at which many of our younger
citizens received their early training. After Major Jones left
Charlottesville there was what is usually described as a good
opening for a private school of high grade. Whether it was
this fact that led the Rev. Edgar Woods to establish the
school at Pantops the writer cannot say; it was probably one
of those fortunate cases in which the need and the supply
meet.
It was Wirt's opinion that Jefferson's intellectual activities
were tinged with a sublime cast because of his exalted abode
and the magnificence of the panoramic view that was constantly
before him. It may, indeed, be more than a passing
fancy; if so, the elevated position of Pantops (from which
the place derives its name) is worthy of attention. In one
sense it has always claimed attention. The eminence
which the school crowns is just across the Rivanna river
from Monticello. The view from Monticello has been the
subject of the highest and most graceful eulogies; and yet in
no particular does it surpass that always under the eye of the
Pantopian. No section of Virginia can present a better record
in the matter of equable climate and healthful surroundings.
And Pantops is seated so high and dry in the midst of an enchanting
landscape that no thought of malaria ever intrudes.
All the inestimable advantages of perfect natural drainage
and of pure mountain air meet here in a manner unsurpassed.
As to climate, the location is indeed practically perfect. Lifted
above the malarial districts of the tidewater country, it is at
the same time sheltered by the Blue Ridge toward the North
and West, and so escapes the rigors which make the winters
of the Valley of Virginia longer and more trying. The objection
sometimes urged against the location of schools for boys
in town cannot apply here, for Pantops is two miles and a hal
from the city.
Some years ago Prof. John R. Sampson succeeded Mr.
distinguished himself in his deliberately chosen profession of
teaching. Having accomplished thorough courses in the best
schools and colleges in America, he went to Europe and
spent four years in study at leading universities in Germany
and France. While yet in Europe he was chosen professor
of Latin and French in Davidson College, North Carolina.
There he labored eight years, achieving a career of singular
honor and usefulness. Learning that the school at Pantops
would soon be discontinued and unwilling that the enviable
reputation it had achieved should go for naught, he conceived
the plan of purchasing the ample tract and making the school
permanent. Resigning his professorship he returned to his
native State, and went energetically to work to remodel the
old building and put up new and substantial additions. He
is now the sole principal of Pantops, and under his wise management
the school has deserved success, and is being abundantly
rewarded. In the eleven years of its existence this
academy has received students from twenty States and one
Territory of the Union, and from Canada, Brazil, Mexico,
Japan and Siam.
It is safe to say that no school in Virginia surpasses Pantops
in the matter of equipment, and that no teacher brings
to his profession more genuine enthusiasm than Prof. Sampson.
Living near the University he gets the best of its graduates
for his assistants, and the high rank taken at the University
and also in the colleges by those students prepared at
Pantops, attests the thoroughness of the instruction and the
high standard maintained.
The school building is heated throughout with steam, and
the plan is such that every room has sunshine during the day
Special attention has been given to light and ventilation.
The institutions of the school are a Y. M. C. A., a reading-room,
a well-equipped gymnasium, a base-ball club, a foot-ball
association, and the "Pantops World," a paper edited by the
boys. There is each year, in November, an athletic field-day.
There can be no surer proof of the excellency of a school
in large measures built up by the recommendations of its
"old boys" and their friends. And after reaching manhood,
memory but intensifies the warmth with which they speak of
the kindness received in the home there, and every year but
adds to the pride with which they bear the name of "Pantopian."
For some years Prof. Brock, now a member of the faculty
of Hampden-Sidney College, conducted a very successful
school at the Midway building. When he accepted a professorship
in the college just named he was succeeded by Mr. B.
Boaz, who had been his assistant. Mr. Boaz is an alumnus of
the University of Virginia, where he received the master's degree.
His success has been of the decided order. The school
relies chiefly on home patronage, as no provision is made for
boarders.
Dr. J. M. Page, who has just returned from Leipsic with
his Ph. D., and his brother, Thomas Walker Page, have
opened a select private school for boys near Keswick. It is
their plan to limit the number of pupils to fifteen, to give
their personal attention to each, and, in a word, to afford an
ideal home school. These gentlemen are in every respect
well qualified to accomplish their undertaking.
There are many primary schools for small children throughout
the county of which it is not necessary to speak.
There is a decided sentiment in all refined communities in
favor of the thorough education of the girls, and in this city
and neighborhood there has never been a disposition to evade
this beneficent social exaction. For this reason the female
institutes of Charlottesville have always been generously
patronized.
To notice the oldest first, for there exists no other reason
for precedence, the Piedmont Institute has had an active career
of thirty-five years, a fact which, taken alone, sufficiently attests
the great excellence of the school. The Rev. R. K. Meade
and Mrs. Meade live in a handsome residence on Market
the principals. The grounds are extensive and handsome,
and well suited to the purposes of a large school. The principals
are assisted by competent teachers, and the various
courses of the school are conducted with so much ability and
integrity that the pupil is hopelessly dull who does not derive
the most positive benefits.
Another inevitable test of the merit of a school is the
degree of popularity it attains. The Piedmont, proved by this
standard, measures well up to the best schools in Virginia.
Almost every year has witnessed an increase in the number
of students until now the attendance is very large. It is a
pleasure to commend a school so eminently deserving of
praise and patronage.
The Albemarle Female Institute is situated picturesquely
on the suburbs of Charlottesville, and is well known far and
wide as an excellent school for young ladies. The institute is
one of the handsomest buildings for a young ladies school in
Virginia, faces a splendid landscape of valley and hill, with a
great range of mountains in the distance. It looks out upon
historic ground and the associations are all elevating. Prof.
Dickinson, who has charge of the school, has won and deserves
much credit for the ability with which he has conducted
this academy for young ladies. Among his letters from former
patrons are to be found written testimony to the success
of which mention is made above, for the praises of the school
are sounded without stint.
Prof. Dickinson is assisted by the most competent teachers,
while the boarding department, over which Mrs. Dickinson
presides, is conducted on the Virginia plan of abundance,
well prepared. Sickness is of rare occurrence, indeed; but
whenever a pupil falls ill the care bestowed on the patient is
as unremitting as it is kindly.
The graduates of these schools should be in the widest
sense "sweet girl graduates," they are afforded every opportunity
and incentive to become accomplished and attractive,
and neglect.
It is a matter of congratulation that these schools propose
and maintain honest and inflexible standards of scholarship
and deportment, and are not, as too many female colleges are,
merely the resort of young ladies seeking to "finish," but not
to accomplish their education. The young lady who is graduated
from these schools or receives their highest honor, has
not merely spent a certain period under instruction, but has
accomplished all that the principals avouch that she has
achieved.
The Miller Manual Labor School Of
Albemarle.
SAMUEL MILLER, the founder of the Miller Manual
Labor School of Albemarle, was born in the county of
Albemarle, Va., June 30th, 1792. In early life he received
a good common school education, and then for a few
years taught school near Batesville in his native county. But
he soon moved to Lynchburg, Va., where with his elder brother,
John, he went into mercantile business. He was a man
of feeble constitution, was very dyspeptic and nervous, but he
was careful in eating and drinking, and he attributed his long
life to his having never used tobacco. About the year 1824,
on account of ill health, he moved to his farm in Campbell
county (five miles from Lynchburg), but he continued his
mercantile business in Lynchburg in partnership with his brother
until 1841, at which time his brother died, leaving to him
the bulk of all his fortune, which amounted to about $100,000.
It was stated by Mr. Miller that it was a cherished idea of his
brother and himself to amass a large sum of money for the
purpose of establishing in their native county a charitable institution
for the education of poor children. After his brother's
death, with their united fortunes, he moved on with a
ability to the accomplishment of this cherished dream
of their youth, until he became one of Virginia's greatest
benefactors.
On the 1st day of April, 1859, Mr. Miller made his will,
and by it established and richly endowed the Miller Manual
Labor School of Albemarle. He also added greatly to the
munificent gifts with which he had already endowed the
Lynchburg Female Orphan Asylum. He subsequently gave
$100,000 to the University of Virginia. In addition to all these
gifts to the cause of education, he provided liberally for his
relatives and those who had cared for him and proven true to
him through long years of friendship.
Mr. Miller died on the 27th of March, 1869, at his residence
in Campbell county, Va., aged 76 years, eight months and
three days, and was buried in the grounds of the Lynchburg
Female Orphan Asylum, where a magnificent shaft marks the
last resting place of the friend of the "poor orphan children"
of his native county.
Soon after Mr. Miller's death, his sole surviving executor,
Mr. N. M. Page, of Batesville, Albemarle county, Va., entered
upon the discharge of his duties, which he performed with
untiring energy and strict integrity through long years of
vexatious law suits, where hundreds of thousands were necessarily
sunk in order to save the will. These suits resulted in
an act of compromise passed by the Virginia Legislature, approved
February 24th, 1874, to establish the Miller Manual
Labor School of Albemarle as provided for in the twenty-fifth
clause of Mr. Miller's will. The executor, Mr. Page, turned
over to the "Miller Fund," as denominated in the will, stocks
and bonds amounting to over one million of dollars, the income
and profits of which were for the establishment and
perpetual support of the Miller Manual Labor School of
Albemarle.
The Board of Trust.—This fund is held in trust by the
Board of Education of Virginia.
The following is the present Board, viz: Gen. Fitzhugh Lee,
of Public Instruction; Hon. Rufus A. Ayres, Attorney-General
of Virginia. Secretary of the Board.—Hon. Frank G.
Ruffin, Second Auditor of Virginia.
It is the duty of the Board of Trust to hold the principal;
to invest all bonds when they mature; to sell all bonds that
may be of doubtful solvency, and to reinvest the proceeds of
such sales in good bonds; to collect all interest when due;
to hold the same subject to proper draft from the County
Court of Albemarle to meet the expenses of the school; to
make an annual report of the condition of the fund each year,
describing in full the character of the bonds in which the
principal is invested, giving all changes made during the year
in the investment of the principal, giving the amount received
from all sources for the income of the fund, and reporting all
amounts expended of the income. This report, made by the
Second Auditor to the Governor, is laid before the Legislature
of Virginia, and is printed in two papers four times—one
published in Charlottesville, Virginia, and the other in Richmond,
Virginia.
The report for January 1st, 1888, makes the following
exhibit:
| Receipts on account of the income of the fund during the year 1887, | $71.961 94 |
| Balance in Treasury to the credit of the income Jan. 1, 1887 | 30,765 72 |
| Total to the credit of the income | 111,726 66 |
| Disbursements by C. E. Vawter, Supt. of School, under orders of the County Court of Albemarle |
$84,048 94 |
| Disbursements for printing Reports, pay of Second Auditor, County Court Clerk, etc |
982 00 |
| Total disbursements | 85,030 94 |
| Balance to the credit of the income Jan. 1, 1888 | 26,696 72 |
| SECURITIES BELONGING TO THE MILLER FUND. | |
| Virginia registered 6 per cent. consul bonds | $909,200 00 |
| Virginia registered 6 per cent. "peeler" bonds | 60,368 49 |
| Virginia registered bonds issued under act of March 28, 1870,dated January 1, 1879, bearing 3 per cent. per annum interest for ten years; 4 for twenty, and 5 for ten years |
75,300 00 |
| Virginia registered 3 per ct. bonds issued under act of Feb 14, 1882 | 151,400 00 |
| Richmond and Danville Railroad Company's 6 per cent. registered bonds due May 1, 1890 |
600 00 |
| Richmond City 8 per cent. registered bonds, due January 1, 1907 | 2,000 00 |
| U. S. 4 per ct. registered bonds, due July 1, 1907, | |
| Bank of Kentucky certificates for 410 shares of stock | 41,000 00 |
| Lynchburg City 6 per cent. registered bond | 770 00 |
| Making an amount of | 1,301,638 49 |
| On which an annual interest, including dividend on the Bank of Kentucky stock, estimated at $3,280, may be relied upon, amounting to |
70,937 30 |
| The following securities belonging to the fund are of doubtful or of no value— | |
| Shares of stock in the Lpnchburg and Danville Railroad Company (doubtful value) |
$3,000 00 |
| Orange and Alexandria R.R. Co.'s registered bonds (no value) | 2,565 00 |
| Shares of Merchants' Bank of Virginia stock (no value) | 1,000 00 |
| Shares of stock in the Southern Pacific R. R. Co (no value) | 16,700 00 |
| State of Indiana, Wabash & Erie Canal Co. 5 per ct. stock (no value) | 26,775 00 |
| Richmond and York River R. R. Co.'s 8 per cent. coupon bonds (no value] |
47,000 00 |
| Richmond and York River R. R. Co.'s certificate (no value) | 5,400 00 |
| The farm in Amherst County, Va., that belonged to the fund has been sold for $4,585.58. Bonds aggregating $4,127.01, payable in one, two and three years from September 6, 1884, given for purchase money after deducting cash payment are now held by the fund, on which there has been paid $467.67 on account of principal, and $24.78 on account of interest. |
|
| There is a house and lot in Harper's Ferry, W. Va., owned by the Fund, estimated to be worth |
$3,000.00 |
| It will be seen by the statement of receipts and disbursements on account of income, that there is in the treasury to the credit of the fund in cash for the maintenance and support of the School, December 31, 1887 |
26,696 72 |
| And to the credit of the fund in the State Bank of Virginia a balance of principal of |
186 48 |
THE GOVERNMENT OF THE SCHOOL.
The school is managed and controlled through the agency
of the County Court of Albemarle. The Court appoints
"annually, two intelligent, respectable, and well-educated gentlemen,"
whose duty it is to select and employ, whenever necessary,
competent and suitable teachers for the school (subject
to the approval of the County Court), and to visit the school
quarterly, examine into its condition minutely, and make written
report thereof to the Court.
Judge John L. Cochran, in 1874, assumed the duties which
the law places upon the County Court of Albemarle. In
July, 1874, he appointed as visitors, Col. Chas. S. Venable
and Prof. Francis H. Smith, of the University of Virginia.
Judge Hezekiah Taylor was elected to the office of County
Col. Chas. S. Venable and Rev. John T. Randolph Visitors to
the school. In July, 1883, Col. Venable resigned and Prof.
Francis H. Smith was appointed in his place. In January,
1886, Judge John M. White, having been elected to the office
of County Court Judge, assumed the duties of the same. He
appointed at the following August term of the Court as Visitors,
Prof. Francis H. Smith, of the University of Virginia,
and Mr. Thomas S. Martin, of Scottsville, Va.
APPOINTMENT OF PUPILS.
The District School Trustees of the respective districts of
the county of Albemarle, select and designate the children of
the county who come under the requirements of Mr. Miller's
will for admission into the school. From this list, made and
revised by the School Trustees every six months, the Court
appoints the pupils of the school. It is to be noted that
only children who are residents of the county of Albemarle
can be appointed to the school. Moreover, they must be selected
as coming under the requirements of Mr. Miller's will
by the School Board of the district in which they reside
before the Court can appoint them to the school. These
pupils when appointed to the school are clothed, fed, taught
and cared for wholly at the expense of the school. In October,
1878, the first pupils were admitted into the school. The
school began with twenty pupils. It was then quite difficult
to find children whose friends were willing to have them appointed
to the school.
In July, 1884, a paper in reference to the rights of girls to
the benefits of Mr. Miller's gift was submitted by Prof. Francis
H. Smith to the Visitors, and by them to the Court. After
getting the opinion of some of the leading lawyers of the
Albemarle bar, the Court at the August term, 1884, entered
the following order—viz: "It appearing to the Court that the
provision made in the twenty-fifth clause of Mr. Miller's will
for the `education and support of as many poor orphan and
other white children of Albemarle county as the profits and
income of the fund therein devised will admit of or compass,'
school into two separate and distinct departments, and by the
admission of children of both sexes; therefore it is ordered
that the District School Trustees of the county, from and
after this date, shall make the selections for appointments to
the school from both sexes having the required qualifications,
regard being had to the numbers to be admitted each year of
each sex, and for whom separate and necessary accommodations
have been previously prepared." In accordance with this
order a department for the instruction of girls was organized
under the authority and control of the Superintendent. Under
this order the first girls were admitted in November, 1884.
The following is a summary of the enrollment of pupils since
the organization of the school—viz:
| Session. | Entered. | Discharged. | Increase. | Total on Rolls during session. |
||
| Boys. | Girls. | Boys. | Girls. | |||
| First, 1878-'79 | 33 | 0 | 0 | 0 | 33 | 33 |
| Second, 1879-'80 | 42 | 0 | 1 | 0 | 41 | 74 |
| Third, 1880-'81 | 29 | 0 | 4 | 0 | 25 | 99 |
| Fourth, 1881-'82 | 22 | 0 | 20 | 0 | 2 | 101 |
| Fifth, 1882-'83 | 64 | 0 | 19 | 0 | 45 | 146 |
| Sixth, 1883-'84 | 44 | 0 | 26 | 0 | 18 | 164 |
| Seventh, 1884-'85 | 21 | 28 | 25 | 1 | 24 | 188 |
| Eighth, 1885-'86 | 25 | 23 | 28 | 0 | 19 | 208 |
| Ninth, 1886-'87 | 31 | 0 | 31 | 0 | 0 | 207 |
| Tenth, 1887-'89 | 54 | 23 | 17 | 0 | 60 | 267 |
| Total | 365 | 74 | 171 | 1 | ||
| 365 | 171 | |||||
| Total boys and girls | 439 | 172 | ||||
From the 267 enrolled during the term we deduct 22 boys
and 3 girls withdrawn before the close of the session, which
leaves our largest enrollment at any one time—242 pupils,
July 1, 1888.
BUILDINGS.
Their Cost, Equipments and Uses.—The first work was
begun upon the main building in 1874. The architect of
The front part, with central wing for dining-room and
chapel, was completed by September, 1878. The south wing
was built in 1881, the north wing in 1883, thus completing
the building according to the original design of the architect.
This building cost $140,000. Its equipments cost $60,000.
In it are lodged all the pupils with most of their teachers.
In addition to the lodging rooms there are in this building
the study halls, class rooms, chapel, dining-room and kitchens.
The machine shop building, completed July 1st, 1882, cost
$30,000. It is used for instruction in mechanics. Its equipments
cost $30,000. From it also goes the steam that runs
the laundry, heats some of our buildings, and drives five engines
used for various purposes in different buildings on the
place. It also gives the light (Edison's incandescent electric)
used in the buildings and on the lawns.
The infirmary No. 1, cost $7,000, and is used for lodging
for the employees. It is intended to be used as an infirmary
only in cases of epidemics amongst the pupils. Such a thing
has only occurred once in the history of the school. The
infirmary No. 2, cost $5,000, and is used for the sick boys.
In this building the chaplain and physician have their rooms.
The laundry cost $6,000. Its equipments cost $2,000. In it
is done all the washing and mending for the pupils. The stables
cost $6,000, and are used for quarters for 40 horses and
50 cows. The silos cost $3,000, and are used for ensilage.
The conservatory cost $2,000. Its equipments cost $500.
It is used for instruction in floriculture. The chemical laboratory
cost $2,000. Its equipments cost $2,000. The private
residences for the officers of the school cost $20,000. There
are in addition to the buildings named above several residences
for the use of employees of the school, which are worth about
$4,000. The farm is worth $30,000. Its equipments are
worth $7,000. The buildings are all in good condition and
are worth to-day their original cost. They are heated by
steam. Edison's incandescent light was placed in the buildings
in June, 1883. The cost of this plant was $10,000.
the entire plant is about $360,000.
COURSE OF STUDY.
Primary Department.—In this department, which is
under the charge of a lady principal, assisted by as many
lady teachers as may be required, the pupils are taught
reading, writing, intermediate arithmetic and primary geography.
We have under the conditions of Mr. Miller's
will, no entrance examination. Hence many who come
to us must begin at the lowest point. Very few are able
to enter above our primary department. As the foundation
of all our work is here, it is necessary that the department
be most carefully attended to. To this end a corps of
most excellent lady teachers have been secured, who give
their entire time to the instruction of these beginners. By
them our children are taught with great care to read and spell
correctly. They also are specially directed in writing. Before
leaving this department they are able to compose letters quite
creditable to themselves. They are also here well drilled in
the first principles of arithmetic, and given instruction in the
Primary Geography.
Higher Department.—This department is divided into six
classes, to each of which is given one year. The studies in
these six classes are as follows—viz:
| Sixth Class. | Arithmetic | English | History | Geography | House & Farm Work |
| Fifth Class. | Arithmetic | English | History | Geography | Printing & Farm Work |
| Fourth Class. | Alge bra. | English | Latin | Botany and Physiology |
Farm Work and Shop Practice. |
| Third Class. | Geometry, Algebra. |
English | Latin | Chemistry | Drawing and Shop Practice. |
| Second Class. | Algebra. Geometry. |
Physics | Latin and German. |
Geology, Mineralogy |
Drawing and Shop Practice. |
| First Class. | Trigonom'y | Mechnics | Latin and German. |
Botany, Entomology |
Drawing and Shop Practice. |
English.—Our object is to impart a practical knowledge
with the leading facts in its history and etymology and
practically familiar with the laws of composition and style.
Pupils are daily exercised in orthography and penmanship.
The former is taught always by dictation, the latter practiced
for a stated time under the immediate supervision of an instructor.
The study of English grammar, and of the history
and analysis of the language, with the elements of rhetoric, is
diligently pursued. Weekly compositions, or essays, upon
assigned subjects are required of every pupil. These are submitted
for correction, and returned the following week, with
errors in spelling, grammar, or construction carefully noted.
Geography and History form an important element in this department.
One year is given to the study of Ancient, and one
to the study of Modern History. While this is not long
enough to study the History of even all the most important
nations, a vigorous effort is made to instil a taste for reading.
Latin.—The study of Latin by every pupil is required. Every
pupil is thoroughly drilled in the accidence of this language
by daily grammatical recitations, by written exercises, and by
systematic reading. In the lower classes daily exercises are
required, and every pupil is given a black-board drill to show
that he understands the lesson for the day. In the higher
classes longer and more difficult passages are given once a
week, and the critical correction of these exercises, involving
discussions of the nicest points of syntax, constitute a prominent
feature. While we are not able in the time allowed to
make a pupil a thorough classical scholar, every effort is made
to give him a taste for classical literature and to make him
familiar with the etymology and derivation of languages.
Four years are given to the study of Latin.
German.—The same method, as far as practicable, is pursued
here as in Latin. Great attention is paid to the writing
of exercises and to the acquisition of a thorough knowledge of
grammar and syntax. Care is taken to impart a correct pronunciation,
and pupils are practiced daily in written and oral
exercises. While reading the different authors, special attention
varied with some book of current literature.
Mathematics.—After completing Intermediate Arithmetic
in our Primary Department, our pupils are given a careful and
thorough course in Arithmetic, Algebra, Geometry, and Plane
and Spherical Trigonometry. They also are given some instruction
in Conics. This course, taken in connection with
their book-keeping, drawing, mechanics, physics, and shop
practice gives them a most substantial mathematical foundation
upon which to build.
Sciences,—Our students are carefully instructed in the principles
of chemistry, botany, zoology, mineralogy, and geology,
and in order that they may possess a knowledge of the only
true "Scientific Agriculture," their attention is called, in the
various parts of the course, to the application of the principles
of the Natural Sciences to the improvement of the art of
agriculture. All who pursue the study of chemistry work
three hours each week for one session in the chemical laboratory,
where they are required to repeat most of the class experiments,
and are well-grounded in blowpipe analysis. Such
as show great aptitude for it are afterwards taught quantitative
chemical analysis. In the study of botany, the students
are stimulated to collect the native plants, and learn, as far
possible, the principles of the science by direct observation of
nature. Geological, mineralogical, and botanical excursions
are made whenever practicable, and the School now possesses
as one of the results of the labor of these classes complete
collections of the native woods, minerals and rocks and a large
herbarium of Albemarle. Before graduation, students pursue
a course of cryptogamic botany, in which they are encouraged
to work with the compound microscope.
Department of Practical Mechanics.—In this department
instruction is given by the Director, aided by an instructor
in wood work, one in iron, one in forging and foundry work,
and one in drawing. To complete the course takes four years,
one in wood work, one in forging and foundry work, one in
iron work, and the last year in advanced work in one of these
work through the entire time. Drawing is taught throughont
the four years for seven and a-half hours per week, and in
each year is allied to the branch of shop work that the pupil
is taking. The first year is taken by the boys in the fourth
class of our regular school course (the first class being the
graduating class). Here they learn by a systematic course of
exercises the use of the various hand tools and appliances
used for wood work, the principles of a variety of joints used
in construction, and how to make them. They also become
familiar with the lathe and its tools and wood-working machines
generally, such as are used in carpentry and cabinet
work and pattern making. At the end of the year they are able
to make articles of furniture, such as washstands, tables, etc.
The second year in this department is taken by the boys of
the third class. Here they are trained in forging and foundry
work. They learn first in forging the use of tools on lead instead
of on hot iron, which greatly facilitates the work of a
beginner. It is not long before they can handle iron itself
with a measure of skill. In foundry work, they also commence
with alloys, etc., before moulding iron, though they
later learn to charge and manage the cupola and to do a fair
variety of moulding.
The third year is taken by the boys of the second class in
the Machine Shop, where they first learn the use of the tools,
etc., by regular exercises. Before the end of the year they are
able to construct different mechanisms, etc., of a creditable
character.
In the fourth year, having previeusly gone through all the
departments, the student is required to make a specialty of one
of them, and follow up advanced work in it.
Drawing, as previously mentioned, is taught throughout the
four years, and each year bears an intimate relation to that
year's shop practice. It is begun with very simple free-hand
drawing, and later on the use of instruments is gradually acquired.
The drawing is never from plates, but from objects,
either real or imaginary.
In addition to this regular course in shop practice, etc., a
time is set aside in each department for regular instruction of
a more special character for those boys who on account of advanced
age, or other cause, will be unable to graduate.
The instruction in physics, mechanics, and electricity is also
given in this department. The course in physics is interesting,
thorough, and decidedly practical, being well illustrated
throughout by careful experiments. In mechanics, which is
made (as it should) to bear a close relation to manual training,
shop practice, etc., the pupils are taught the principles, etc.,
involved in the various operations they are taught to perform.
Electricity is taught in direct connection with the dynamos,
storage batteries, regulators, resistance boxes, etc., of the electric-light
plant, aided by a collection of electrical apparatus,
and the pupils are required to become sufficiently familiar
with them to manage them intelligently, and to make dynamos,
motors, converters, etc.
Farm Training.[1]
—The sixth class will be engaged in farm
and garden work every afternoon. The class will be divided
into two squads, each in charge of a captain selected from
one of the higher classes. They will be employed during
the autumn in assisting with the planting and cultivation of
the late garden crops, the gathering of vegetables, storing of
winter vegetables, and growing and transplanting such vegetable
plants as are kept in frames during winter. In winter
they will be taught the feeding of cattle, and especially of
young animals. In the necessary routine work, such as cutting
feed and getting out ensilage, the squads will alternate
with each other three days at a time. The effort will be made
to make all the work done contribute to the manual dexterity
of the boys, and to teach them that the thorough performance
of work, which seems mere drudgery, will better fit them for
more responsible positions.
The fourth and fifth classes will work each three days in
the week, and will be under the immediate personal supervision
of the director of this department. The effort of the instructor
use of all farm tools. This work will be less of routine
drudgery than that of the sixth class, and while their labor
will be utilized in the work of the farm and garden, the
acquirement of skill in the use of tools, management of
teams, etc., will be considered of more importance than the
amount of work accomplished. At the same time the effort
will be made to teach the great value of human labor in our
American agriculture, and the necessity for such use of animals
and tools as may enlarge the productive capacity of
human labor. The boys in these classes will be taught, as
opportunity offers, the handling of teams, methods of plowing
for different purposes, the use, adjustment and care of
farm machinery, planting crops, sowing grass seed, etc. They
will also have lessons in greenhouse practice during winter
and in the care of plants in frames.
Book-Keeping.—Every boy and girl, at some period in our
course of study, is thoroughly taught in single and double
entry book-keeping. During this instruction, special attention
is paid to their penmanship. Work in this department is
given for seven hours a week during the entire term.
Telegraphy.—A class of girls is taught for about seven
hours a week during the year in telegraphy. At the end of
the year they are able, after one or two months' practical
training in an office, to do good work.
Bee-Culture.—We have a well equipped and well managed
apiary. The instruction given here each year to a few of our
boys is both pleasant and profitable.
Printing.—In a well equipped and arranged printing office
the boys of the fifth class are given instruction in printing for
seven and a half hours each week. Nearly all the printing
needed for the school is done by these boys.
Industrial Training in the Girls' School.—In addition
to the instruction now given to the girls in book-keeping and
telegraphy, a class is practiced in typewriting. Arrangements
have just been completed for giving the girls a thorough and
careful course in dressmaking. To this end a teacher has
line under one of the best instructors in this country. Training
in other departments for our girls is being now investigated.
LIBRARY.
A well selected and constantly growing library is kept
for the benefit of the pupils. The best newspapers and
periodicals are also provided for their use. To this our
[OMITTED]
pupils have daily access, and a taste for good reading is stimulated
that we are sure will be of lasting benefit to them.
SOCIAL TRAINING.
Every effort is made to have our children trained to a
happy home life here at the school. Their associations
with the teachers are always pleasant and profitable. It
is recognized by all officers that the great object of the
school is to develop our children, mentally, morally and
physically. The introduction of lady teachers into the school
has had a most elevating and refining influence upon all the
pupils. Their work with our smaller boys is showing most
excellent results. Every pupil is trained to feel that this is
his home; that every officer is his friend, and is here for his
good. They are taught to be respectful and polite at all
times, while they, by kind and courteous treatment, are
made to feel free and easy in the presence of the officers. A
special feature of the school is a series of entertainments, to
which the pupils are invited in turn. The object of these entertainments
is to confer a pleasure upon the pupils by affording
them an agreeable recreation from the monotony of their
daily tasks, to bring teacher and pupil together and promote
cordial relations between them, and to cast about the latter a
refining, social influence. The entertainments occur upon
alternate Wednesday evenings, and to each are invited a certain
number of pupils, the officers and the ladies of the school.
On the appointed evening these assemble in the parlor; refreshments
are partaken of, and the evening is passed in games,
music and appropriate amusements. These entertainments
to exercise a highly beneficial influence upon the manners
and morals of the pupils of the school.
RELIGIOUS TRAINING.
The religious feature of the school is amongst the
most interesting connected with it, showing that the best
moral and religious influences are brought to bear upon
the pupils. The entire school meets regularly in the
chapel for worship, night and morning. This exercise consists
of reading the Scripture, singing and prayer, occupying
about ten minutes each time. The Sunday-school is
opened—the entire school being present—at 9:30 A. M., each
Sunday morning, after which teachers and pupils repair to
their respective rooms, where the lesson for the day of the
International Series is taught. Preaching in the chapel at
11:30 A. M. every Sunday morning. In addition to this,
there is daily reading of the Scriptures, especially in the primary
department, followed sometimes by questions and brief
instruction to impress it upon the minds of the children.
Among the boys there are two Y. M. C. A.'s, numbering together
140 boys. These meet every Sunday night. Much
interest is taken in these societies. Nearly one hundred of
the pupils are members of some church. Among the girls,
there is a Christian band, corresponding to the Y. M. C. A.
among the boys. An interesting Bible class, taught by the
Superintendent and composed of the officers and teachers,
meets in the parlor every Sunday night.
CONDITIONS FOR THE ADMISSION OF PUPILS.
1st. Each pupil shall be fed, clothed, instructed and cared for
in accordance with the provisions of Mr. Miller's will. 2d. They
shall be governed and controlled by the Superintendent exclusively,
assisted by the other officers of the school, in accordance
with such laws and regulations as may be adopted by the Board
of Visitors and approved by the County Court. 3rd. They shall
remain at the school subject to its laws and regulations during
the time that shall be determined by the District Board of
School Trustees, unless dismissed in accordance with the laws
shall, upon their entrance into the school, relinquish all
right or claim to control or govern them during the time that
they shall be required, in accordance with the above conditions,
to remain at the school. 5th. They are appointed by
the County Court, subject to the condition that they shall not
remain at the school after they are eighteen years old, save in
case of unusual merit, when an exception may be made upon
the recommendation of the officers of the school and the
Board of Visitors.
FINANCES.
How Managed.—The managers, or foremen, are required
to give written notice to the Superintendent of what is
needed by their respective departments; and if it meet with
his approval, the order is made from his office over his own
signature. When the goods come to hand the bill (after
rigid comparison with the original order and verification of
the figuring by the clerk) is sent to the manager or foreman.
He, on finding the goods to correspond with the bill, marks it
"correct," and returns it to the Superintendent, by whom it is
marked "approved," and passed on to the book-keeper, who
classifies, arranges and lists all the bills ready for examination
by the Judge of the County Court, to whom they are submitted
once a month by the Superintendent. All bills that
are marked "examined and allowed" by the Judge are then
returned to the book-keeper to be prepared for payment, and
to be properly posted in the books. The Judge grants a
draft on the Second Auditor of the State for the exact amount
required to pay the monthly claims, which sum is placed to
the credit of the Superintendent in one of the banks of deposit
in the county, and paid by his check to the respective
parties in person, their receipts being taken therefor and held
as vouchers to be exhibited with the books, orders and original
bills to the Board of Visitors at their regular quarterly
meetings. All claims against the school are paid directly to
the parties to whom they are due, and that only by a check
for the exact amount as certified by the court. No transfer of
process), is recognized by the Superintendent. Money due
the school for work or sales of any kind is paid only to the
book-keeper at his office, and by him credited to the proper
department, his receipt being taken therefor. This money is
deposited in bank from time to time during the month, and
the sum thereof deducted from the amount of the draft on
the Auditor for that month.
OFFICERS OF THE SCHOOL.
(As Appointed by the Visitors and Approved by the County Court.)
On the 20th day of June, 1878, the Visitors selected C. E.
Vawter for the position of Superintendent of the school. In
August, 1878, Mrs. V. P. Means was selected for the position
of matron of the school. In September, 1878, J. Roy Baylor,
Jr., was appointed a teacher in the school. As the school advanced
he was assigned specially to the department of languages.
In August, 1879, R. B. Shepherd was appointed to
give instruction in drawing and physics. He resigned in August,
1886. He is now professor of drawing in the Technological
school of Atlanta, Ga. In August, 1880, E. G. Taylor
was appointed a teacher, and was afterwards specially assigned
to the position of book-keeper for the school. In August,
1880, W. O. Whitescarver was appointed a teacher and assigned
specially to instruction in English. He resigned in
August, 1883, and is now a civil engineer at Atlanta, Ga. In
July, 1882, C. G. Taylor was appointed director of our machine
shops. He resigned in July, 1884. He is now instructor in
practical mechanics in the Michigan University. In August,
1882, W. H. Seamon was appointed a teacher and assigned
specially to the department of chemistry. He now resigns to
accept the chair of Analytical Chemistry in the School of Mines
of the University of Missouri, Rolla, Mo. In August, 1883,
T. U. Taylor was elected a teacher and assigned to the department
of Mathematics and Physics. He also resigns
to accept the chair of Assistant Professor of Applied
Mathematics in the University of Texas. In August, 1883,
W. B. Richards was appointed a teacher and assigned specially
is now professor of Mathematics in the School of Mines,
Rolla, Mo. In August, 1883, Geo. A. Beck, one of the first
graduates of the school, was appointed a teacher in the primary
department. He resigned August, 1886. He is now a
teacher in Augusta county, Va. In August, 1884, A. H.
Davis was appointed a teacher and assigned specially to the
department of English. He resigned in August, 1885. He
is now a lawyer in Atlanta, Ga. In August, 1884, J. W. Calhoun,
Jr., was appointed a teacher and assigned specially to
the department of English.
Upon the inauguration of the department of the school for
girls, Mrs. I. Coleman was elected principal, and Mrs. J. W.
Calhoun teacher. In April, 1888, Mrs. Coleman resigned and
Mrs. J. W. Calhoun was appointed to the position of principal.
In August, 1885, Miss P. S. Coleman was appointed a teacher
in the girls' department. She resigned in August, 1886. In
April, 1886, W. F. Massey was appointed director of the agricultural
department. In August, 1886, S. Tompkins was appointed
director of the mechanical department. In August,
1886, Miss M. E. Hill was appointed principal of the boys'
primary department, and Miss W. T. Brown a teacher in the
same department. At the same time Miss W. F. Schooler
was appointed a teacher in the girls' department. Miss Brown
resigned April, 1887. Miss Bessie P. Fleet was appointed a
teacher in the boys' primary department in January, 1887, resigned
July, 1887, and was appointed a teacher in the girls'
department in April, 1888. Dr. J. D. Smith was appointed
physician February, 1887. Miss M. J. Moser was appointed a
teacher in the boys' primary department April, 1887. Rev.
S. P. Huff was appointed chaplain June, 1887. Miss Jennie
Rodes, Miss Marion Glassell and Miss Lena Tucker were appointed
teachers in boys' primary department August, 1887.
Miss Rodes resigned in March, 1888.
University of Virginia.
AMONG the objects of interest in Albemarle county the
University of Virginia must always occupy an important
place. It is the intent of the present paper to
point out the resources of this school of learning, to state
what it is able to do for the young men of the State, and to
describe what it is doing.
PREPARATION.
First in order comes the question which every young man
who proposes to enter the University must answer for himself:
Am I prepared to profit by the work of the University?
How he should answer this question will depend on the work
he desires to do there. If his studies lie in the academical
department, then of the thirteen Schools which compose it,
there are eight in which only the essentials of an ordinary
common school education are absolutely indispensable. These
are English, History and Political Economy, Modern Languages,
General Chemistry, Analytical Chemistry, Mineralogy
and Geology, Biology and Agriculture, Moral
Philosophy. Of the remaining five, Pure Mathematics and
Natural Philosophy require in addition an acquaintance
with the elements of Mathematics, while Latin and Greek
demand at least the rudiments of these languages; and the
School of Practical Astronomy can be profitably taken
only by students who have accomplished a tolerably complete
course of Mathematics and Physics.
In short it may be said that while the benefit of sound,
mental training and accurate preparation is nowhere greater
than here, yet no man of robust intellect and earnest purpose
need turn away from the doors of the University in despair.
She offers to all such ample fields of work suited to their
powers, and makes abundant provision for the repair of their
deficiencies.
In the professional departments of Law and Medicine,
the same remarks as to preparation can be made. But
proper grasp of these studies, it is not recommended that any
student, however well prepared, enter upon them at an age
less than eighteen years. In the department of Engineering
the matriculate should be well trained in the elements of
mathematics.
EXPENSE.
A second point on which mnch misapprehension exists is
the cost of an education at the University. It is reputed to
be an expensive school, to which only wealthy men can afford
to send their sons. The most satisfactory answer that can be
made to such allegations is a statement of actual facts.
To academical students from Virginia the University offers
all her facilities of labraries, apparatus and instruction in ten
distinct Schools, embracing all the branches of science and
letters, for a single matriculation fee of $25. This is the only
charge, and is all that the school receives from such a student.
To have sufficient guarantees of health among the young
men, it has been found necessary to erect a hospital, provide
a matron and a trained nurse, and have regular attending physicians.
To support this hospital every student (except such as live at home) pays an annual fee of $7. This entitles him
to free medical advice and nursing, and is an exceedingly
modest charge for the services actually rendered. Such as it
is, none of it goes into the treasury of the University; the
whole amount being expended in the maintenance of the hospital.
Including this we have for the University fees of a
student from Virginia in the academical department—
| Matriculation, | $25 |
| Infirmary fee, | 7 |
| Total of University fees, | $32 |
The living expenses of a student at the University are on
the lowest estimate as follows:
| Lodging, | $ 15 |
| Board at $12 a month, | 108 |
| Fuel, Lights and Washing, | 25 |
| Total living expenses, | $148 |
These depend on the market price of commodities in the
the locality and can be reduced only by the provision of a diet
inadequate in quantity or unsuitable in quality — a device
which would be worse than the wildest extravagance. The
fare provided at this price is plain but wholesome and abundant.
More luxurious accommodations can be obtained at a
corresponding increase of price. But the usage of the school
is shown by the fact that of the 250 students resident within
the precincts of the University during the last session, 120 or
48 per cent. lived at the Clubs at the rates above stated. Summing
up the foregoing items we get for the total necessary
expenses of a Virginian academical student—
| University fees, | $ 32 |
| Living expenses, | 148 |
| $148 |
The additional cost of books and stationery will be the
same at the University as at other schools and varies with the
courses taken. The amount of pocket money spent by the
student will usually vary inversely as his success in his studies.
A father can provide for his son no sharper spur to frivolity,
no surer allurement to vice, than unrestricted pocket money.
Few young men who take part in the literary and forensic activities
of the student community can get through the session
under $50; $100 should be considered a maximum. To sum
up, a Virginian, in the academical department of the University,
should have an allowance of $250 to $350 according to
the price he pays for board, plus his expenditure for books,
clothing and travelling. More money will do him harm. In
the laboratory Courses and in the professional Schools the
charge for tuition should be added. For those with whom
severe economy is a necessity, it should be said that every
year there are men at the University who meet all the expenses
of college life on less than $200.
FACILITIES FOR INSTRUCTION.
In nothing has the University changed so greatly since its
foundation as in the facilities which it offers for instruction.
Literary, three Scientific, one of Medicine and one of Law;
each in charge of a distinct School. At present there are four
distinct departments.
I. Literary Department with six professors and two
instructors.
II. Scientific and Engineering Department with eight
professors and two instructors.
III. Medical Department with four professors and one
instructor.
IV. Law Department with two professors.
The Library consisted originally of 2,436 admirably selected
volumes; to-day it possesses about 50,000.
The Observatory was never completed and soon fell into
ruins. To-day Mount Jefferson is crowned by an observatory
building unrivalled for excellence of constructive details, and
containing a telescope which surpasses in power and perfection
that attached to any University in the world. The Lick Observatory
has a merely nominal connection with the University
of California.
There was no Laboratory of any sort in the University for
the training of students. To-day the Chemical Laboratory,
the Physical Laboratory and the Biological Laboratory are
each filled with appliances for illustration and for study and
scientific research.
The only Museum was a collection of curiosities. To-day
the Museum of Industrial Chemistry exemplifies all the principal
applications of Chemistry to the Arts, and the Museum
of Natural History illustrates all branches of that subject.
SANITARY APPLIANCES.
On two occasions in the history of the University its doors
have been closed by explosions of the malady characteristic
of the Piedmont region—typhoid fever. The tragical story
of these epidemics is made more pathetic by the fact that the
wisest physicians of the day were profoundly ignorant of the
causes of the malady and unable to prevent its recurrence.
detection of the causes and the discovery of the remedy.
Acting upon this discovery the University has provided for
itself a copious supply of the purest water, conducted in underground
pipes from a mountain reservoir five miles distant;
has put in a complete system of impervious sewers which
convey all excreta and human wastes at once from the premises;
removes all kitchen wastes daily from the buildings;
permits no horses nor cattle within the precincts, and in all
things exercises a scrupulous cleanliness. The result is, that
since these precautions have been taken, no case of typhoid
or dysentery has originated within the precincts of the University.
Perseverance in them may be relied on to eliminate
these two grave dangers to public health in this region.
The situation of the University ensures it at the same time
against malarial maladies. So that its sanitary condition
seems to be as good as human care and foresight can make it.
DISCIPLINE.
In August, 1828, Thomas Arnold entered upon his duties
as head master of Rugby school, and began those reforms in
school management that have shed over his name the lustre of
immortality. Ten years earlier, in August, 1818, Thomas
Jefferson met the Commission, appointed to select the site and
draft the plan of organization of the University of Virginia,
and then laid down the cardinal doctrine upon which Arnold
afterwards based his work—that "after a certain age fear is
not a motive, to which we should have ordinary recourse in academical
government, but that the human character is susceptible
of other inducements to correct conduct more worthy of employ
and of better effect."
Upon this foundation stone the system of discipline of the
University is built. Those futile endeavors to secure a monastic
seclusion, those degrading efforts to practice an effective
espionage over the students, which have been for centuries
the opprobrium of collegiate life, were from the beginning discarded.
The student is treated as a rational human being
the benefits for which he pays. He is encouraged to become
the friend of his preceptors, and receiving their confidence to
give his in return. His word is accepted as absolute truth,
and testimony when given by him is always voluntary and not
upon oath. Regular and orderly attendance upon his lectures,
with satisfactory progress in his class work, is regarded
by the Faculty as the index of upright conduct and sober living
on his part. Any failure in these particulars brings the
student at once under the attention of the authorities. He is
first admonished by his professors. If no reform is made he
is reproved by the Chairman and a report of his deficiencies
made to his friends at home. If he is still obdurate he is required
promptly to withdraw from the University. The penalties
of dismissal and of public expulsion are reserved for
such offences as drunkenness, dissoluteness and dishonorable
conduct.
What are the results of this government by influence?
They are not perfect. But who has devised a system for
the government of four hundred young men which gives
perfect results! Yet the method of the University has rendered
possible the introduction of the honor system in the
examinations, in which each man is allowed to guarantee the
honesty of his work by his personal pledge. It has established
a reverence for truthfulness and personal integrity so
great that no man who is known to have violated either the
one or the other can remain a member of the University. And
finally it has received the compliment of unacknowledged
imitation (at least as to outward form) from those who have
been its most interested and most unsparing critics.
FRUITS OF UNIVERSITY CULTURE.
If we enquire into the results of University training we find
again the fairest answer in a simple statement of facts. Of
the professors in the colleges, and universities of Virginia, 32
are Alumni of the University of Virginia; of 5 judges of the
Court of Appeals, 4 are University men; of the judges of the
may be pointed to in every department of intellectual activity.
During the past session (1887-88) of her 391 matriculates
242 were from Virginia; and of those there were 61 students
of law, 42 of medicine, 16 of engineering, and 25 were teachers
in the public schools of the State.
Nor is it in Virginia alone that the results of her culture
have been felt. In every Southern State her alumni occupy
honorable stations on the bench, on the bar, in the medical
profession, in the professoriate, in the pulpit.
In her first sixty years she has educated wholly or in part
2665 lawyers, 2504 physicians, 688 teachers, 340 clergymen.
Among her alumni have been 395 legislators, 179 judges,
62 congressmen, 6 governors, 2 cabinet ministers, 2 Speakers
of the House of Representatives.
Her children are her jewels!
Railway Facilities.
NO COUNTY in Virginia has better facilities for transportation.
The Chesapeake and Ohio, east and west,
and the Virginia Midland north and south, give every
portion of the county; excellent facilities for shipping, while
the southern limits of the county are served by the Richmond
and Alleghany. The Chesapeake and Ohio and the
Virginia Midland form a junction at Charlottesville, the centre
of the county, (where is located the handsomest and best
Union depot in Virginia), thus affording our citizens direct
and competing through communication with the vast net work
of railways which cover this country from the Atlantic to the
Pacific, and from the Gulf to Maine.
Our county roads are already in good conditions, but the
on until our highways are unsurpassed.
We are next door, so to speak, to all the good markets of
the seaboard, and in the centres of dense population. Grapes
and all perishable fruiis, gathered in the afternoon, can be
placed on the stands in New York by 6 o'clock the following
morning, and other markets can be reached with equal promptness.
Express is received and forwarded by every passenger
train; we have four mails daily from Washington and the north,
and three each day from Richmond and from Louisville and the
West. These facilities of communication enable the shipper
to keep posted as to the conditions of the markets.
Freight can be shipped via Virginia Midland to Washington,
the shipper having the choice of routes from the national
capital; or by way of Chesapeake and Ohio to Waynesboro,
thence north by the Shenandoah Valley, or to Staunton, and
continued north by the Baltimore and Ohio; or to Hanover
Junction, and thence by the Richmond and Fredericksburg to
Washington; or by the Chesapeake and Ohio to Richmond,
and thence by York River road to destination; or to Newport
News to the north and by water to New York, Boston, Philadelphia,
Providence or Europe, or other foreign countries.
Going west, freight will be sent via the Chesapeake and
Ohio to Cincinnati, and thence by any route to other western
cities.
Going south and southwest, by Virginia Midland to Lynchburg,
thence by Norfolk and Western to destination by way
of Bristol; or to Danville and thence by Richmond and Danville
to destination; or by the Chesapeake and Ohio to
Waynesboro, thence by Shenandoah Valley to Norfolk and
Western; or to Richmond and thence by Richmond and
Danville and Coast Line to destination. A reference to any
railroad map will at once show these advantages and substantiate
our claim of superiority over other counties.
| Albemarle County (Virginia.) | |