The True Benjamin Franklin. Fisher Sydney George

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СКАЧАТЬ languages had, he thought, smoothed the way for him, and he immediately began to study Latin, which had been dropped ever since, as a little boy, he had spent a year in the Boston Grammar School.

      From this circumstance he jumped to the conclusion that the usual method pursued in schools of studying Latin before the modern languages was all wrong. It would be better, he said, to begin with the French, proceed to the Italian, and finally reach the Latin. This would be beginning with the easiest first, and would also have the advantage that if the pupils should quit the study of languages, and never arrive at the Latin, they would have acquired another tongue or two which, being in modern use, might be serviceable to them in after-life.

      This suggestion, though extravagantly praised, has never been adopted, for the modern languages are now taught contemporaneously with Latin. It was an idea founded exclusively on a single and very unusual experience, without any test as to its general applicability. But all Franklin’s notions of education were extremely radical, because based on his own circumstances, which were not those of the ordinary youth, to whom all systems of education have to be adapted.

      He wished to entirely abolish Latin and Greek. They had been useful, he said, only in the past, when they were the languages of the learned and when all books of science and important knowledge were written in them. At that time there had been a reason for learning them, but that reason had now passed away. English should be substituted for them, and its systematic study would give the same knowledge of language-structure and the same mental training that were supposed to be attainable only through Latin and Greek. His own self-education had been begun in English. He had analyzed and rewritten the essays in Addison’s Spectator, and, believing that in this way he had acquired his own most important mental training, he concluded that the same method should be imposed on every one. He wished to set up the study of that author and of Pope, Milton, and Shakespeare as against Cicero, Virgil, and Homer.

      One of our most peculiar American habits is that every one who has a pet fancy or experience immediately wants it adopted into the public school system. We not uncommonly close our explanation of something that strikes us as very important by declaring, “and I would have it taught in the public schools.” It has even been suggested that the game of poker should be taught as tending to develop shrewdness and observation.

      Franklin’s foundation for all education was English. He would have also French, German, or Italian, and practical subjects, – natural science, astronomy, history, government, athletic sports, good manners, good morals, and other topics; for when one is drawing up these ideal schemes without a particle of practical experience in teaching it is so easy to throw in one thing after another which seems noble or beautiful for boys and girls to know. But English he naturally thought from his own experience was the gate-way to everything.

      In the course of his life Franklin received the honorary degree of doctor of laws from Harvard, Yale, Oxford, Edinburgh, and St Andrew’s, and he founded a college. It has been said in support of his peculiar theories of education that when, in 1776, the Continental Congress, which was composed largely of college graduates, was considering who should be sent as commissioner to France, the only member who knew enough of the language to be thoroughly eligible was the one who had never been near a college except to receive honorary degrees for public services he had performed without the assistance of a college training.

      This is, of course, an interesting statement; but as an argument it is of no value. Franklin could read French, but could not speak it, and he had to learn to do so after he reached France. By his own confession he never was able to speak it well, and disregarded the grammar altogether, – a natural consequence of being self-taught. John Adams and other members of the Congress could read French as well as Franklin; and when, in their turn, they went to France, they learned to speak it as fluently as he.

      In 1743 Franklin attempted to establish an academy in Philadelphia. The higher education was very much neglected at that time in the middle colonies. The nearest colleges were Harvard and Yale, far to the north in New England, and William and Mary, far to the south in Virginia. The Presbyterians had a few good schools in Pennsylvania of almost the grade of academies, but none in Philadelphia. The Quakers, as a class, were not interested in colleges or universities, and confined their efforts to elementary schools. People were alarmed at the ignorance in which not only the masses but even the sons of the best citizens were growing up, and it was the general opinion that those born in the colony were inferior in intelligence to their fathers who had emigrated from England.

      Franklin’s efforts failed in 1743 because there was much political agitation in the province and because of the preparations for the war with Spain in which England was about to engage; but in 1749 he renewed his attempt, and was successful. He was then a man of forty-three, had been married thirteen years, and had children, legitimate and illegitimate, to be educated. The Junto supported him, and in aid of his plan he wrote a pamphlet called “Proposals relating to the Education of Youth in Pennsylvania.”

      In this pamphlet he could not set forth his extreme views of education because even the most liberal people in the town were not in favor of them. Philadelphia was at that time the home of liberal ideas in the colonies. Many people were in favor of altering the old system of education and teaching science and other practical subjects in addition to Latin and Greek; but they did not favor abolishing the study of these languages, and they could not see the necessity of making English so all-important as Franklin wished. He was compelled, therefore, to conform his arguments to the opinions of those from whom he expected subscriptions, and he did this with his usual discretion, making, however, the English branches as important as was possible under the circumstances.

      The result of the pamphlet was that five thousand pounds were subscribed, and the academy started within a year, occupying a large building on Fourth Street, south of Arch, which had been built for the use of George Whitefield, the famous English preacher. It supplied a real need of the community and had plenty of pupils. Within six years it obtained a charter from the proprietors of the province, and became a college, with an academy and a charitable school annexed.

      A young Scotchman, the Rev. William Smith, was appointed to govern the institution, and was called the provost. He had very advanced opinions on education, holding much the same views as were expressed in Franklin’s proposals; but he was not in accord with Franklin’s extreme ideas.3 Those who intended to become lawyers, doctors, or clergymen should be taught to walk in the old paths and to study Latin and Greek; but the rest were to be deluged with a knowledge of accounts, mathematics, oratory, poetry, chronology, history, natural and mechanic philosophy, agriculture, ethics, physics, chemistry, anatomy, modern languages, fencing, dancing, religion, and everything else that by any chance might be useful.

      Thus the academy founded by Franklin became the College of Philadelphia, and as managed by Provost Smith it was a very good one and played a most interesting part in the life and politics of the colony. Its charter was revoked and its property confiscated during the Revolution, and another college was created, called the University of the State of Pennsylvania, which was worthless. Eleven years afterwards the old college was restored to its rights, and soon after that it was combined with the State University, and the union of the two produced the present University of Pennsylvania.4 It should, however, have been called Franklin University, which would have been in every way a better name.

      III

      RELIGION AND MORALS

      Franklin’s father and mother were Massachusetts Puritans who, while not conspicuously religious, attended steadily to their religious duties. They lived in Milk Street, Boston, near the Old South Church, and little Benjamin was carried across the street the day he was born and baptized in that venerable building.

      He was born on Sunday, January 6, 1706 (Old Style), and if it had occurred in one of the Massachusetts towns where the minister was very СКАЧАТЬ