of the Rise or Fall of any Man's Character, Fortune, Power &c. mention'd
in History; the Advantages of Temperance, Order, Frugality, Industry,
Perseverance &c., &c. Indeed the general natural Tendency of Reading
good History must be, to fix in the Minds of Youth deep Impressions of
the Beauty and Usefulness of Virtue of all Kinds, Publick Spirit,
Fortitude, &c.
_History_ will show the wonderful Effects of ORATORY, in governing,
turning and leading great Bodies of Mankind, Armies, Cities, Nations.
When the Minds of Youth are struck with Admiration at this, then is the
Time to give them the Principles of that Art, which they will study with
Taste and Application. Then they may be made acquainted with the best
Models among the antients, their Beauties being particularly pointed out
to them. Modern Political Oratory being chiefly performed by the Pen and
Press, its Advantages over the Antient in some Respects are to be shown;
as that its Effects are more extensive, more lasting, &c.
_History_ will also afford frequent Opportunities of showing the
Necessity of a _Publick Religion_, from its Usefulness to the Publick;
the Advantage of a Religious Character among private Persons; the
Mischiefs of Superstition, &c. and the Excellency of the CHRISTIAN
RELIGION above all others antient or modern.
_History_ will also give Occasion to expatiate on the Advantage of Civil
Orders and Constitutions; how Men and their Properties are protected by
joining in Societies and establishing Government; their Industry
encouraged and rewarded, Arts invented, and Life made more comfortable:
The Advantages of _Liberty_, Mischiefs of _Licentiousness_, Benefits
arising from good Laws and a due Execution of Justice, &c. Thus may the
first Principles of sound _Politicks_ be fix'd in the Minds of Youth.
On _Historical_ Occasions, Questions of Right and Wrong, Justice and
Injustice, will naturally arise, and may be put to Youth, which they may
debate in Conversation and in Writing. When they ardently desire
Victory, for the Sake of the Praise attending it, they will begin to
feel the Want, and be sensible of the Use of _Logic_, or the Art of
Reasoning to _discover_ Truth, and of Arguing to _defend_ it, and
_convince_ Adversaries. This would be the Time to acquaint them with the
Principles of that Art. Grotius, Puffendorff, and some other Writers of
the same Kind, may be used on these Occasions to decide their Disputes.
Publick Disputes warm the Imagination, whet the Industry, and strengthen
the natural Abilities.
When Youth are told, that the Great Men whose Lives and Actions they
read in History, spoke two of the best Languages that ever were, the
most expressive, copious, beautiful; and that the finest Writings, the
most correct Compositions, the most perfect Productions of human Wit and
Wisdom, are in those Languages, which have endured Ages, and will endure
while there are Men; that no Translation can do them Justice, or give
the Pleasure found in Reading the Originals; that those Languages
contain all Science; that one of them is become almost universal, being
the Language of Learned Men in all Countries; that to understand them is
a distinguishing Ornament, &c. they may be thereby made desirous of
learning those Languages, and their Industry sharpen'd in the
Acquisition of them. All intended for Divinity, should be taught the
_Latin_ and _Greek_; for Physick, the _Latin_, _Greek_, and _French_;
for Law, the _Latin_ and _French_; Merchants, the _French_, _German_,
and _Spanish_: And though all should not be compell'd to learn _Latin_,
_Greek_, or the modern foreign Languages; yet none that have an ardent
Desire to learn them should be refused; their _English_, Arithmetick and
other Studies absolutely necessary, being at the same Time not neglected.
If the new _Universal History_ were also read, it would give a
_connected_ Idea of human Affairs, so far as it goes, which should be
follow'd by the best modern Histories, particularly of our Mother
Country; then of these Colonies; which should be accompanied with
Observations on their Rise, Encrease, Use to _Great Britain_,
Encouragements, Discouragements, etc. the Means to make them flourish,
secure their Liberties, &c.
With the History of Men, Times, and Nations, should be read at proper
Hours or Days, some of the best _Histories of Nature_, which would not
only be delightful to Youth, and furnish them with Matter for their
Letters, &c. as well as other History; but afterwards of great Use to
them, whether they are Merchants, Handicrafts, or Divines; enabling the
first the better to understand many Commodities, Drugs, &c; the second
to improve his Trade or Handicraft by new Mixtures, Materials, &c., and
the last to adorn his Discourses by beautiful Comparisons, and
strengthen them by new Proofs of Divine Providence. The Conversation of
all will be improved by it, as Occasions frequently occur of making
Natural Observations, which are instructive, agreeable, and entertaining
in almost all Companies. _Natural History_ will also afford
Opportunities of introducing many Observations, relating to the
Preservation of Health, which may be afterwards of great Use.
_Arbuthnot_ on Air and _Aliment_, _Sanctorius_ on Perspiration, _Lemery_
on Foods, and some others, may now be read, and a very little
Explanation will make them sufficiently intelligible to Youth.
While they are reading Natural History, might not a little _Gardening_,
_Planting_, _Grafting_, _Inoculating_, etc., be taught and practised;
and now and then Excursions made to the neighbouring Plantations of the
best Farmers, their Methods observ'd and reason'd upon for the
Information of Youth? The Improvement of Agriculture being useful to
all, and Skill in it no Disparagement to any.
The History of _Commerce_, of the Invention of Arts, Rise of
Manufactures, Progress of Trade, Change of its Seats, with the Reasons,
Causes, &c., may also be made entertaining to Youth, and will be useful
to all. And this, with the Accounts in other History of the prodigious
Force and Effect of Engines and Machines used in War, will naturally
introduce a Desire to be instructed in _Mechanicks_, and to be inform'd
of the Principles of that Art by which weak Men perform such Wonders,
Labour is sav'd, Manufactures expedited, &c. This will be the Time to
show them Prints of antient and modern Machines, to explain them, to let
them be copied, and to give Lectures in Mechanical Philosophy.
With the whole should be constantly inculcated and cultivated, that
_Benignity of Mind_, which shows itself in _searching for_ and _seizing_
every Opportunity _to serve_ and _to oblige_; and is the Foundation of
what is called GOOD BREEDING; highly useful to the Possessor, and most
agreeable to all.
The Idea of what is _true Merit_ should also be often presented to
Youth, explain'd and impress'd on their _Minds_, as consisting in an
_Inclination_ join'd with an _Ability_ to serve Mankind, one's Country,
Friends and Family; which _Ability_ is (with the Blessing of God) to be
acquir'd or greatly encreas'd by _true Learning_; and should indeed be
the great _Aim_ and _End_ of all Learning.
IDEA OF THE ENGLISH SCHOOL
Sketch'd out for the Consideration of the Trustees of the Philadelphia
Academy [1751][34]
It is expected that every Scholar to be admitted into this School, be at
least able to pronounce and divide the Syllables in Reading, and to
write a legible Hand. None to be receiv'd that are under ---- Years of
Age.
FIRST OR LOWEST CLASS
Let the first Class learn the _English Grammar_ Rules, and at the same
time let particular Care be taken to improve them in _Orthography_.
Perhaps the latter is best done by _Pairing_ the Scholars, two of those
nearest equal in their Spelling to be put together; let these strive for
Victory, each propounding Ten Words every Day to the other to be spelt.
He that spells truly most of the other's Words, is Victor for that Day;
he that is Victor most Days in a Month, to obtain a Prize, a pretty neat
Book of some Kind useful in their future Studies. This Method fixes the
Attention of Children extreamly to the Orthography of Words, and makes
them good Spellers very early. 'Tis a Shame for a Man to be so ignorant
of this little Art, in his own Language, as to be perpetually
confounding Words of like Sound and different Significations; the
Consciousness of which Defect, makes some Men, otherwise of good
Learning and Understanding, averse to Writing even a common Letter.
Let the Pieces read by the Scholars in this Class be short, such as
_Croxall's_ Fables,[35] and little Stories. In giving the Lesson, let it
be read to them; let the Meaning of the difficult Words in it be
explained to them, and let them con it over by themselves before they
are called to read to the Master, or Usher; who is to take particular
Care that they do not read too fast, and that they duly observe the
Stops and Pauses. A Vocabulary of the most usual difficult Words might
be formed for their Use, with Explanations; and they might daily get a
few of those Words and Explanations by Heart, which would a little
exercise their Memories; or at least they might write a Number of them
in a small Book for the Purpose, which would help to fix the Meaning of
those Words in their Minds, and at the same Time furnish every one with
a little Dictionary for his future Use.
THE SECOND CLASS
to be taught Reading with Attention, and with proper Modulations of the
Voice, according to the Sentiments and Subject.
Some short Pieces, not exceeding the Length of a _Spectator_, to be
given this Class as Lessons (and some of the easier _Spectators_ would
be very suitable for the Purpose.) These Lessons might be given over
Night as Tasks, the Scholars to study them against the Morning. Let it
then be required of them to give an Account, first of the Parts of
Speech, and Construction of one or two Sentences; this will oblige them
to recur frequently to their Grammar, and fix its principal Rules in
their Memory. Next of the _Intention_ of the Writer, or the _Scope_ of
the Piece; the Meaning of each Sentence, and of every uncommon Word.
This would early acquaint them with the Meaning and Force of Words, and
give them that most necessary Habit, of Reading with Attention.
The Master then to read the Piece with the proper Modulations of Voice,
due Emphasis, and suitable Action, where Action is required; and put the
Youth on imitating his Manner.
Where the Author has us'd an Expression not the best, let it be pointed
out; and let his Beauties be particularly remarked to the Youth.
Let the Lessons for Reading be varied, that the Youth may be made
acquainted with good Stiles of all Kinds in Prose and Verse, and the
proper Manner of reading each Kind. Sometimes a well-told Story, a Piece
of a Sermon, a General's Speech to his Soldiers, a Speech in a Tragedy,
some Part of a Comedy, an Ode, a Satyr, a Letter, Blank Verse,
Hudibrastick, Heroic, etc. But let such Lessons for Reading be chosen,
as contain some useful Instruction, whereby the Understandings or Morals
of the Youth, may at the same Time be improv'd.
It is requir'd that they should first study and understand the Lessons,
before they are put upon reading them properly, to which End each Boy
should have an _English_ Dictionary, to help him over Difficulties. When
our Boys read _English_ to us, we are apt to imagine _they_ understand
what _they_ read, because _we_ do, and because 'tis their Mother Tongue.
But they often read as Parrots speak, knowing little or nothing of the
Meaning. And it is impossible a Reader should give the due Modulation to
his Voice, and pronounce properly, unless his Understanding goes before
his Tongue, and makes him Master of the Sentiment. Accustoming Boys to
read aloud what they do not first understand, is the Cause of those even
set Tones so common among Readers, which when they have once got a Habit
of using, they find so difficult to correct: By which Means, among Fifty
Readers, we scarcely find a good One. For want of good Reading, Pieces
publish'd with a View to influence the Minds of Men for their own or the
publick Benefit, lose Half their Force. Were there but one good Reader
in a Neighbourhood, a publick Orator might be heard throughout a Nation
with the same Advantages, and have the same Effect on his Audience, as
if they stood within the Reach of his Voice.
THE THIRD CLASS
to be taught Speaking properly and gracefully, which is near of Kin to
good Reading, and naturally follows it in the Studies of Youth. Let the
Scholars of this Class begin with learning the Elements of Rhetoric from
some short System, so as to be able to give an Account of the most usual
Tropes and Figures. Let all their bad Habits of Speaking, all Offences
against good Grammar, all corrupt or foreign Accents, and all improper
Phrases, be pointed out to them. Short Speeches from the _Roman_, or
other History, or from our _Parliamentary Debates_, might be got by
heart, and deliver'd with the proper Action, &c. Speeches and Scenes in
our best Tragedies and Comedies (avoiding every Thing that could injure
the Morals of Youth) might likewise be got by Rote, and the Boys
exercis'd in delivering or acting them; great Care being taken to form
their Manner after the truest Models.
For their farther Improvement, and a little to vary their Studies, let
them now begin to read _History_, after having got by Heart a short
Table of the principal Epochas in Chronology. They may begin with
_Rollin's Antient and Roman Histories_, and proceed at proper Hours as
they go thro' the subsequent Classes, with the best Histories of our own
Nation and Colonies. Let Emulation be excited among the Boys by giving,
Weekly, little Prizes, or other small Encouragements to those who are
able to give the best Account of what they have read, as to Times,
Places, Names of Persons, &c. This will make them read with Attention,
and imprint the History well in their Memories. In remarking on the
History, the Master will have fine Opportunities of instilling
Instruction of various Kinds, and improving the Morals as well as the
Understandings of Youth.
The Natural and Mechanic History contain'd in the _Spectacle de la
Nature_, might also be begun in this Class, and continued thro' the
subsequent Classes by other Books of the same Kind: For next to the
Knowledge of _Duty_, this Kind of Knowledge is certainly the most
useful, as well as the most entertaining. The Merchant may thereby be
enabled better to understand many Commodities in Trade; the
Handicraftsman to improve his Business by new Instruments, Mixtures and
Materials; and frequently Hints are given of new Manufactures, or new
Methods of improving Land, that may be set on foot greatly to the
Advantage of a Country.
THE FOURTH CLASS
to be taught Composition. Writing one's own Language well, is the next
necessary Accomplishment after good Speaking. 'Tis the Writing-Master's
Business to take Care that the Boys make fair Characters, and place them
straight and even in the Lines: But to _form their Stile_, and even to
take Care that the Stops and Capitals are properly disposed, is the Part
of the _English_ Master. The Boys should be put on Writing Letters to
each other on any common Occurrences, and on various Subjects, imaginary
Business, &c., containing little Stories, Accounts of their late
Reading, what Parts of Authors please them, and why; Letters of
Congratulation, of Compliment, of Request, of Thanks, of Recommendation,
of Admonition, of Consolation, of Expostulation, Excuse, &c. In these
they should be taught to express themselves clearly, concisely, and
naturally, without affected Words or high-flown Phrases. All their
Letters to pass through the Master's Hand, who is to point out the
Faults, advise the Corrections, and commend what he finds right. Some of
the best Letters published in our own Language, as _Sir William
Temple's_, those of _Pope_, and his Friends, and some others, might be
set before the Youth as Models, their Beauties pointed out and explained
by the Master, the Letters themselves transcrib'd by the Scholar.
Dr. Johnson's _Ethices Elementa_,[36] or First Principles of Morality,
may now be read by the Scholars, and explain'd by the Master, to lay a
solid Foundation of Virtue and Piety in their Minds. And as this Class
continues the Reading of History, let them now at proper Hours receive
some farther Instruction in Chronology, and in that Part of Geography
(from the Mathematical Master), which is necessary to understand the
Maps and Globes. They should also be acquainted with the modern Names of
the Places they find mention'd in antient Writers. The Exercises of good
Reading, and proper Speaking, still continued at suitable Times.
FIFTH CLASS
To improve the Youth in _Composition_, they may now, besides continuing
to write Letters, begin to write little Essays in Prose, and sometimes
in Verse, not to make them Poets, but for this Reason, that nothing
acquaints a Lad so speedily with Variety of Expression, as the Necessity
of finding such Words and Phrases as will suit with the Measure, Sound,
and Rhime of Verse, and at the same time well express the Sentiment.
These Essays should all pass under the Master's Eye, who will point out
their Faults, and put the Writer on correcting them. Where the Judgment
is not ripe enough for forming new Essays, let the Sentiments of a
_Spectator_ be given, and requir'd to be cloath'd in a Scholar's own
Words; or the Circumstances of some good Story, the Scholar to find
Expression. Let them be put sometimes on abridging a Paragraph of a
diffuse Author, sometimes on dilating or amplifying what is wrote more
closely. And now let Dr. Johnson's _Noetica_, or First Principles of
Human Knowledge, containing a Logic, or Art of Reasoning, &c. be read by
the Youth, and the Difficulties that may occur to them be explained by
the Master. The Reading of History, and the Exercises of good Reading
and just Speaking, still continued.
SIXTH CLASS
In this Class, besides continuing the Studies of the preceding, in
History, Rhetoric, Logic, Moral and Natural Philosophy, the best
_English_ Authors may be read and explain'd; as _Tillotson_, _Milton_,
_Locke_, _Addison_, _Pope_, _Swift_, the higher Papers in the
_Spectator_ and _Guardian_, the best Translations of _Homer_, _Virgil_,
and _Horace_, of _Telemachus_, _Travels of Cyrus_, &c.[37]
Once a Year let there be publick Exercises in the Hall, the Trustees and
Citizens present. Then let fine gilt Books be given as Prizes to such
Boys as distinguish themselves and excel the others in any Branch of
Learning, making three Degrees of Comparison; giving the best Prize to
him that performs best; a less valuable One to him that comes up next to
the best; and another to the third. Commendations, Encouragement and
Advice to the rest; keeping up their Hopes, that by Industry they may
excel another Time. The Names of those that obtain the Prizes to be
yearly printed in a List.
The Hours of each Day are to be divided and dispos'd in such a Manner,
as that some Classes may be with the Writing-Master, improving their
Hands, others with the Mathematical Master, learning Arithmetick,
Accompts, Geography, Use of the Globes, Drawing, Mechanicks, &c.; while
the rest are in the _English_ School, under the _English_ Master's Care.
Thus instructed, Youth will come out of this School fitted for learning
any Business, Calling or Profession, except such wherein Languages are
required; and tho' unacquainted with any antient or foreign Tongue, they
will be Masters of their own, which is of more immediate and general
Use; and withal will have attain'd many other valuable Accomplishments;
the Time usually spent in acquiring those Languages, often without
Success, being here employ'd in laying such a Foundation of Knowledge
and Ability, as, properly improv'd, may qualify them to pass thro' and
execute the several Offices of civil Life, with Advantage and Reputation
to themselves and Country.
B.F.
TO C[ADWALLADER] C[OLDEN] ESQ. AT NEW YORK
Communicated to Mr. Collinson
[Philadelphia] 1751.
SIR,
I inclose you answers, such as my present hurry of business will permit
me to make, to the principal queries contained in yours of the 28th
instant, and beg leave to refer you to the latter piece in the printed
collection of my papers, for farther explanation of the difference
between what are called _electrics per se_, and _non-electrics_. When
you have had time to read and consider these papers, I will endeavour to
make any new experiments you shall propose, that you think may afford
farther light or satisfaction to either of us; and shall be much obliged
to you for such remarks, objections, &c., as may occur to you.
I forget whether I wrote you that I have melted brass pins and steel
needles, inverted the poles of the magnetic needle, given a magnetism
and polarity to needles that had none, and fired dry gunpowder by the
electric spark. I have five bottles that contain 8 or 9 gallons each,
two of which charg'd, are sufficient for those purposes: but I can
charge and discharge them altogether. There are no bounds (but what
expence and labour give) to the force man may raise and use in the
electrical way: for bottle may be added to bottle _in infinitum_, and
all united and discharged together as one, the force and effect
proportioned to their number and size. The greatest known effects of
common lightning may, I think, without much difficulty, be exceeded in
this way, which a few years since could not have been believed, and even
now may seem to many a little extravagant to suppose. So we are got
beyond the skill of _Rabelais's_ devils of two years old, who, he
humorously says, had only learnt to thunder and lighten a little round
the head of a cabbage.[38]
I am, with sincere respect,
Your most obliged humble servant,
B. FRANKLIN.
EXPORTING OF FELONS TO THE COLONIES
[From the _Pennsylvania Gazette_, May 9, 1751.]
TO THE PRINTERS OF THE GAZETTE
By a Passage in one of your late Papers, I understand that the
Government at home will not suffer our mistaken Assemblies to make any
Law for preventing or discouraging the Importation of Convicts from
Great Britain, for this kind Reason, '_That such Laws are against the
Publick Utility, as they tend to prevent the_ IMPROVEMENT _and_ WELL
PEOPLING _of the Colonies_.'
Such a tender _parental_ Concern in our _Mother Country_ for the
_Welfare_ of her _Children_, calls aloud for the highest _Returns_ of
Gratitude and Duty. This every one must be sensible of: But 'tis said,
that in our present Circumstances it is absolutely impossible for us to
make _such_ as are adequate to the Favour. I own it; but nevertheless
let us do our Endeavour. 'Tis something to show a grateful Disposition.
In some of the uninhabited Parts of these Provinces, there are Numbers
of these venomous Reptiles we call RATTLE-SNAKES; Felons-convict from
the Beginning of the World: These, whenever we meet with them, we put to
Death, by Virtue of an old Law, _Thou shalt bruise his Head_. But as
this is a sanguinary Law, and may seem too cruel; and as however
mischievous those Creatures are with us, they may possibly change their
Natures, if they were to change the Climate; I would humbly propose,
that this general Sentence of _Death_ be changed for _Transportation_.
In the Spring of the Year, when they first creep out of their Holes,
they are feeble, heavy, slow, and easily taken; and if a small Bounty
were allow'd _per_ Head, some Thousands might be collected annually, and
_transported_ to _Britain_. There I would propose to have them carefully
distributed in _St. James's Park_, in the _Spring-Gardens_ and other
Places of Pleasure about _London_; in the Gardens of all the Nobility
and Gentry throughout the Nation; but particularly in the Gardens of
the _Prime Ministers_, the _Lords of Trade_ and _Members of Parliament_;
for to them we are _most particularly_ obliged.