The History of Education in Northampton

THE HISTORY OF EDUCATION IN NORTHAMPTON.

by J. B. Dalby, Superintendent.

(1885)

The history of education in Northampton is not easily written, because no one as I believe, has ever attempted to write it before; hence there are few facts treasured up from which any one can draw information. For more than a century there was really no system of education.

There has never been any school of distinction in the county, so the people have always been dependent upon higher schools in other places for anything better than what might be termed an "old-field education." The children of such as were rich enough to afford it, have always been sent out of the county to institutions of learning, where they were fitted to take their places in society as professional men or accomplished women. Our lawyers and doctors always came from the families of those who owned sufficient property to enable them to educate their sons at some place of learning away from home.

For a long time there was what we termed the "old-field school" -- a log-house, or a poorly-framed one at best -- where children of all classes picked up some little knowledge, the poorer children's always ending at this school.

About eighteen miles north of Cape Charles, and three miles from the ocean, one of these houses was situated. It was built of round pine logs, with a plank roof, eight panes of glass constituting the windows; but there were running nearly the whole length of the house, two heavy slabs, which were often hoisted to give a little additional light to the school room -- and I have seen the fingers of many a boy mashed by letting them prematurely fall when closing the house for the night. The benches were rough boards, into which sticks were driven for legs. There was no fireplace, but from the roof went up a chimney built of plank, which was constantly set on fire by the boys for fun or mischief, as they had only to kick the fire, and the sparks would almost invariably catch to the soot accumulated upon the boards. Some poles were always kept for punching out the fire; there was also a bunch of rods for the purpose of setting fire to the backs of the boys, some of which were put in active use every day. Many of the older people remember this house, familiarly known as "Frog Mortar."

The schools were taught sometimes by qualified teachers, men who were teaching for convenience, while waiting and watching until something better should turn up, or by some student of law or medicine, until such time as they should be able to make their debut as professional men. But at no time, do I remember, were they taught by men who expected to make teaching a profession, unless it was by one of those ignoramuses who could impose upon the patrons, and make more money in this way, than by some other occupation for which he was much better qualified.

There were Creakles and Squeerses in abundance, but there was no Dotheboys' Hall, yet I recollect one poor Smike whose miserable days were shortened by the cruelties of one of those ignorant and tyrannical pedagogues. I call to mind one to whom it was my misfortune to be sent when a small boy. If this man had any qualification that entitled him to enter a school-house, it was that he had a limber hand and could flog the boys with more cruelty than any other in the neighborhood. It is a truth, however, that flogging the pupils in those days was considered the greatest essential for a successful school, and was indulged in by the teacher as a great luxury. I do not think that I learned much with this man, but one thing I know I did learn, and that was to hate him, nor have I forgotten that lesson yet. I have heard some ludicrous stories of how the old-time teacher used to teach the alphabet, by a sort of jingling harmony of sound. Thus A, bushel fa; E, bushel fe; and I, bushel fy; and so on through the vowels, at least. Then again, b-l-a, bla ; b-l-e, ble ; b-l-i, blidybli; b-l-o, blo; blidybliblo; b-l-u, blu ; blidy, bli, bio, blu, &c. Whether this was really so or not, I do not know, but it is certain that the manner of spelling has so changed that it requires a good scholar and much patience to read the records of two hundred years ago, which may be seen in our clerk's office at the present time.

Sixty years ago, perhaps much earlier, there was what was called a Literary Fund, for the purpose of educating a few of those who were too poor to go to school on any other terms. This fund was such a mere pittance, that only a few could be benefited by it; these were mostly children who, by some misfortune, were rendered incapable of supporting themselves by manual labor, so it was thought a little learning might help them in their struggle for a living. The manner, however, of entering any school by the help of this Literary Fund was looked upon with much disfavor, as it was supposed to establish caste or class distinction, and those benefited by it were classed as pauper children. Hence, a feeling of pride, perhaps false pride, kept the children from much of the benefit that might have been derived from it. About the year 1848, the State provided a sort of public free school system. It left to each county the privilege of adopting or rejecting it, while each county that adopted it assumed the responsibility of meeting the entire expenses.

This system of free schools was strongly urged upon the people by Henry A. Wise, Lucius H. Chandler (although he was not a resident of the State), and by other influential men, and the county availed herself of the opportunity of now -- for the first time -- giving to all her children a fair start in the race for an education. Trustees were elected, whose duties were similar to those of the trustees of the present system; a clerk was chosen, who constituted a board of education, whose business was to examine applicants for teachers and to keep a record of the business of the schools. Although there were no colored children to educate, the system was an expensive one. Books were furnished all the pupils, and I must say there was a reckless waste of them. Taxes were increased some years eighty or ninety per cent., but the people did not complain much. Then, as now, the schools were popular with those who had been heretofore unable to send their children, while rich and poor being upon a perfect equality in the school-room, there was no jealousy nor bitterness. Soon, however, the war came, ending what seemed to promise so much. Some of the school-houses were burned, after the war the others were sold, and so the people were left almost destitute of any manner of education for several years, or until the establishment of the present system, since which the schools have continued to increase in number of houses and pupils, and I hope in efficiency, up to the present time.

It may be worth while to give a little synopsis of the progress of the schools since 1871.

1885 -- The schools have opened with a small additional number of pupils.

There are still some school-houses needed, but the funds are not sufficient to warrant their erection, because it would make the session too short. Besides the public schools, there are several excellent and flourishing private schools.