New Site

Specific language in the Act made the funding for the new building contingent upon a requirement that “the citizens of Athens shall cause to be conveyed to the state in fee by the holders of the legal title thereof, by proper deed with general warranty of title and without expense to the state, a tract of twenty-six and four-tenths of acres of land adjoining said town of Athens known as the ‘Vermillion tract’, a blueprint with description being on file in the office of the state board of control, which board is hereby authorized to receive and accept the deed for said land.” 

It has been written in some accounts that some townspeople purchased the 26.4-acre tract of land from the Vermillion family and then donated it to the State in compliance with the Act. However, records indicate that this was not the case. While it is true that prior to the legislative session, Dr. D. H. Thornton sought and was granted a six-month option on January 16, 1911 to purchase the tract of land for $100 per acre, the option was not exercised by Dr. Thornton. Instead, by proper Deed dated March 1, 1911 (Deed Book 78, page 50), Stephen T. and Rhoda A. Vermillion, owners and holders of legal title to the 26.4-acre ‘Vermillion tract’ conveyed ownership and title directly to the State of West Virginia, at no cost to the State. (PDF copy of the Vermillion deed, which will open in a new window, is here.)

With the laying of the cornerstone with full Masonic honors on August 5, 1911 and the completion of the first new building “Old Main” on the new campus in Spring of 1912, a modern era on the new campus began, bringing to a close the initial 40-year chapter in the history of the Concord College.

In retrospect, among the major factors that determined the location of a normal school at Concord Church were (1) the concern that the leaders of the Legislature at that time had neglected areas of West Virginia and (2) the spirit and interest of the residents of Concord that led them to request a normal school be located in their community.  It goes without saying that had they not had the support of those in Princeton, as well as throughout southern West Virginia and elsewhere, all of their efforts would have been in vain.

The so-called neglected area represented about one-fourth of the total area of the new state West Virginia, and it represented one-fifth of its counties. It was a wilderness area, seeking to develop.  Educational needs were partially being met by subscription schools, offering elementary education. There were no high schools for secondary education, and, of course, there were no colleges for higher education.  But there was a need for formal education, for a system of public schools, and for trained teachers.  It was from this area that students later came to become teachers, and then to go home or elsewhere, to teach.

This concludes the historical perspective provided by Charles Baxter. Return to Early History by clicking here.