The True Benjamin Franklin Part 4

He certainly needed all the money he could get, for he was helping to support Ralph, who was trying to become a literary man and gradually degenerating into a political hack. Ralph made the acquaintance of a young milliner who lodged in the same house with them. She had known better days and was genteelly bred, but before long she became Ralph's mistress.

Ralph went into the country to look for employment at school-teaching, and left his mistress in Franklin's care. As she had lost friends and employment by her a.s.sociation with Ralph, she was soon in need of money, and borrowed from Franklin. Presuming on her dependent position, he attempted liberties with her, and was repulsed with indignation. Ralph hearing of it on his return, informed him that their friends.h.i.+p was at an end and all obligations cancelled. This precluded Franklin's hope of being repaid the money he had lent, but it had the advantage of putting a stop to further lending.

For a year and a half he lived in London, still keeping up his reading, but also going to the theatres and meeting many odd characters and a few distinguished ones. It was an experience which at least enlarged his mind if it did not improve his morals. He eventually became very tired of London, longing for the simple pleasures and happy days he had enjoyed in Pennsylvania, and he seized the first opportunity to return.

Mr. Denham, the Quaker merchant who had come over in the same s.h.i.+p with him, was about to return, and offered to employ him as clerk. He eagerly accepted the offer, helped his benefactor to buy and pack his supply of goods, and landed again in Philadelphia in the autumn of 1726.

Keith was no longer governor. Miss Read, despairing of Franklin's return, had yielded to the persuasions of her family and married a potter named Rogers, and Keimer seemed to be prospering. But the young printer was in a business that he liked. He was devoted to Mr. Denham, with whom his prospects were excellent, and he thought himself settled at last. In a few months, however, both he and Mr. Denham were taken with the pleurisy. Mr. Denham died, and Franklin, fully expecting to die, made up his mind to it like a philosopher who believed that there was nothing beyond the grave. He was rather disappointed, he tells us, when he got well, for all the troublesome business of resignation would some day have to be done over again.

Finding himself on his recovery without employment, he went back again to work at his old trade with Keimer, and before long was in business for himself with a partner. He had never paid Mr. Vernon the money he had collected for him; but, fortunately, Mr. Vernon was easy with him, and, except for worrying over this very serious debt and the loss of Miss Read, Franklin began to do fairly well, and his self-education was continued in earnest.

It was about this time that he founded the club called the Junto, which he has described as "the best school of philosophy, morality, and politics that then existed in the province."

This description was true enough, but was not very high praise, for at that time Pennsylvania had no college, and the schools for children were mostly of an elementary kind. Franklin, in making this very sweeping a.s.sertion, may have intended one of his deep, sly jokes. It was the only school of philosophy in the province, and in that sense undoubtedly the best.

It was a sort of small debating club, in which the members educated one another by discussion; and Franklin's biographer, Parton, supposes that it was in part suggested by Cotton Mather's benefit societies, which were well known in Boston when Franklin was a boy.

The first members of the Junto were eleven in number, young workmen like Franklin, four of them being printers. The others were Joseph Brientnal, a copier of deeds; Thomas G.o.dfrey, a self-taught mathematician, inventor of the quadrant now known as Hadley's; Nicholas Scull; William Parsons, a shoemaker; William Maugridge, a carpenter; William Coleman, a merchant's clerk; and Robert Grace, a witty, generous young gentleman of some fortune. The Junto was popularly known as the Leather-Ap.r.o.n Club, and Franklin has told us in his Autobiography of its methods and rules:

"We met on Friday evenings. The rules that I drew up required that every member, in his turn, should produce one or more queries on any point of Morals, Politics, or Natural Philosophy, to be discuss'd by the company; and once in three months produce and read an essay of his own writing, on any subject he pleased.

Our debates were to be under the direction of a president, and to be conducted in the sincere spirit of inquiry after truth, without fondness for dispute, or desire of victory; and, to prevent warmth, all expressions of positiveness in opinions, or direct contradiction, were after some time made contraband, and prohibited under small pecuniary penalties."

From other sources we learn that when a new member was initiated he stood up and, with his hand on his breast, was asked the following questions:

"1. Have you any particular disrespect to any present member?

Answer: I have not.

"2. Do you sincerely declare that you love mankind in general of what profession or religion soever? Answer: I do.

"3. Do you think any person ought to be harmed in his body, name, or goods for mere speculative opinions or his external way of wors.h.i.+p? Answer: No.

"4. Do you love truth for truth's sake, and will you endeavor impartially to find and receive it yourself and communicate it to others? Answer: Yes."

At every meeting certain questions were read, with a pause after each one; and these questions might very well have been suggested by those of the Mather benefit societies. The first six are sufficient to give an idea of them all:

"1. Have you met with anything in the author you last read, remarkable or suitable to be communicated to the Junto, particularly in history, morality, poetry, physic, travels, mechanic arts, or other parts of knowledge?

"2. What new story have you lately heard, agreeable for telling in conversation?

"3. Hath any citizen in your knowledge failed in his business lately, and what have you heard of the cause?

"4. Have you lately heard of any citizen's thriving well, and by what means?

"5. Have you lately heard how any present rich man, here or elsewhere, got his estate?

"6. Do you know of a fellow-citizen, who has lately done a worthy action, deserving praise and imitation; or who has lately committed an error, proper for us to be warned against and avoid?"

The number of members was limited to twelve, and Franklin always opposed an increase. Instead of adding to the members.h.i.+p, he suggested that each member form a similar club, and five or six were thus organized, with such names as The Vine, The Union, The Band. The original club is said to have continued for forty years. But it did not keep up its old character. Its original purpose had been to educate its members, to supply the place of the modern academy or college; but when the members became older and their education more complete, they cared no longer for self-imposed tasks of essay-writing and formal debate on set questions.

They turned it into a social club, or, rather, they dropped its educational and continued its social side,--for it had always been social, and even convivial, which was one of the means adopted for keeping the members together and rendering their studies easy and pleasant.

A list of some of the questions discussed by the Junto has been preserved, from which a few are given as specimens:

"Is sound an ent.i.ty or body?

"How may the phenomena of vapors be explained?

"Is self-interest the rudder that steers mankind?

"Which is the best form of government, and what was that form which first prevailed among mankind?

"Can any one particular form of government suit all mankind?

"What is the reason that the tides rise higher in the Bay of Fundy than in the Bay of Delaware?"

The young men who every Friday evening debated such questions as these were certainly acquiring an education which was not altogether an inferior subst.i.tute for that furnished by our modern inst.i.tutions endowed with millions of dollars and officered by plodding professors prepared by years of exhaustive study. But the plodding professors and the modern inst.i.tutions are necessary, because young men, as a rule, cannot educate themselves. The Junto could not have existed without Franklin. He inspired and controlled it. His personality and energy pervaded it, and the eleven other members were but clay in his hands.

His rare precocity and enthusiasm inspired a love for and an interest in study which money, apparatus, and professors often fail to arouse.

The Junto debated the question of paper money, which was then agitating the Province of Pennsylvania, and Franklin was led to write and publish a pamphlet called "A Modest Inquiry into the Nature and Necessity of a Paper Currency," a very crude performance, showing the deficiencies of his self-education. The use of the word modest in the t.i.tle was in pursuance of the shrewd plan he had adopted of affecting great humility in the expression of his opinions. But his description in his Autobiography of the effect of this pamphlet is by no means either modest or humble:

"It was well received by the common people in general; but the rich men disliked it, for it increased and strengthened the clamor for more money, and they happening to have no writers among them that were able to answer it their opposition slackened, and the point was carried by a majority in the House."

In other words, he implies that the boyish debate of twelve young workingmen, resulting in the publication of a pamphlet by one of them, was the means of pa.s.sing the Pennsylvania paper-money act of 1729. His biographers have echoed his pleasant delusion, and this pamphlet, which in reality contains some of the most atrocious fallacies in finance and political economy, has been lauded as a wonder, the beginning of modern political economy, and the source from which Adam Smith stole the material for his "Wealth of Nations."[2]

In spite of all his natural brightness and laudable efforts for his own improvement, he was but half educated and full of crude enthusiasm. He was only twenty-three, and nothing more could be expected.

Fifteen or twenty years afterwards, with added experience, Franklin became a very different sort of person. The man of forty, laboriously investigating science, discovering the secrets of electricity, and rejecting everything that had not been subjected to the most rigid proof, bore but little resemblance to the precocious youth of twenty-three, the victim of any specious sophism that promised a millennium. But he never fully apologized to the world for his paper-money delusion, contenting himself with saying in his Autobiography, "I now think there are limits beyond which the quant.i.ty may be hurtful."

Three years after the publication of his pamphlet on paper money he began to study modern languages, and soon learned to read French, Italian, and Spanish. An acquaintance who was also studying Italian often tempted him to play chess. As this interfered with the Italian studies, Franklin arranged with him that the victor in any game should have the right to impose a task, either in grammar or translation; and as they played equally, they beat each other into a knowledge of the language.

After he had become tolerably well acquainted with these modern languages he happened one day to look into a Latin Testament, and found that he could read it more easily than he had supposed. The modern 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 circ.u.mstance 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 circ.u.mstances, 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 pa.s.sed away. English should be subst.i.tuted 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 a.n.a.lyzed 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 n.o.ble 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 a.s.sistance 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 cla.s.s, 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 ma.s.ses 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."