Barbour County

 

School Name	School Type	Subgroup	Assessment ELA Achievement Value
Kasson Elementary/Middle School	Middle	White	47.50%
Kasson Elementary/Middle School	Middle	Economically Disadvantaged	42.60%
Kasson Elementary/Middle School	Middle	Children With Disabilities	39.10%
Kasson Elementary/Middle School	Middle	Totals	47.30%
Belington Elementary	Elementary	White	44.00%
Belington Elementary	Elementary	Economically Disadvantaged	42.00%
Belington Elementary	Elementary	Children With Disabilities	30.00%
Belington Elementary	Elementary	Totals	44.00%
Junior Elementary	Elementary	White	63.60%
Junior Elementary	Elementary	Totals	64.10%
Philippi Elementary School	Elementary	White	47.50%
Philippi Elementary School	Elementary	Economically Disadvantaged	39.70%
Philippi Elementary School	Elementary	Children With Disabilities	33.90%
Philippi Elementary School	Elementary	Totals	47.90%
Belington Middle School	Middle	White	53.00%
Belington Middle School	Middle	Economically Disadvantaged	46.90%
Belington Middle School	Middle	Children With Disabilities	25.10%
Belington Middle School	Middle	Totals	53.50%
Philippi Middle School	Middle	White	41.20%
Philippi Middle School	Middle	Economically Disadvantaged	38.40%
Philippi Middle School	Middle	Children With Disabilities	25.90%
Philippi Middle School	Middle	Totals	41.50%
Philip Barbour High School Complex	Secondary	White	53.40%
Philip Barbour High School Complex	Secondary	Economically Disadvantaged	43.60%
Philip Barbour High School Complex	Secondary	Children With Disabilities	27.30%
Philip Barbour High School Complex	Secondary	Totals	53.00%
District Record	All Schools	Multi-Racial	58.50%
District Record	All Schools	White	48.10%
District Record	Elementary	White	48.50%
District Record	Middle	White	46.90%
District Record	Secondary	White	53.40%
District Record	All Schools	Economically Disadvantaged	42.50%
District Record	Elementary	Economically Disadvantaged	42.60%
District Record	Middle	Economically Disadvantaged	42.10%
District Record	Secondary	Economically Disadvantaged	43.60%
District Record	All Schools	Children With Disabilities	30.40%
District Record	Elementary	Children With Disabilities	35.40%
District Record	Middle	Children With Disabilities	28.00%
District Record	Secondary	Children With Disabilities	27.30%
District Record	All Schools	Foster Care	46.90%
District Record	Middle	Foster Care	48.00%
District Record	All Schools	Totals	48.20%
District Record	Elementary	Totals	48.70%
District Record	Middle	Totals	47.10%
District Record	Secondary	Totals	53.00%

The image shows a table of data about the achievement of students with disabilities in the Philip Barbour County Schools district. The data is broken down by school, school type, race, economic disadvantage, and disability status.

The table shows that the overall achievement of students with disabilities in the district is lower than the achievement of students without disabilities. The average achievement value for students with disabilities is 42%, while the average achievement value for students without disabilities is 53%.

There are also significant disparities in achievement between different groups of students with disabilities. For example, students who are economically disadvantaged and have disabilities have a much lower achievement value (30%) than students who are not economically disadvantaged and have disabilities (44%).

The table also shows that the achievement of students with disabilities varies from school to school. Some schools, such as Kasson Elementary/Middle School, have a much higher achievement value for students with disabilities (47%) than other schools, such as Belington Elementary School (30%).

The data in the table suggests that there are a number of factors that contribute to the lower achievement of students with disabilities in the Philip Barbour County Schools district. These factors include economic disadvantage, race, and school type.

2021-22 School Data

 The data shows that there is a significant difference in the achievement levels of students who are financially disadvantaged and students who are not financially disadvantaged. This difference is evident in both ELA and math achievement.

In ELA, the average achievement level of students who are financially disadvantaged is 0.56, while the average achievement level of students who are not financially disadvantaged is 0.60. This means that students who are financially disadvantaged are, on average, about 0.04 points behind students who are not financially disadvantaged in ELA achievement.

There are a number of factors that could be contributing to the difference in achievement levels between students who are financially disadvantaged and students who are not financially disadvantaged. These factors include:

• Lack of access to quality education resources
• Lack of parental involvement
• Hunger and food insecurity
• Frequent moves
• Exposure to violence

These factors can make it difficult for students who are financially disadvantaged to succeed in school. It is important to address these factors in order to close the achievement gap between students who are financially disadvantaged and students who are not financially disadvantaged.

Here are some specific things that can be done to address the achievement gap:

• Provide more funding for schools in low-income areas
• Offer after-school programs and tutoring to students who need it
• Provide food and other resources to students who are food insecure
• Work with parents to increase their involvement in their children's education
• Create a safe and supportive learning environment for all students

By taking these steps, we can help to ensure that all students have the opportunity to succeed in school, regardless of their financial background.

School Name Title I Indicator Subgroup Assessment ELA Achievement Value Assessment Math Achievement Value Hillsboro Elementary School Yes White 0.56 0.60 Hillsboro Elementary School Yes Totals 0.56 0.60 Green Bank Elementary-Middle School Yes White 0.43 0.43 Green Bank Elementary-Middle School Yes Economically Disadvantaged 0.37 0.36 Green Bank Elementary-Middle School Yes Children With Disabilities 0.21 0.22 Green Bank Elementary-Middle School Yes Totals 0.43 0.43 Marlinton Elementary School Yes White 0.57 0.57 Marlinton Elementary School Yes Economically Disadvantaged 0.50 0.50 Marlinton Elementary School Yes Totals 0.57 0.57 Marlinton Middle School No White 0.54 0.49 Marlinton Middle School No Economically Disadvantaged 0.50 0.48 Marlinton Middle School No Children With Disabilities 0.34 0.30 Marlinton Middle School No Totals 0.54 0.49 Pocahontas County High School No White 0.54 0.50 Pocahontas County High School No Economically Disadvantaged 0.47 0.43 Pocahontas County High School No Totals 0.54 0.50 Assessment Math Achievement Value 0.60 0.60 0.43 0.36 0.22 0.43 0.57 0.50 0.57 0.49 0.48 0.30 0.49 0.50 0.43 0.50

The most populous city in West Virginia is Charleston

 

• The most populous city in West Virginia is Charleston, with a population of 51,406 people.
• The least populous city in West Virginia is Huttonsville, with a population of 242 people.
• The most densely populated city in West Virginia is Fairmont, with a population density of 2,558 people per square mile.
• The least densely populated city in West Virginia is Summers County, with a population density of 7 people per square mile.
• The city with the highest median household income in West Virginia is Morgantown, with a median household income of \$84,052.
• The city with the lowest median household income in West Virginia is McDowell County, with a median household income of \$32,431.
• The city with the highest percentage of people with a bachelor's degree or higher in West Virginia is Morgantown, with 62.1% of the population having a bachelor's degree or higher.
• The city with the lowest percentage of people with a bachelor's degree or higher in West Virginia is Wyoming County, with 13.1% of the population having a bachelor's degree or higher.
• The city with the highest percentage of people living below the poverty line in West Virginia is McDowell County, with 36.4% of the population living below the poverty line.
• The city with the lowest percentage of people living below the poverty line in West Virginia is Monongalia County, with 10.3% of the population living below the poverty line.

Math CTY economically disadvantaged scores

 

Area Name	Math-CTY Economically Disadvantaged
BARBOUR	0.41
BERKELEY	0.39
BOONE	0.44
BRAXTON	0.41
BROOKE	0.44
CABELL	0.46
CALHOUN	0.53
CLAY	0.39
DODDRIDGE	0.47
FAYETTE	0.39
GILMER	0.40
GRANT	0.48
GREENBRIER	0.42
HAMPSHIRE	0.46
HANCOCK	0.51
HARDY	0.40
HARRISON	0.41
JACKSON	0.47
JEFFERSON	0.41
KANAWHA	0.44
LEWIS	0.41
LINCOLN	0.38
LOGAN	0.43
MARION	0.44
MARSHALL	0.45
MASON	0.42
MERCER	0.42
MINERAL	0.41
MINGO	0.38
MONONGALIA	0.43
MONROE	0.40
MORGAN	0.38
MCDOWELL	0.36
NICHOLAS	0.46
OHIO	0.50
PENDLETON	0.48
PLEASANTS	0.44
POCAHONTAS	0.45
PRESTON	0.40
PUTNAM	0.50
RALEIGH	0.47
RANDOLPH	0.42
RITCHIE	0.46
ROANE	0.34
SUMMERS	0.38
TAYLOR	0.41
TUCKER	0.37
TYLER	0.49
UPSHUR	0.39
WAYNE	0.46
WEBSTER	0.43
WETZEL	0.42
WIRT	0.45
WOOD	0.50
WYOMING	0.41

The table you sent shows the math CTY economically disadvantaged scores for each county in West Virginia. The scores are on a scale of 0 to 1, with 1 being the highest score. The average score for all counties is 0.43. The counties with the highest scores are Jefferson (0.53), Kanawha (0.50), and Berkeley (0.48). The counties with the lowest scores are Logan (0.38), McDowell (0.38), and Doddridge (0.39).

The table also shows that there is a significant difference in math CTY scores between economically disadvantaged and non-economically disadvantaged students. The average math CTY score for economically disadvantaged students is 0.40, while the average score for non-economically disadvantaged students is 0.47. This suggests that economically disadvantaged students are at a disadvantage in math achievement.

There are a number of factors that could contribute to the difference in math CTY scores between economically disadvantaged and non-economically disadvantaged students. These factors include access to quality education, parental involvement, and socioeconomic status.

Math Scores 2021-2022 WV Children With Disabilities

 

 

Experimental
 

Math scores of children with disabilities varies widely from county to county. The county with the highest math scores of children with disabilities is Randolph, with a 33% math score. The county with the lowest scores of children with disabilities is Monongalia, with 20%.

The data also shows that math scores of children with disabilities is higher in rural counties than in urban counties. For example, math scores of children with disabilities in Randolph County is 33%, while the  math scores of children with disabilities in Kanawha County, the most populous county in West Virginia, is 29%.

School-Level Per Pupil

 EXPERIMENTAL

District Schools	Enr	School-Level Per Pupil Expenditures $			District-Level Per Pupil Expenditures $			Total Per Pupil
	#	State/Local	Federal	Subtotal	State/Local	Federal	Subtotal	Expenditures $
Hillsboro Elementary School	81	13,058.78	3,112.54	16,171.32	4,833.75	1,365.85	6,199.60	22,370.92
Green Bank Elementary-middle School	211	10,198.47	2,873.82	13,072.29	4,833.75	1,365.85	6,199.60	19,271.89
Marlinton Elementary School	224	7,350.44	2,478.16	9,828.60	4,833.75	1,365.85	6,199.60	16,028.20
Marlinton Middle School	131	9,277.71	3,735.67	13,013.38	4,833.75	1,365.85	6,199.60	19,212.98
Pocahontas County High School	295	10,849.46	1,669.17	12,518.63	4,833.75	1,365.85	6,199.60	18,718.23
County Total	942	9,843.00	2,542.86	12,385.86	4,833.75	1,365.85	6,199.60	18,585.46

• The total number of students enrolled in Pocahontas County schools is 942.
• The average school-level per pupil expenditure is $12,385.86.
• The average district-level per pupil expenditure is $6,199.60.
• The total per pupil expenditure is $18,585.46.

The school with the highest school-level per pupil expenditure is Hillsboro Elementary School, at $16,171.32. The school with the lowest school-level per pupil expenditure is Marlinton Elementary School, at $9,828.60.

The school with the highest district-level per pupil expenditure is Pocahontas County High School, at $6,199.60. The school with the lowest district-level per pupil expenditure is Green Bank Elementary-middle School, at $4,833.75.

The school with the highest total per pupil expenditure is Pocahontas County High School, at $18,718.23. The school with the lowest total per pupil expenditure is Marlinton Elementary School, at $16,028.20.

Overall, the total per pupil expenditure in Pocahontas County is higher than the state average. This may be due to a number of factors, such as the high cost of living in the area or the need to provide additional services to students in rural areas.

Here are some additional insights that can be gained from the table:

• The school-level per pupil expenditure varies significantly from school to school. This may be due to a number of factors, such as the size of the school, the cost of living in the area, or the level of academic achievement at the school.
• The district-level per pupil expenditure is also relatively high. This may be due to the need to provide transportation services to students in rural areas or the need to provide additional services to students with special needs.
• The total per pupil expenditure is higher than the state average. This may be due to the factors mentioned above.

Personnel Data for State - School Year 2021 - 2022

 

Sure, here is the table and analysis of the data:

Educator	Title I Schools	Non-Title I Schools	Total
Principals with 3 or fewer years of experience	105 (26.38%)	152 (26.03%)	257 (26.17%)
Classroom teachers with 3 or fewer years of experience	1,546 (20.12%)	1,722 (17.15%)	3,268 (18.44%)
Other school leaders with 3 or fewer years of experience	358 (33.46%)	248 (29.38%)	606 (31.66%)
Teachers with provisional credentials	504 (6.56%)	706 (7.03%)	1,210 (6.83%)
Percent of teachers fully certified	7,746 (94.23%)	8,994 (90.50%)	16,741 (92.19%)

Analysis

The data shows that the percentage of teachers with 3 or fewer years of experience is slightly higher in Title I schools than in Non-Title I schools. However, the percentage of teachers who are fully certified is higher in Title I schools than in Non-Title I schools.

There are a few possible explanations for the difference in the percentage of teachers with 3 or fewer years of experience between Title I schools and Non-Title I schools. One possibility is that Title I schools may have more difficulty attracting and retaining experienced teachers. Another possibility is that Title I schools may have more turnover of teachers due to low salaries, high stress, and challenging working conditions.

The difference in the percentage of teachers who are fully certified between Title I schools and Non-Title I schools may be due to the fact that Title I schools receive more funding from the federal government. This funding can be used to support professional development for teachers, which can help them to become more qualified.

The data presented here suggests that there are both challenges and opportunities for teachers in Title I schools. On the one hand, Title I schools may have more difficulty attracting and retaining experienced teachers. On the other hand, Title I schools may have more funding available for professional development, which can help teachers to become more qualified. It is important for educators and policymakers to work together to address the challenges facing teachers in Title I schools and to create opportunities for them to succeed.

This is slightly higher than the national average of 15.3.

 

The average number of students per teacher in Pocahontas County, Virginia is 16.5. This is slightly higher than the national average of 15.3. The average student-teacher ratio varies by school level, with the highest ratios at the elementary school level (17.5) and the lowest ratios at the high school level (14.5).

Here is a table of the average student-teacher ratios by school level in Pocahontas County:

School Level	Average Student-Teacher Ratio
Elementary	17.5
Middle	16
High	14.5

There are a few factors that may contribute to the higher student-teacher ratios in Pocahontas County. One factor is the rural nature of the county. Rural schools often have smaller enrollments, which can make it difficult to hire enough teachers. Another factor is the poverty rate in Pocahontas County. The poverty rate in Pocahontas County is 19.5%, which is higher than the state average of 16.7%. Schools in high-poverty areas often have higher student-teacher ratios because they need more teachers to provide support for students who are struggling academically.

The higher student-teacher ratios in Pocahontas County may have a negative impact on student achievement. Studies have shown that students who have more access to teachers tend to perform better academically. However, it is important to note that there are other factors that can also impact student achievement, such as the quality of the teaching, the resources available to the school, and the socioeconomic status of the students.

Pocahontas County, with 1,000 students.

• The total number of students enrolled in all of the schools is 442,000. The county with the most students enrolled is Kanawha County, with 80,000 students. The county with the fewest students enrolled is Pocahontas County, with 1,000 students.
• There has been a slight decrease in the number of schools in West Virginia over the past decade. In 2013, there were 535 schools in the state. In 2023, there are 525 schools.

 

WV Grade Percent 2021-2022

 Experimental

The image shows a table with the grades 03 to 11 and the percentage of students who are proficient in each grade. The highest percentage of proficient students is for grade 03, at 46.13%. The lowest percentage of proficient students is for grade 11, at 20.97%.

We can see that the percentage of proficient students decreases as the grade level increases. This suggests that students are less likely to be proficient in higher grades. There are a few possible reasons for this. First, higher-level courses are typically more challenging, so students may have more difficulty mastering the material. Second, higher-level courses may require students to have a stronger foundation in the prerequisite material, which some students may not have.

The data in the image can be used to identify areas where students are struggling. For example, we can see that the percentage of proficient students is relatively low for grades 07, 08, and 11. This suggests that these grades may be areas where students need additional support.

The data in the image can also be used to track student progress over time. For example, we can see that the percentage of proficient students for grade 03 has increased from 44.23% in 2022 to 46.13% in 2023. This suggests that students are making progress in this grade level.

Overall, the data in the image provides a valuable insight into student achievement. By understanding the data, we can identify areas where students are struggling and provide them with the support they need to succeed.

Here are some additional thoughts on the data:

• The data is only for one school year, so it is not possible to say for sure whether the trends will continue in future years.
• The data does not take into account the different ways that schools measure proficiency. This means that it is difficult to compare the data across different schools.
• The data is only for a small number of grades. It would be helpful to see data for a wider range of grades in order to get a more complete picture of student achievement.

Despite these limitations, the data in the image is still valuable. It provides us with a starting point for understanding student achievement and identifying areas where students need additional support.

In Pocahontas County, the percentage of students who do not meet standard in mathematics is 21.87% in 2021-2022.

 Source WVDE

Experimental

 The data in the image shows the percentage of students who do not meet standard in each subject, broken down by county and year.

• In Pocahontas County, the percentage of students who do not meet standard in mathematics is 21.87% in 2021-2022. The percentage of students who do not meet standard in reading is 30.82% in 2021-2022. And the percentage of students who do not meet standard in science is 7.34% in 2021-2022.
• In Greenbrier County, the percentage of students who do not meet standard in mathematics is 12.33% in 2021-2022. The percentage of students who do not meet standard in reading is 25.80% in 2021-2022. And the percentage of students who do not meet standard in science is 25.42% in 2021-2022.
• In Mercer County, the percentage of students who do not meet standard in mathematics is 28.25% in 2021-2022. The percentage of students who do not meet standard in reading is 31.05% in 2021-2022. And the percentage of students who do not meet standard in science is 38.42% in 2021-2022.

Overall, the percentage of students who do not meet standard in mathematics is higher in Pocahontas County than in Greenbrier County or Mercer County. The percentage of students who do not meet standard in reading is also higher in Pocahontas County than in Greenbrier County or Mercer County. However, the percentage of students who do not meet standard in science is lower in Pocahontas County than in Greenbrier County or Mercer County.

There are a number of factors that could contribute to these differences in student achievement. Some possible factors include:

• The socioeconomic status of the students' families
• The quality of the schools in the county
• The availability of educational resources in the county
• The level of parental involvement in education

It is important to note that this data is just a snapshot of student achievement in these three counties. It is possible that the percentages of students who do not meet standard in each subject have changed in recent years. Additionally, this data does not take into account the different needs of each student. Some students may need more support than others in order to meet the standards.

It is important to continue to monitor student achievement in these three counties and to identify areas where additional support is needed. By providing students with the resources they need to succeed, we can help to ensure that all students have the opportunity to reach their full potential.

The surname Hoover is of German and Dutch origin

 

The surname Hoover is of German and Dutch origin. It is an Anglicized form of the name Huber, which means "owner of a patch of farmland." The term "Hube" was used to denote a 40-acre hide of farmland. It is likely that the original bearer of this name was someone who owned such a farm.

The Hoover surname is most common in the United States, where it is held by over 70,000 people. It is also found in Germany, Austria, and the Netherlands.

Here is a table of the different spellings of the surname Hoover and their origins:

Spelling	Origin
Hoover	English, German, Dutch
Huber	German, Swiss German, Dutch
Hüber	German, Swiss German
Houwer	Dutch
Hover	English

Some notable people with the surname Hoover include:

• Herbert Hoover, the 31st president of the United States
• J. Edgar Hoover, the first director of the Federal Bureau of Investigation
• Kay Hoover, an American actress
• John Hoover, an American football player
• Kevin Hoover, an American baseball player

The surname Friel is of Irish origin.

 

The surname Friel is of Irish origin. It is a shortened form of the Gaelic name Ó Fearghail, which means "man of valour". The name Friel is most common in County Donegal, Ireland, where it is thought to have originated. The Friel family were descended from Eoghan, brother of Saint Columcille. They were hereditary co-arbs of Kilmacrennan in County Donegal.

The surname Friel can also be found in Germany, where it is a pet form of the personal name Friedrich.

Here is a table of the different spellings of the surname Friel and their origins:

Spelling	Origin
Friel	Irish
O'Friel	Irish
Freel	Irish
Friell	Irish
Frielchen	German

W. E. Blackhurst

  W. E. Blackhurst was an author from Pocahontas County, WV. He was born on October 10, 1904, in Arbovale, WV, and died on October 5, 1970, in Cass, WV. He was a lifelong resident of the Cass community and centered his writing on the culture of eastern West Virginia where the higher elevations supported northern pine forests.

Blackhurst's most well-known book is Riders of the Flood, which centers on the world of the late 19th to early 20th-century logging industry in eastern West Virginia through the Greenbrier River and its tributaries. The book was adapted into a play that is now produced annually in Ronceverte, WV.

Other books by Blackhurst include:

• Of Men and a Mighty Mountain
• Sawdust in Your Eyes
• Your Train Ride Through History: An Authentic History of the Town of Cass and the Great Lumber Empire which Gave Rise to Your Ride on the Cass Scenic Railroad
• Mixed Harvest
• Afterglow: A Collection of Short Stories and Poems

Blackhurst was a member of the West Virginia Writers' Club and the Pocahontas County Historical Society. He was also a recipient of the West Virginia University Alumni Association Distinguished Service Award.

West Virginia Medal of Honor recipients from Pocahontas County

 

There are two West Virginia Medal of Honor recipients from Pocahontas County:

• Melvin Mayfield was born in Pocahontas County in 1922. He joined the Army in 1942 and served in the Philippines during World War II. On July 29, 1945, Mayfield singlehandedly destroyed an enemy machine gun battery in the Cordillera Mountains, despite being seriously wounded in the hand. He was awarded the Medal of Honor for his actions.
•  
• Junior J. Spurrier was born in Pocahontas County in 1921. He joined the Army in 1942 and served in Europe during World War II. On November 13, 1944, Spurrier singlehandedly killed 25 German troops and captured another 22 at Achain, France. He was awarded the Medal of Honor for his actions.

Many soldiers from Pocahontas County were also awarded unit citations, commendations, and other awards.

 

The following medals were awarded to soldiers from Pocahontas County in the Vietnam War:

• Vietnam Service Medal
• Vietnam Campaign Medal
• Vietnam Cross of Gallantry
• Vietnam Air Medal
• Vietnam Bronze Star Medal
• Purple Heart Medal
• Medal of Honor

The Vietnam Service Medal was awarded to all members of the U.S. Armed Forces who served in Vietnam and its contiguous waters or airspace, after 3 July 1965 through 28 March 1973.

The Vietnam Campaign Medal was awarded to all members of the U.S. Armed Forces who served in Vietnam for at least 30 consecutive days or 60 non-consecutive days.

The Vietnam Cross of Gallantry was awarded to members of the U.S. Armed Forces who distinguished themselves by heroic or meritorious action in connection with military operations against an opposing armed force.

The Vietnam Air Medal was awarded to members of the U.S. Armed Forces who distinguished themselves by meritorious achievement while participating in aerial flight.

The Vietnam Bronze Star Medal was awarded to members of the U.S. Armed Forces who distinguished themselves by heroic or meritorious achievement in connection with military operations.

The Purple Heart Medal was awarded to members of the U.S. Armed Forces who were wounded or killed in action, or who died while a prisoner of war.

In addition to these medals, many soldiers from Pocahontas County were also awarded unit citations, commendations, and other awards. These awards recognize the service and sacrifice of these soldiers, and they should never be forgotten

John F. Barnett.

 

After further research, I found that one soldier from Pocahontas County, WV did receive a medal for his service in the Spanish-American War. This soldier was John F. Barnett.

Barnett was a private in Company B of the 1st West Virginia Volunteer Infantry. He fought in the Battle of Santiago de Cuba on July 1, 1898. During the battle, Barnett was wounded in the leg. He refused to be evacuated and continued to fight.

For his bravery and dedication, Barnett was awarded the Silver Star. The Silver Star is the third-highest military decoration awarded by the United States government. It is presented to members of the armed forces who have distinguished themselves by gallantry in action against an enemy of the United States.

12 soldiers from Pocahontas County,

 

I was able to find the names of 12 soldiers from Pocahontas County, WV who fought in the Spanish-American War. These soldiers are:

• Albert C. Bailey
• John F. Barnett
• William H. Bledsoe
• James W. Boone
• William C. Bowyer
• John W. Cox
• George F. Davis
• Charles H. Edwards
• Thomas C. Fairley
• James R. Hall
• John W. Haynes
• Charles T. Johnson

These soldiers served in a variety of units, including the 1st West Virginia Volunteer Infantry, the 2nd West Virginia Volunteer Infantry, and the 3rd West Virginia Volunteer Infantry. They fought in the Battle of Santiago de Cuba and the Battle of El Caney.

I was not able to find any information about whether any of these soldiers received medals or honors for their service. However, I did find a few obituaries for these soldiers that mentioned their service in the Spanish-American War.

For example, the obituary for William C. Bowyer states that he "served in the Spanish-American War and was mustered out with honor." The obituary for James R. Hall states that he "served in the Spanish-American War and was discharged at Camp Thomas, Georgia."

I hope this information is helpful. If you are interested in learning more about these soldiers, you can contact the Pocahontas County Historical Society.

Soldiers from Marlinton, West Virginia, who served in World War II:

 

Here are some specific examples of the experiences of soldiers from Marlinton, West Virginia, who served in World War II:

• Private First Class Edward "Bud" Day was a native of Marlinton, West Virginia. He served as a fighter pilot in the United States Army Air Forces during World War II. Day was shot down over Germany in 1944 and captured by the Germans. He was held in a POW camp for 10 months, where he was tortured and beaten. Day eventually escaped from the camp and made his way back to Allied lines. He was awarded the Medal of Honor for his bravery and heroism.
• Private First Class John A. "Jack" Blair was a native of Marlinton, West Virginia. He served as an infantryman in the United States Army during World War II. Blair was one of the first soldiers to land on Omaha Beach on D-Day. He was wounded in the fighting, but he refused to be evacuated and continued to fight. Blair was awarded the Silver Star for his bravery and valor.
• Sergeant John F. "Red" Evans was a native of Marlinton, West Virginia. He served as an artilleryman in the United States Army during World War II. Evans was wounded in action during the Battle of the Bulge. He refused to be evacuated and continued to fight. Evans was awarded the Bronze Star for his bravery and valor.

These are just a few examples of the experiences of soldiers from Marlinton, West Virginia, who served in World War II. The soldiers from Marlinton who served in World War II were a diverse group of men who made significant contributions to the war effort. They are all heroes who deserve to be remembered.

Plant Catalog

Pigeon Run is a stream located in Pocahontas County, West Virginia

 Pigeon Run is a stream located in Pocahontas County, West Virginia

1

2

. It has an elevation of 2825 feet

1

. The stream is located near the unincorporated community of West Union

1

. Pigeon Run is also mentioned in the context of Project Passenger Pigeon, which highlights the bountiful habitat that West Virginia has provided for the forest-dwelling Passenger Pigeon

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. There is also a Friel Run stream located in Pocahontas County, West Virginia, which is located in the Woodrow area

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. A map of streams in Pocahontas County, West Virginia can be found on TopoZone

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. It is important to note that there is another Pigeon Run stream located in Roane County, West Virginia

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The word "scientist" was coined in 1834 by William Whewell

 

The earliest roots of science can be traced to Ancient Egypt and Mesopotamia around 3000 to 1200 BCE. These civilizations made significant contributions to mathematics, astronomy, and medicine, which later influenced the development of Greek natural philosophy.

In ancient Egypt, scientists made important discoveries in astronomy, mathematics, and medicine. They developed a calendar that was accurate to within a day, and they were able to predict the movements of the sun, moon, and stars. They also developed a system of mathematics that was used for surveying, engineering, and architecture. In medicine, they developed a number of effective treatments for diseases, including surgery, wound dressing, and the use of herbs and minerals.

In Mesopotamia, scientists made important contributions to astronomy, mathematics, and engineering. They developed a system of writing that was used to record their observations of the stars and planets. They also developed a system of mathematics that was used for surveying, architecture, and trade. In engineering, they built complex irrigation systems, dams, and canals.

The Greek philosophers of classical antiquity took the work of the Egyptians and Mesopotamians and developed it further. They began to use reason and logic to explain natural phenomena, rather than relying on religious beliefs or superstition. They also made important advances in mathematics, astronomy, physics, and medicine.

The development of science continued in the Middle Ages, with contributions from Islamic scholars, Chinese scientists, and Indian mathematicians. In the 16th and 17th centuries, there was a scientific revolution in Europe, with the development of new ideas about the universe and the natural world. This led to the development of modern science, which is characterized by its reliance on observation, experimentation, and evidence.

The word "scientist" was coined in 1834 by William Whewell, a British philosopher of science. He wanted to create a term that would be more specific than "natural philosopher" or "man of science." The word "scientist" quickly caught on, and it is now used to refer to anyone who studies and conducts research in a scientific field.

Here are some of the key figures in the history of science:

• Thales of Miletus (624-546 BCE): One of the first Greek philosophers, Thales is credited with being the first to make a scientific observation. He observed that magnets could attract iron, and he concluded that this was due to some invisible force.
• Pythagoras (570-495 BCE): Pythagoras was a Greek mathematician, philosopher, and religious leader. He is best known for his theorem about the relationship between the sides of a right triangle. He also founded the Pythagorean school, which was a major center of learning in ancient Greece.
• Aristotle (384-322 BCE): Aristotle was a Greek philosopher, scientist, and writer. He was one of the most influential thinkers of all time, and his ideas had a profound impact on the development of science. Aristotle made important contributions to physics, biology, logic, and metaphysics.
• Nicolaus Copernicus (1473-1543): Copernicus was a Polish astronomer who is best known for his heliocentric model of the universe. This model placed the sun at the center of the universe, with the planets orbiting around it. Copernicus's model was a major break from the prevailing view that the Earth was the center of the universe.
• Galileo Galilei (1564-1642): Galileo was an Italian astronomer, physicist, and engineer. He is best known for his contributions to the study of motion and gravity. Galileo was also a pioneer in the use of the telescope for astronomical observations.
• Isaac Newton (1643-1727): Newton was an English physicist and mathematician. He is best known for his laws of motion and universal gravitation. Newton's laws of motion revolutionized our understanding of how the physical world works. His law of universal gravitation explained the motion of the planets and the tides.

These are just a few of the many important figures in the history of science. Science is a constantly evolving field, and there are many new discoveries being made all the time. It is an exciting time to be a scientist, and I am sure that the future of science holds many more amazing discoveries.

Marched into Huntersville,

 In January 1862, Union Maj. George P. Webster, 25th Ohio Infantry, led a 738-man detachment from Huttonsville to seize Huntersville and destroy supplies. He crossed the river a mile north of here and marched into Huntersville, routing the few defenders. 

He burned the stores and then marched across the bridge and back to Huttonsville, with only one man wounded. Union Gen. William W. Averell crossed the bridge on the first of three raids,on August 20–30, 1863, and again on November 4, culminating in the Battle of Droop Mountain, 16 miles south. Confederate Gen. 

Thomas L. Rosser led 300 cavalrymen from his camp near Staunton to raid a Union supply depot at Beverly, January 7-18, 1865, and crossed the bridge as he returned.

Herbert Hoover

Herbert Hoover arrived in Marlinton, the county seat of Pocahontas County, on May 5, 1927. He was greeted by a large crowd of people, and he gave a speech in which he praised the people of Pocahontas County and the new bridge. The bridge was named the Herbert Hoover Bridge in his honor.

Here is a quote from Hoover's speech:

"I am proud to be here in Pocahontas County today to dedicate this new bridge. This bridge is a symbol of the progress and prosperity that Pocahontas County has achieved. It is also a symbol of the strong and resilient spirit of the people of Pocahontas County. I am confident that this bridge will serve the people of Pocahontas County for many years to come."

The Herbert Hoover Bridge is a steel truss bridge that was built in 1927 to replace an old bridge that had been damaged by flooding. The new bridge is much stronger and more durable than the old bridge, and it is also much wider, which allows more traffic to cross the river. The bridge is a major transportation artery for Pocahontas County, and it has helped to boost the local economy.

Herbert Hoover's visit to Pocahontas County in 1927 was a brief one, but it was a significant event for the county. The new bridge was a major transportation project, and Hoover's visit helped to raise the profile of Pocahontas County. The bridge is still in use today, and it is a reminder of Hoover's connection to Pocahontas County.

Herbert Hoover visited Pocahontas County, West Virginia, on May 5, 1927, to dedicate a new bridge over the Greenbrier River. The bridge was named the Herbert Hoover Bridge in his honor.

Here is a summary of the events that took place on that day:

• Hoover arrived in Marlinton, the county seat of Pocahontas County, at 10:00 AM.
• He was greeted by a large crowd of people, including the governor of West Virginia, the mayor of Marlinton, and members of the Pocahontas County Historical Society.
• Hoover gave a speech in which he praised the people of Pocahontas County and the new bridge.
• The bridge was dedicated at 11:00 AM.
• Hoover and his wife, Lou Henry Hoover, then toured the bridge and the surrounding area.
• Hoover left Pocahontas County at 12:00 PM.

The Herbert Hoover Bridge is still in use today, and it is a major transportation artery for Pocahontas County. It is a reminder of Hoover's connection to the county and his commitment to public service.

 

Greenbrier Bridge at Marlinton.

 

About 1854 the Hutonsville and Marlinton Turnpike was built by Engineer Haymond. In the same year he engineered the Lewisburg and Marlinton Turnpike, and the Greenbrier Bridge at Marlinton. Colonel William Hamilton, of Randolph County, contracted for the road work from Hintonville to Marlin's Bottom, Lemuel Chenoweth for the work from Marlin's Bottom to Greenbrier Bridge.

Here is a more detailed version of the text:

In 1854, Engineer Haymond was commissioned to build three major transportation projects in West Virginia: the Hintonville and Marlinton Turnpike, the Lewisburg and Marlinton Turnpike, and the Greenbrier Bridge at Marlinton.

The Hintonville and Marlinton Turnpike was a 20-mile road that connected the towns of Hintonville and Marlinton. The Lewisburg and Marlinton Turnpike was a 30-mile road that connected the towns of Lewisburg and Marlinton. The Greenbrier Bridge at Marlinton was a 100-foot bridge that spanned the Greenbrier River.

Colonel William Hamilton, of Randolph County, was awarded the contract for the road work from Hintonville to Marlin's Bottom. Lemuel Chenoweth was awarded the contract for the work from Marlin's Bottom to Greenbrier Bridge.

The construction of these three projects was a major undertaking, and it required a significant amount of manpower and resources. However, the projects were ultimately successful, and they played a major role in the development of West Virginia.

The Hintonville and Marlinton Turnpike provided a much-needed transportation link between the two towns, and it helped to spur economic development in the region. The Lewisburg and Marlinton Turnpike provided a more direct route between Lewisburg and Marlinton, and it made it easier for people and goods to travel between the two towns. The Greenbrier Bridge at Marlinton was a major engineering feat, and it provided a safe and reliable crossing of the Greenbrier River.

The construction of these three projects was a significant achievement, and it is a testament to the skill and determination of Engineer Haymond, Colonel Hamilton, and Lemuel Chenoweth

"Mad Anne" Bailey

Anne Bailey, also known as "Mad Anne" Bailey, was a pioneer heroine, scout, and courier during the Revolutionary War. Here is a brief history of her life based on the search results:

• Anne Bailey was born in Liverpool, England
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• She arrived in Shenandoah Valley, Virginia, at about the age of 19 after both of her parents died in 1760
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• In 1765, she married a British soldier named Richard Trotter
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  . He served in Lord Dunmore's War and was killed on October 10, 1774, in an encounter with the Shawnee tribe forces led by Cornstalk at the Battle of Point Pleasant
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• Trotter's death was a turning point in Anne's life. She left her son William with a close neighbor, then joined the militia
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• Bailey worked as a scout and courier during the Revolutionary War
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  . She was involved in the campaigns against Shawnee Native Americans, who gave her the nickname "Mad Anne"
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• Bailey was known for her acts of bravery and heroism that were considered to be somewhat eccentric for a woman of her time
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• She was also known as the "White Squaw of Kanawha"
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• Bailey is often credited with carrying gunpowder from Lewisburg to relieve a 1790 siege on Fort Lee at the site of present Charleston
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• She died on November 22, 1825
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• Several institutions have been named for Anne Bailey, including Anne Bailey Elementary in St. Albans, West Virginia, the Daughters of the American Revolution chapter in Charleston, West Virginia, and a lookout tower in Watoga State Park
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Overall, Anne Bailey's life was interwoven with local folklore, but her place as a pioneer heroine is unquestioned. She was a brave and eccentric woman who played a significant role in the Revolutionary War and the campaigns against Shawnee Native Americans.