The Berkshire Reader




World War II Military Records



History of North Adams.



the New Testament were the principal reading books. So scarce and high were these books that the pupils loaned to each other, while to purchase them it was necessary to send to Williamstown or Pittsfield. The Young Man’s Companion was the first arithmetic in which federal currency was used. In the town records the earliest mention of federal currency was in 1798 — the Collector was to be paid three cents on the dollar. Previously, in Pike’s and other arithmetics, the old British denominations of £, s. d. were followed, and all accounts were so kept and notes so drawn.

The school books in use even so late as 1814 were limited in number and complex in character. There were some excellent reading books for high schools, but wholly, inappropriate for the common schools — such as the Columbian Orator and American Preceptor. Many of the highflown words in these books could scarcely be pronounced, much less understood by the pupils. The other school books were Morse—s Geography, Federal Currency, Pike’s Arithmetic and Murray’s Grammar, the last two of which would puzzle the brain and try the patience of a Doctor of Laws to fully comprehend them. And, indeed, these were but little used, for the reason that few teachers were competent to elucidate them and but few parents considered these branches of much practical value. The study of grammar was generally considered a waste of time, and so was that of arithmetic by the misses. Women it was thought needed only to understand housework. The love of learning was a genteel name for laziness.

Most of the scholars of that day graduated at from the ages of 11 to 14 years, — those who could work were taken from the schools young and made to do so. The schools were kept by men about three months in the winter and by women about three or four months in the summer. The wages of the male teachers was from $8 to $12 per month and board around; of females, $1 to $2, per week and board around. For such pay as this there can be no doubt but what some ill-educated and ill-mannered pedagoges were necessarilly engaged. It was often the case that teachers lacked either the mental qualifications for imparting knowledge, the powers of good government, or the genialty which won the love and respect of the pupils. There were many noble exceptions, but it is nevertheless a fact that school graduates retained a more lively idea of the imprints upon the palm of their hands with a beech “ruler” than of any lesson they received. Corporal punishment was the main reliance of the teachers, even of the gentler sex, and instead of blackboards, “black and blue” spots abounded.

Owing to the lack of system in instruction and the lack of knowledge and skill in many instructors, as well as the scanty time devoted to schooling our grand parents are wholly excusable for any deficiencies in culture. They could not learn more than was taught them, nor progress faster than the way was opened. The rising generation have ample facilities, not only provided, but urged upon them, and neglect or inattention on their part will be followed by lasting sorrow and inferiority. While their grand parents were allowed but a few mouthfulls, as it were, of education, the youth of the present day can enjoy a full and hearty meal.

As has been stated the village remained one district until 1841. A second school house was built on Center street in 1826, another at the Union in 1831. The school house on State street, now occupied by the Hoosac Valley News, was built in 1841, and the brick school house on Chestnut street in 1849.

Following is a copy of the schedule of property in this village, made out in 1841, for the purpose of assessment. It contrasts strikingly with one of the present day.





Edited and adapted from the original by Laurel O’Donnell
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