Chapter XXIV: Preface: To Poor Richard Improved, 1748 (1)

KIND READER

The favourable Reception my annual Labours have met with from the Publick these 15 Years past, has engaged me in Gratitude to endeavour some Improvements of my Almanack. And since my Friend _Taylor_ is no more, whose _Ephemerides_ so long and so agreeably serv'd and entertain'd these Provinces, I have taken the Liberty to imitate his well-known Method, and give two Pages for each Month; which affords me Room for several valuable Additions, as will best appear on Inspection and Comparison with former Almanacks. Yet I have not so far follow'd his Method, as not to continue my own when I thought it preferable; and thus my Book is increas'd to a Size beyond his, and contains much more Matter.

Hail Night serene! thro' Thee where'er we turn
Our wond'ring Eyes, Heav'n's Lamps profusely burn;
And Stars unnumber'd all the Sky adorn.
But lo!--what's that I see appear?
It seems far off a pointed flame;
From Earthwards too the shining Meteor came:
How swift it climbs th' etherial Space!
And now it traverses each Sphere,
And seems some knowing Mind, familiar to the Place,
Dame, hand my Glass, the longest, strait prepare;
'Tis He--'tis TAYLOR'S Soul, that travels there.
O stay! thou happy Spirit, stay,
And lead me on thro' all th' unbeaten Wilds of Day;
Where Planets in pure Streams of Ether driven,
Swim thro' the blue Expanse of Heav'n.
There let me, thy Companion, stray
From Orb to Orb, and now behold
Unnumber'd Suns, all Seas of molten Gold,
And trace each Comet's wandring Way.--

Souse down into Prose again, my Muse; for Poetry's no more thy Element, than Air is that of the Flying-Fish; whose Flights, like thine, are therefore always short and heavy.--

ADVICE TO A YOUNG TRADESMAN

[1748]

TO MY FRIEND, A. B.:

As you have desired it of me, I write the following hints, which have been of service to me, and may, if observed, be so to you.

Remember, that _time_ is money. He that can earn ten shillings a day by his labour, and goes abroad, or sits idle, one half of that day, though he spends but sixpence during his diversion or idleness, ought not to reckon _that_ the only expense; he has really spent, or rather thrown away, five shillings besides.

Remember, that _credit_ is money. If a man lets his money lie in my hands after it is due, he gives me the interest, or so much as I can make of it during that time. This amounts to a considerable sum where a man has good and large credit, and makes good use of it.

Remember, that money is of the prolific, generating nature. Money can beget money, and its offspring can beget more, and so on. Five shillings turned is six, turned again it is seven and three-pence, and so on till it becomes an hundred pounds. The more there is of it, the more it produces every turning, so that the profits rise quicker and quicker. He that kills a breeding sow, destroys all her offspring to the thousandth generation. He that murders a crown, destroys all that it might have produced, even scores of pounds.

Remember, that six pounds a year is but a groat a day. For this little sum (which may be daily wasted either in time or expense unperceived) a man of credit may, on his own security, have the constant possession and use of an hundred pounds. So much in stock, briskly turned by an industrious man, produces great advantage.

Remember this saying, _The good paymaster is lord of another man's purse_. He that is known to pay punctually and exactly to the time he promises, may at any time, and on any occasion, raise all the money his friends can spare. This is sometimes of great use. After industry and frugality, nothing contributes more to the raising of a young man in the world than punctuality and justice in all his dealings; therefore never keep borrowed money an hour beyond the time you promised, lest a disappointment shut up your friend's purse for ever.

The most trifling actions that affect a man's credit are to be regarded. The sound of your hammer at five in the morning, or nine at night, heard by a creditor, makes him easy six months longer; but, if he sees you at a billiard-table, or hears your voice at a tavern, when you should be at work, he sends for his money the next day; demands it, before he can receive it, in a lump.

It shows, besides, that you are mindful of what you owe; it makes you appear a careful as well as an honest man, and that still increases your credit.

Beware of thinking all your own that you possess, and of living accordingly. It is a mistake that many people who have credit fall into. To prevent this, keep an exact account for some time, both of your expenses and your income. If you take the pains at first to mention particulars, it will have this good effect: you will discover how wonderfully small, trifling expenses mount up to large sums, and will discern what might have been, and may for the future be saved, without occasioning any great inconvenience.

In short, the way to wealth, if you desire it, is as plain as the way to market. It depends chiefly on two words, _industry_ and _frugality_; that is, waste neither _time_ nor _money_, but make the best use of both. Without industry and frugality nothing will do, and with them every thing. He that gets all he can honestly, and saves all he gets (necessary expenses excepted), will certainly become _rich_, if that Being who governs the world, to whom all should look for a blessing on their honest endeavours, doth not, in his wise providence, otherwise determine.

AN OLD TRADESMAN.

TO GEORGE WHITEFIELD

Philadelphia, July 6, 1749.

DEAR SIR

Since your being in England, I have received two of your favours and a box of books to be disposed of. It gives me great pleasure to hear of your welfare and that you purpose soon to return to America.

We have no news here worth writing to you. The affair of the building remains in _statu quo_, there having been no new application to the Assembly about it, or anything done in consequence of the former.

I have received no money on your account from Mr. Thanklin, or from Boston. Mrs. Read and your other friends here, in general, are well, and will rejoice to see you again.

I am glad to hear that you have frequent opportunities of preaching among the great. If you can gain them to a good and exemplary life, wonderful changes will follow in the manners of the lower ranks; for _ad exemplum regis_, etc. On this principle, Confucius, the famous Eastern reformer, proceeded. When he saw his country sunk in vice, and wickedness of all kinds triumphant, he applied himself first to the grandees; and having, by his doctrine, won _them_ to the cause of virtue, the commons followed in multitudes. The mode has a wonderful influence on mankind; and there are numbers who, perhaps, fear less the being in hell, than out of the fashion. Our most western reformations began with the ignorant mob; and when numbers of them were gained, interest and party views drew in the wise and great. Where both methods can be used, reformations are likely to be more speedy. O that some method could be found to make them lasting! He who discovers that will, in my opinion, deserve more, ten thousand times, than the inventor of the longitude.

My wife and family join in the most cordial salutations to you and good Mrs. Whitefield.

I am, dear Sir, your very affectionate friend, and most obliged humble Servant

BENJAMIN FRANKLIN.

PROPOSALS RELATING TO THE EDUCATION OF YOUTH IN PENSILVANIA

PHILADELPHIA: PRINTED IN THE YEAR, MDCCXLIX[33]

"Advertisement to the Reader.

"It has long been regretted as a Misfortune to the Youth of
this Province, that we have no ACADEMY, in which they might
receive the Accomplishments of a regular Education. The
following Paper of Hints towards forming a Plan for that
Purpose, is so far approv'd by some publick-spirited
Gentlemen, to whom it has been privately communicated, that
they have directed a Number of Copies to be made by the Press,
and properly distributed, in order to obtain the Sentiments
and Advice of Men of Learning, Understanding, and Experience
in these Matters; and have determined to use their Interest
and best Endeavours, to have the Scheme, when compleated,
carried gradually into Execution; in which they have Reason to
believe they shall have the hearty Concurrence and Assistance
of many who are Wellwishers to their Country. Those who
incline to favour the Design with their Advice, either as to
the Parts of Learning to be taught, the Order of Study, the
Method of Teaching, the OEconomy of the School, or any other
Matter of Importance to the Success of the Undertaking, are
desired to communicate their Sentiments as soon as may be, by
Letter directed to B. FRANKLIN, _Printer_, in PHILADELPHIA."

PROPOSALS

The good Education of Youth has been esteemed by wise Men in all Ages, as the surest Foundation of the Happiness both of private Families and of Commonwealths. Almost all Governments have therefore made it a principal Object of their Attention, to establish and endow with proper Revenues, such Seminaries of Learning, as might supply the succeeding Age with Men qualified to serve the Publick with Honour to themselves, and to their Country.

Many of the first Settlers of these Provinces were Men who had received a good Education in _Europe_, and to their Wisdom and good Management we owe much of our present Prosperity. But their Hands were full, and they could not do all Things. The present Race are not thought to be generally of equal Ability: For though the _American_ Youth are allow'd not to want Capacity; yet the best Capacities require Cultivation, it being truly with them, as with the best Ground, which unless well tilled and sowed with profitable Seed, produces only ranker Weeds.

That we may obtain the Advantages arising from an Increase of Knowledge, and prevent as much as may be the mischievous Consequences that would attend a general Ignorance among us, the following _Hints_ are offered towards forming a Plan for the Education of the Youth of _Pennsylvania_, viz.

It is propos'd,

That some Persons of Leisure and publick Spirit apply for a CHARTER, by which they may be incorporated, with Power to erect an ACADEMY for the Education of Youth, to govern the same, provide Masters, make Rules, receive Donations, purchase Lands, etc., and to add to their Number, from Time to Time such other Persons as they shall judge suitable.

That the Members of the Corporation make it their Pleasure, and in some Degree their Business, to visit the Academy often, encourage and countenance the Youth, countenance and assist the Masters, and by all Means in their Power advance the Usefulness and Reputation of the Design; that they look on the Students as in some Sort their Children, treat them with Familiarity and Affection, and, when they have behav'd well, and gone through their Studies, and are to enter the World, zealously unite, and make all the Interest that can be made to establish them, whether in Business, Offices, Marriages, or any other Thing for their Advantage, preferably to all other Persons whatsoever even of equal Merit.

And if Men may, and frequently do, catch such a Taste for cultivating Flowers, for Planting, Grafting, Inoculating, and the like, as to despise all other Amusements for their Sake, why may not we expect they should acquire a Relish for that _more useful_ Culture of young Minds. _Thompson_ says,

"'Tis Joy to see the human Blossoms blow,
When infant Reason grows apace, and calls
For the kind Hand of an assiduous Care.
Delightful Task! to rear the tender Thought,
To teach the young Idea how to shoot;
To pour the fresh Instruction o'er the Mind,
To breathe th' enliv'ning Spirit, and to fix
The generous Purpose in the glowing Breast."

That a House be provided for the ACADEMY, if not in the Town, not many Miles from it; the Situation high and dry, and if it may be, not far from a River, having a Garden, Orchard, Meadow, and a Field or two.

That the House be furnished with a Library (if in the Country, if in the Town, the Town Libraries may serve) with Maps of all Countries, Globes, some mathematical Instruments, an Apparatus for Experiments in Natural Philosophy, and for Mechanics; Prints, of all Kinds, Prospects, Buildings, Machines, &c.

That the Rector be a Man of good Understanding, good Morals, diligent and patient, learn'd in the Languages and Sciences, and a correct pure Speaker and Writer of the _English_ Tongue; to have such Tutors under him as shall be necessary.

That the boarding Scholars diet together, plainly, temperately, and frugally.

That, to keep them in Health, and to strengthen and render active their Bodies, they be frequently exercis'd in Running, Leaping, Wrestling, and Swimming, &c.

That they have peculiar Habits to distinguish them from other Youth, if the Academy be in or near the Town; for this, among other Reasons, that their Behaviour may be the better observed.

As to their STUDIES, it would be well if they could be taught _every Thing_ that is useful, and _every Thing_ that is ornamental: But Art is long, and their Time is short. It is therefore propos'd that they learn those Things that are likely to be _most useful_ and _most ornamental_. Regard being had to the several Professions for which they are intended.

All should be taught to write a _fair Hand_, and swift, as that is useful to All. And with it may be learnt something of _Drawing_, by Imitation of Prints, and some of the first Principles of Perspective.

_Arithmetick_, _Accounts_, and some of the first Principles of _Geometry_ and _Astronomy_.

The _English_ Language might be taught by Grammar; in which some of our best Writers, as _Tillotson_, _Addison_, _Pope_, _Algernoon Sidney_, _Cato's Letters_, &c; should be Classicks: the _Stiles_ principally to be cultivated, being the _clear_ and the _concise_. Reading should also be taught, and pronouncing, properly, distinctly, emphatically; not with an even Tone, which _under-does_, nor a theatrical, which _over-does_ Nature.

To form their Stile they should be put on Writing Letters to each other, making Abstracts of what they read; or writing the same Things in their own Words; telling or writing Stories lately read, in their own Expressions. All to be revis'd and corrected by the Tutor, who should give his Reasons, and explain the Force and Import of Words, &c.

To form their Pronunciation, they may be put on making Declamations, repeating Speeches, delivering Orations, &c.; The Tutor assisting at the Rehearsals, teaching, advising, correcting their Accent, &c.

But if History be made a constant Part of their Reading, such as the Translations of the _Greek_ and _Roman_ Historians, and the modern Histories of ancient _Greece_ and _Rome_, &c. may not almost all Kinds of useful Knowledge be that Way introduc'd to Advantage, and with Pleasure to the Student? As

GEOGRAPHY, by reading with Maps, and being required to point out the Places _where_ the greatest Actions were done, to give their old and new Names, with the Bounds, Situation, Extent of the Countries concern'd, &c.

CHRONOLOGY, by the Help of _Helvicus_ or some other Writer of the Kind, who will enable them to tell _when_ those Events happened; what Princes were Cotemporaries, what States or famous Men flourish'd about that Time, &c. The several principal Epochas to be first well fix'd in their Memories.

ANTIENT CUSTOMS, religious and civil, being frequently mentioned in History, will give Occasion for explaining them; in which the Prints of Medals, Basso-Relievos, and antient Monuments will greatly assist.

MORALITY, by descanting and making continual Observations on the Causes 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.

There is no human Scheme so perfect, but some Inconveniencies may be objected to it: Yet when the Conveniencies far exceed, the Scheme is judg'd rational, and fit to be executed. Thus Inconveniencies have been objected to that _good_ and _wise_ Act of Parliament, by virtue of which all the _Newgates_ and _Dungeons_ in _Britain_ are emptied into the Colonies. It has been said, that these Thieves and Villains introduc'd among us, spoil the Morals of Youth in the Neighbourhoods that entertain them, and perpetrate many horrid Crimes: But let not _private Interests_ obstruct _publick_ Utility. Our _Mother_ knows what is best for us. What is a little _Housebreaking_, _Shoplifting_, or _Highway Robbing_; what is a _Son_ now and then _corrupted_ and _hang'd_, a Daughter _debauch'd_ and _pox'd_, a Wife _stabb'd_, a Husband's _Throat cut_, or a Child's _Brains beat out_ with an Axe, compar'd with this 'IMPROVEMENT and WELL PEOPLING of the Colonies!'

Thus it may perhaps be objected to my Scheme, that the _Rattle-Snake_ is a mischievous Creature, and that his changing his Nature with the Clime is a mere Supposition, not yet confirm'd by sufficient Facts. What then? Is not Example more prevalent than Precept? And may not the honest rough British Gentry, by a Familiarity with these Reptiles, learn to _creep_, and to _insinuate_, and to _slaver_, and to _wriggle_ into Place (and perhaps to _poison_ such as stand in their Way) Qualities of no small Advantage to Courtiers! In comparison of which 'IMPROVEMENT and PUBLICK UTILITY,' what is a _Child_ now and then kill'd by their venomous Bite, ... or even a favourite _Lap Dog_?

I would only add, that this exporting of Felons to the Colonies, may be consider'd as a _Trade_, as well as in the Light of a _Favour_. Now all Commerce implies Returns: Justice requires them: There can be no Trade without them. And _Rattle-Snakes_ seem the most _suitable Returns_ for the _Human Serpents_ sent us by our _Mother_ Country. In this, however, as in every other Branch of Trade, she will have the Advantage of us. She will reap _equal_ Benefits without equal Risque of the Inconveniencies and Dangers. For the _Rattle-Snake_ gives Warning before he attempts his Mischief; which the Convict does not. I am

_Yours_, &c.
AMERICANUS.

OBSERVATIONS

CONCERNING THE INCREASE OF MANKIND, PEOPLING OF COUNTRIES, ETC.

Written in Pensilvania, 1751[39]

1. Tables of the Proportion of Marriages to Births, of Deaths to Births, of Marriages to the Numbers of Inhabitants, &c., form'd on Observaions [_sic_] made upon the Bills of Mortality, Christnings, &c., of populous Cities, will not suit Countries; nor will Tables form'd on Observations made on full-settled old Countries, as _Europe_, suit new Countries, as _America_.

2. For People increase in Proportion to the Number of Marriages, and that is greater in Proportion to the Ease and Convenience of supporting a Family. When families can be easily supported, more Persons marry, and earlier in Life.

3. In Cities, where all Trades, Occupations, and Offices are full, many delay marrying till they can see how to bear the Charges of a Family; which Charges are greater in Cities, as Luxury is more common: many live single during Life, and continue Servants to Families, Journeymen to Trades; &c. hence Cities do not by natural Generation supply themselves with Inhabitants; the Deaths are more than the Births.

4. In Countries full settled, the Case must be nearly the same; all Lands being occupied and improved to the Heighth; those who cannot get Land, must Labour for others that have it; when Labourers are plenty, their Wages will be low; by low Wages a family is supported with Difficulty; this Difficulty deters many from Marriage, who therefore long continue Servants and single. Only as the Cities take Supplies of People from the Country, and thereby make a little more Room in the Country; Marriage is a little more encourag'd there, and the Births exceed the Deaths.

5. _Europe_ is generally full settled with Husbandmen, Manufacturers, &c., and therefore cannot now much increase in People: _America_ is chiefly occupied by Indians, who subsist mostly by Hunting. But as the Hunter, of all Men, requires the greatest Quantity of Land from whence to draw his Subsistence, (the Husbandman subsisting on much less, the Gardner on still less, and the Manufacturer requiring least of all), the _Europeans_ found _America_ as fully settled as it well could be by Hunters; yet these, having large Tracks, were easily prevail'd on to part with Portions of Territory to the new Comers, who did not much interfere with the Natives in Hunting, and furnish'd them with many Things they wanted.

6. Land being thus plenty in _America_, and so cheap as that a labouring man, that understands Husbandry, can in a short Time save Money enough to purchase a Piece of new Land sufficient for a Plantation, whereon he may subsist a Family, such are not afraid to marry; for, if they even look far enough forward to consider how their Children, when grown up, are to be provided for, they see that more Land is to be had at rates equally easy, all Circumstances considered.

7. Hence Marriages in _America_ are more general, and more generally early, than in _Europe_. And if it is reckoned there, that there is but one Marriage per Annum among 100 persons, perhaps we may here reckon two; and if in _Europe_ they have but 4 Births to a Marriage (many of their Marriages being late), we may here reckon 8, of which if one half grow up, and our Marriages are made, reckoning one with another at 20 Years of Age, our People must at least be doubled every 20 Years.

8. But notwithstanding this Increase, so vast is the Territory of _North America_, that it will require many Ages to settle it fully; and, till it is fully settled, Labour will never be cheap here, where no Man continues long a Labourer for others, but gets a Plantation of his own, no Man continues long a Journeyman to a Trade, but goes among those new Settlers, and sets up for himself, &c. Hence Labour is no cheaper now in _Pennsylvania_, than it was 30 Years ago, tho' so many Thousand labouring People have been imported.

9. The Danger therefore of these Colonies interfering with their Mother Country in Trades that depend on Labour, Manufactures, &c., is too remote to require the attention of _Great Britain_.

10. But in Proportion to the Increase of the Colonies, a vast Demand is growing for British Manufactures, a glorious Market wholly in the Power of _Britain_, in which Foreigners cannot interfere, which will increase in a short Time even beyond her Power of supplying, tho' her whole Trade should be to her Colonies: Therefore _Britain_ should not too much restrain Manufactures in her Colonies. A wise and good Mother will not do it. To distress, is to weaken, and weakening the Children weakens the whole Family.

11. Besides if the Manufactures of _Britain_ (by reason of the _American_ Demands) should rise too high in Price, Foreigners who can sell cheaper will drive her Merchants out of Foreign Markets; Foreign Manufactures will thereby be encouraged and increased, and consequently foreign Nations, perhaps her Rivals in Power, grow more populous and more powerful; while her own Colonies, kept too low, are unable to assist her, or add to her Strength.

12. 'Tis an ill-grounded Opinion that by the Labour of slaves, _America_ may possibly vie in Cheapness of Manufactures with _Britain_. The Labour of Slaves can never be so cheap here as the Labour of working Men is in _Britain_. Any one may compute it. Interest of Money is in the Colonies from 6 to 10 per Cent. Slaves one with another cost 30£ Sterling per Head. Reckon then the Interest of the first Purchase of a Slave, the Insurance or Risque on his Life, his Cloathing and Diet, Expences in his Sickness and Loss of Time, Loss by his Neglect of Business (Neglect is natural to the Man who is not to be benefited by his own Care or Diligence), Expence of a Driver to keep him at Work, and his Pilfering from Time to Time, almost every Slave being _by Nature_ a Thief, and compare the whole Amount with the Wages of a Manufacturer of Iron or Wood in _England_, you will see that Labour is much cheaper there than it ever can be by Negroes here. Why then will _Americans_ purchase Slaves? Because Slaves may be kept as long as a _Man_ pleases, or has Occasion for their Labour; while hired Men are continually leaving their masters (often in the midst of his Business,) and setting up for themselves.--Sec. 8.

13. As the Increase of People depends on the Encouragement of Marriages, the following Things must diminish a Nation, viz. 1. _The being conquered_; for the Conquerors will engross as many Offices, and exact as much Tribute or Profit on the Labour of the conquered, as will maintain them in their new Establishment, and this diminishing the Subsistence of the Natives, discourages their Marriages, and so gradually diminishes them, while the foreigners increase. 2. _Loss of Territory._ Thus, the _Britons_ being driven into _Wales_, and crowded together in a barren Country insufficient to support such great Numbers, diminished 'till the People bore a Proportion to the Produce, while the _Saxons_ increas'd on their abandoned lands; till the Island became full of _English_. And, were the _English_ now driven into _Wales_ by some foreign Nation, there would in a few Years, be no more Englishmen in _Britain_, than there are now people in _Wales_. 3. _Loss of Trade._ Manufactures exported, draw Subsistence from Foreign Countries for Numbers; who are thereby enabled to marry and raise Families. If the Nation be deprived of any Branch of Trade, and no new Employment is found for the People occupy'd in that Branch, it will also be soon deprived of so many People. 4. _Loss of Food._ Suppose a Nation has a Fishery, which not only employs great Numbers, but makes the Food and Subsistence of the People cheaper. If another Nation becomes Master of the Seas, and prevents the Fishery, the People will diminish in Proportion as the Loss of Employ and Dearness of Provision, makes it more difficult to subsist a Family. 5. _Bad Government and insecure Property._ People not only leave such a Country, and settling Abroad incorporate with other Nations, lose their native Language, and become Foreigners, but, the Industry of those that remain being discourag'd, the Quantity of Subsistence in the Country is lessen'd, and the Support of a Family becomes more difficult. So heavy Taxes tend to diminish a People. 6. _The Introduction of Slaves._ The Negroes brought into the _English_ Sugar _Islands_ have greatly diminish'd the Whites there; the Poor are by this Means deprived of Employment, while a few Families acquire vast Estates; which they spend on Foreign Luxuries, and educating their Children in the Habit of those Luxuries; the same Income is needed for the Support of one that might have maintain'd 100. The Whites who have Slaves, not labouring, are enfeebled, and therefore not so generally prolific; the Slaves being work'd too hard, and ill fed, their Constitutions are broken, and the Deaths among them are more than the Births; so that a continual Supply is needed from _Africa_. The Northern Colonies, having few Slaves, increase in Whites. Slaves also pejorate[40] the Families that use them; the white Children become proud, disgusted with Labour, and being educated in Idleness, are rendered unfit to get a Living by Industry.

14. Hence the Prince that acquires new Territory, if he finds it vacant, or removes the Natives to give his own People Room; the Legislator that makes effectual Laws for promoting of Trade, increasing Employment, improving Land by more or better Tillage, providing more Food by Fisheries; securing Property, &c. and the Man that invents new Trades, Arts, or Manufactures, or new Improvements in Husbandry, may be properly called _Fathers_ of their Nation, as they are the Cause of the Generation of Multitudes, by the Encouragement they afford to Marriage.

15. As to Privileges granted to the married, (such as the _Jus trium Liberorum_ among the _Romans_,) they may hasten the filling of a Country that has been thinned by War or Pestilence, or that has otherwise vacant Territory; but cannot increase a People beyond the Means provided for their Subsistence.

16. Foreign Luxuries and needless Manufactures, imported and used in a Nation, do, by the same Reasoning, increase the People of the Nation that furnishes them, and diminish the People of the Nation that uses them. Laws, therefore, that prevent such Importations, and on the contrary promote the Exportation of Manufactures to be consumed in Foreign Countries, may be called (with Respect to the People that make them) _generative Laws_, as, by increasing Subsistence they encourage Marriage. Such Laws likewise strengthen a Country, doubly, by increasing its own People and diminishing its Neighbours.

17. Some _European_ Nations prudently refuse to consume the Manufactures of _East-India_:--They should likewise forbid them to their Colonies; for the Gain to the Merchant is not to be compar'd with the Loss, by this Means, of People to the Nation.

18. Home Luxury in the Great increases the Nation's Manufacturers employ'd by it, who are many, and only tends to diminish the Families that indulge in it, who are few. The greater the common fashionable Expence of any Rank of People, the more cautious they are of Marriage. Therefore Luxury should never be suffer'd to become common.