University of Virginia Library

7. PART VII
COLONIAL SCHOOLS

71. Letters from a Father to his Son
BY JOHN WINTHROP (1622)[242]

"To my beloved son, John Winthrop, at the College in Dublin.

Dear Son:

Though I have received no letters from you yet, I cannot let any chance pass without some expression of my fatherly affection, and care for your welfare. Because of this affection, I am content to have you absent from me at so great a distance, for I know that God's power and care are alike in all places. And as for my own comfort, it shall be in your success and well-doing wherever you may be.

Because I cannot so often put you in mind of those things which concern your good, as if you were nearer to me, you must take the more care to think about those teachings which I give you. Try, by all means, to keep in your heart the fear of God. And let not the awful profaneness and contempt of ungodly men lessen the respectful and great regard for the Great King, which is in your heart.

But remember still, that the time is at hand when they shall call the mountains to hide them from the face of Him whom now they slight and pay no attention to.

When you write back, let me know about the state of things at your college. Tell me how you like it. And remember my love to your teacher. Your grandfather, grandmother, and mother, send blessings to you.

Your brothers and sisters are in health, I thank God. The Lord in mercy, fill your heart with his goodness. May he keep you from all evil.

Your loving father,

JOHN WINTHROP.

GROTON, Aug. 6, 1622.

My Beloved Son,

I pray the Lord to bless thee with goodness and peace. I give him thanks for thy welfare. I hope, through his goodness, that this sickness which is now upon thee will turn to thy health. I received two letters from you, written, I see, in haste. But they were welcome to me and the rest, to you grandmother and mother.

They all are glad that you like the college. I sent you two letters a good while ago. I hope they will reach you, though they may be long in going. The further you are from me, the more careful I am of your welfare, both in body and soul. The best way to both of these lies in your own trying.

Your friends may pray for you and advise you; but your own faithfulness and watchfulness mast be added to make you blessed. God has given you a

large number of outward good things. You must try to use them carefully.

Remember that your happiness is not in food, drink, and such things, but in the favor of God for your part in a better life. I send you the books you wrote for. I shall also send you some cloth for a gown and suit.

For a study gown, you would better buy some coarse Irish cloth. I shall, if God is willing, write to you again soon. Your grandfather and grandmother will write to you also. Your mother sends you her blessings.

We are all in health, I thank God. Remember my love to your good teacher. The Lord in mercy bless and keep you, and direct and prosper your study.

Your loving father,

JOHN WINTHROP.

GROTON, Aug. 31, 1622.

72. Letters from a Son to a Father
BY FORTH WINTHROP (1622)[243]

Most Loving Father,

Having such a chance as the coming down of my room fellow, Thomas Archisden, I thought good,

though in some haste, to write to you. I hope you are all in health as I am here, blessed be God Almighty.

I humbly pray him to help me by his holy spirit to keep in the way of goodness and to escape the poisonous sins of these evil times. I was once entangled in such sins, but I hope by the good spirit of God to avoid them more and more.

My teacher sent down a letter to you some time ago by Deverux. I did not know about it. Now I have heard that he forgot to deliver it. I wish you to send word whether you got it, for that Deverux, as I am told, takes in hand letters to deliver and then opens them and does not send them.

I suppose you have heard our college news about the change in the rules of the library. The duke is about to come to the college. If you have not heard all this, Tom Ark. can tell you when he sees you.

I remember my duty to yourself and my mother, and I send love to the rest of my friends. I wish always to have your prayers and blessings. In haste, I am,

Your dutiful and obedient son,

F. WINTHROP.

I wish you to send me the shoes of which I wrote you. I have need of some clothes, for these are worn out. I ask you to send me, sometime when it seems best, some stuff to make me clothes. Or do as you think right about this.

73. A Puritan's Objection to Women's Education[244]
BY GENERAL JOHN WINTHROP (1645)

MR. HOPKINS, the governor of Hartford upon Connecticut, came to Boston and brought his wife with him (a godly young woman, and of special parts), who was fallen into a sad infirmity, the loss of her understanding and reason, which had been growing upon her divers years, by occasion of her giving herself wholly to reading and writing; and she had written many books. Her husband, being very loving and tender of her, was loath to grieve her; but he saw his error when it was too late. For if she had attended to her household affairs, and such things as belong to women, and had not gone out of her way to meddle in such things as are proper for men, whose minds are stronger &c. she had kept her wits and might have improved them usefully and honorably in the place God had set her. He brought her to Boston and left her with her brother, one Mr. Yale, a merchant, to try what means might be had for her. But no help could be had.

74. Rules of Dorchester Schools
BY THE TOWN OF DORCHESTER (1641)

THE schoolmaster shall faithfully attend his school and do his best to benefit his scholars. In this he is to use his best judgment, and|not remain away from school unless necessary. This would be to the disadvantage of his scholars and would hinder their learning.

From the beginning of the first month until the end of the seventh, he shall begin to teach every day at seven of the clock in the morning. For the other five months he shall begin every day at eight of the clock in the morning and end at four in the afternoon.

Every day in the year the usual time for dismissing at noon shall be at eleven; to begin again at one.

But every second day of the week, he shall call his scholars together between twelve and one of the clock to examine them. This is to find out what they have learned the Sabbath day before. At this time he shall

take notice of any wrong-doing or disorder that any of his scholars have committed on the Sabbath.

Then at some suitable time he shall instruct them how they must do at another time. Or he may punish them if the offence shall require it.

He shall equally and impartially teach such as are placed in his care. No matter whether their parents be poor or rich, he shall not refuse any who have a right and interest in the school.[245]

Such as are placed in his care he shall faithfully teach both in the regular school studies and also in points of good manners. He shall teach them dutiful behavior to all, especially those who are their superiors.

Every sixth day of the week[246] he shall question his scholars in the principles of Christian religion.

All men's efforts, without the blessing of God must be fruitless and unsuccessful. Therefore it is to be a chief part of the schoolmaster's duty to commend his scholars and his work to God in prayer. This he shall do morning and evening, taking care that his scholars do devoutly listen during the prayer.

The rod of correction is a rule of-God necessary sometimes to be used upon children.[247] It may easily be abused by too much severity or too much kindness. The schoolmaster shall have full power to punish all or any of his scholars, no matter who they are.

He shall do as the offence seems to require. All his scholars must be subject to this rule. No parent or other person living in the place shall go about to hinder the master in this.

But if any parent or others shall think there is just cause for complaint against the master for too much severity, they shall have liberty to tell him so in friendly and loving way.

75. Strict Rules for College Students
BY HARVARD COLLEGE (1660)[248]

1. IT is hereby ordered that the president and fellows of Harvard College have the power to punish all misdeeds of the young men in their college. They are to use their best judgment and punish by fines or whipping in the hall publicly, as the nature of the offence shall call for.

2. No student shall live or board in the family or private house of any person in Cambridge without permission from the president and his teachers. And if any shall have leave to do so, yet they shall attend all college exercises both for religion and schooling.

They shall also be under college rules, and do as others ought to do. In case any student shall be and live in town out of the college grounds, more than one month or several times, without permission, he shall afterwards be looked upon as no member of the college.

3. Former orders have not prevented unnecessary damage to the college, by the roughness and carelessness of certain students. Yet for their benefit a great amount of money has been spent on these things.

It is therefore ordered that hereafter all possible care shall be taken to prevent such injury to things. And when any damage shall be found done to any study room or other room used, the person or persons living in it shall pay for this.

And where any damage shall be done to any part of the college building (except by the act of God), this shall be made good or paid for by all the students

living in the college at the time when such damage shall be done or found to be done. This means damage to any empty room, the college fences, pump, bell, clock, etc.[249]

But if the person or persons that did these things be discovered, he or they shall make good the damage. He or they shall also be in danger of further punishment and fines for such misconduct.

If any student shall take any study room for his use he shall pay the rent of it for a whole year, whether he live in it so long or not. He shall be under promise to leave the room in as good condition as he found it when he first came into it.

Parents are greatly annoyed by reason of ill-treatment put upon their children when they first come to college.[250] This is because the older students send them upon their own private errands. For the future great care shall be taken to prevent this same thing.

All doings of this kind shall be severely punished, by a fine paid by such persons as shall do so. Or they shall receive bodily punishment if it is considered best. 4. M—, H—, and W— were expelled from college and their names cut out of the tables in the dining room. By order of the president of the college, this was done before all the fellows interested. It was because of the disorder and bad actions of these three young men toward Andrew Belcher. They killed Grandma Sell's dog and stole ropes with which to hang him. They hung him upon a sign-post at night, as one of them afterwards confessed before the college authorities and before his companions. And at the time it was not denied in any way; but two of the students afterwards got

the third one to say that after all what he had related was not true. Many great lies were told by all of them, and especially by one. And there were many reasons for the belief that they committed these crimes.

76. Benjamin Franklin's Boyhood
BY BENJAMIN FRANKLIN (1706)

I WAS the youngest son of my father, Josiah Franklin, and was born in Boston, New England. My father had in all seventeen children; of which I remember thirteen sitting at once at his table.

I was put to the grammar school at eight years of age, my father intending as an offering to God, to make me a minister of the church. My readiness in learning to read must have been very early as I do not remember when I could not read. Later my father sent me to a school for writing and arithmetic. I learned good writing pretty soon but I failed in the arithmetic. At ten years of age. I was taken home to help my father in his business.

He was a tallow-candle-maker and soap-boiler. He was not brought up to follow this business. He had gone into it, when he came to New England; for he found his dyeing trade would not support his family.

So I was at work cutting wick for the candles, filling the moulds for dipping the candles, keeping the shop, and going on errands. I disliked the business. I had a strong desire to go to sea; but my father declared against it.

Living near the water, I was much in and about it. I learned early to swim well and to manage boats.

And when in a boat or canoe with other boys, I was generally allowed to manage things, especially in any case of danger.

Upon other occasions I was generally a leader among the boys Sometimes I led them into scrapes. I will tell of one such time.

There was a salt marsh on one side of the mill pond. On the edge of this, at high water, we used to stand to fish for minnows. By much trampling we had made it a mere quagmire. My plan was to build a wharf there fit for us to stand upon; and I showed my comrades a large heap of stones which were intended for a new house near the marsh. These would very well suit our purpose.

So, in the evening, when the workmen were gone, I gathered together a number of my playfellows; we worked very hard, like so many ants. Sometimes two or three of us were needed for one stone. Finally we brought them all away and built our little wharf.

The next morning the workmen were surprised at missing the stones, which were found in our wharf. They began to ask who moved them. We were found out and complaint was made. Several of us were punished by our fathers. And although I said for excuse that it was a useful kind of work, my father convinced me that nothing was useful which was not honest.

My father was often visited by leading people, w ho asked his opinion in affairs of the town or of the church to which he belonged. They showed a good deal of respect for his judgement and advice. He liked to have some sensible friend or neighbor to talk with him at his table. He always took care to start some useful subject for conversation, which might help to improve the minds of his children. By this means he turned our attention to what was good, just, and wise in the affairs of life.

Little or no notice was ever taken of the food on the table. If it was well or poorly prepared, in or out of season, of good or bad flavor, better or worse than some other thing of the kind, we did not discuss it. I was brought up to pay so little attention to these things, that I cared little what kind of food was set before me. To this day, if I am asked, I can hardly tell a few hours after dinner what I had to eat.

This has been a great convenience to me in travelling. When my companions have been very unhappy sometimes for want of what would suit their more delicate tastes I have been satisfied.

I never knew my father or my mother to have any sickness but that of which they died, he at 89 and she at 8 5 years of age. They lie buried together at Boston, where I some years ago placed a tombstone over their grave.

From a child I was ever fond of reading, and all the little money that came into my hands was ever laid out in books. My father's little library was chiefly of books on religious discussions, most of which I read.

I have since often been sorry that, at a time when I had such a thirst for knowledge, more proper books

had not fallen in my way, since it was later decided I should not be a minister.

My taste for books at last caused my father to make me a printer. I like it much better than my father's business, but I still had a hankering for the sea. To prevent this my father was in haste to have me bound to my brother as an apprentice in the printing business.

I now had a chance to read better books. Knowing the apprentices of book-sellers enabled me sometimes to borrow a small one which I was careful to return clean. Often I sat up in my room reading the greatest part of the night, when the book was borrowed in the evening anti had to be returned early in the morning.

After some time, Mr. Matthew Adams, who had a

pretty collection of books, took notice of me, invited me to his library, and very kindly lent me such books as I chose to read.

77. School Days and School Fights
BY JOHN BARNARD (1687-1700)

I, JOHN BARNARD, was born at Boston, November 6, 1681. My parents were respectable and very pious and charitable. In the spring of my eighth year I was sent to the grammar school.

My master was the aged and famous Mr. Ezekiel Cheever, and well he merited the fame so heartily given him. I have many interesting memories of him.

He placed me in the lowest class, but finding that I soon read through my books, he put me, after a few weeks, into a higher class, and the next year made me the head of it.

Although my master put me in a higher class, I was a very naughty boy, much given to play. So at last he said before all: "You, Barnard, I know you can do well enough if you will. But you are so full of play that you hinder your classmates from getting their lessons. Therefore, if any of them cannot say their lessons I shall correct you for it."

One unlucky day, one of my classmates did not look into his book, so he could not say his lesson, although I had once and again told him to mind his book. Therefore, my master beat me. I told my master the reason why he could not-say his lesson was his saying that he would beat me if any of the class could not do their part in lessons. Ever since

he said that this boy would not look into his book though I told him to mind his book as the class could prove.

The boy was pleased with my being punished and kept on failing in his lessons. For this I was still punished, and so for several days. I thought in justice I ought to punish the boy, and make him do better.

So, after school was done, I went up to him and told him I had been beaten several times for his failures. I told him that since the master would not punish him I would, and I should do so as often as I was punished for him. Then I drubbed him well. The boy never came to school any more. And so that unfortunate matter ended.

Though I was often beaten for my play, and my little roguish tricks, yet I don't remember that I was ever beaten for my lessons more than once or twice.

Once, in a Latin lesson, my master found fault with the way I used a word. It was not used so by me, carelessly, but on purpose. So I told him there was a plain grammar rule for it. He angrily replied there was no such rule. I took the grammar and showed the rule to him. Then he smilingly said, "Thou art a brave boy. I had forgotten it." And no wonder; for he was then more than eighty years old.

78. Indian Students at William and Mary College
BY GOVERNOR SPOTSWOOD (1711-1712)

VIRGINIA, NOV. 11, 1711.

To my Lord Dartmouth,

My Lord:

I have given your lordship an account of my intention to meet and treat with the Tuscarora Indians for securing the peace of this colony and punishing the Indians who had part in the recent savage massacre.

My messenger is returned. He brought with him five of the chief men of that nation to represent the rest. These chiefs came at a very good time, just as I had brought into view a body of militia consisting of about sixteen hundred men. So great an appearance of armed men in such good order very much surprised them.

It gave them a better opinion of the strength of this government than they before had. I thought this a good time to let them know what I expected of their nation if they wished to keep our friendship.

I told them that either they must themselves carry on a war with our Indian foes or help us to destroy them. And that we might be the better assured of their friendship I proposed that two of the sons of the chief men in each of their towns should be educated at our college. These sons were to be sent to our government as hostages.

The king of the Nausemonds has sent his son and cousin. The Nottaways and Meherrins have each

sent two of their chief men's sons to the college. They have consented for them to be brought up in the Christian religion.

To encourage them I have taken care to have them well clothed and kindly treated. The queen of Pamunkey, upon seeing their good treatment has also promised that her son and one of the sons of a chief in her nation, shall soon be sent. I expect one from the Chickahominys.

That they shall no longer pay tribute of skins is one of the conditions upon which they send their children to the college. It was as much with an intention to bring the Indians to accept Christianity, as to secure their friendship to the government, that I proposed to have their children here.

There are now about twenty-five Indian children at the college. They have a master to teach them, and are decently clothed and cared for; so that they seem very well pleased. So also are their parents, and others of their nations, who come often to see them.

These Indians express much satisfaction at the treatment which is given to their children. They often grieve that they were not so fortunate as to have such advantages in their young days.

Among the Indian children now at the college there are several that can read and write quite well. They can repeat the church catechism and know how to take part in the service at church. Both the boys and the parents show a great desire that they should receive baptism.

79. A Philadelphia School-Boy
BY ALEXANDER GRAYDEN (1760-1766)

WHEN I was about eight years of age, it was deemed expedient to enter me at the academy, and I was accordingly introduced by my father to Mr. Kinnesley, the teacher of English and professor of oratory. The task of the younger boys, at least, consisted in learning to read and to write their mother tongue grammatically; and one day in the week, I think Friday, was set apart for the recitation of select passages in poetry and prose.

For this purpose, each scholar, in his turn, ascended the stage, and said his speech, as the phrase was. This speech was carefully taught him by his master, both with respect to its pronunciation, and the action deemed suitable to its several parts. More profit attended my reading. After Æsop's fables, and an abridgement of the Roman history, Telemachus was put into our hands;[251] and if it be admitted

that the human heart may be bettered by instruction, mine, I may aver, was benefited by this work of the virtuous Fenelon.

A few days after I had been put under the care of Mr. Kinnersley, I was told by my class mates, that it was necessary for me to fight a battle with some one, in order to establish my claim to the honor of being an academy boy. I found that the place of battle was fixed, and that a certain John Appowen, a lad who was better set and older than myself, though not quite so tall, was pitted against me. A combat immediately began between Appowen and myself, which for some time was maintained on each side with equal vigor and determination, when unluckily, I received his fist directly in my gullet. The blow for a time depriving me of breath and the power of resistance, the victory was declared for my adversary, though not without the acknowledgment of the party, that I had at least behaved well, and shown myself not unworthy of the name of an academy boy.

I have said that I was about to enter the Latin School. The person whose pupil I was consequently to become, was Mr. John Beveridge, a native of Scotland, who retained the smack of his mother tongue in its primitive purity. His acquaintance with the language which he taught, was, I believe, justly deemed to be very accurate and profound. But as to his other acquirements, after excepting the game of backgammon, in which he was said to excel, truth will not warrant me in saying a great deal. He was, however, diligent and laborious in his attention to his school; and if he had possessed the faculty of making himself beloved by the scholars, and of exciting

their emulation and exertion, nothing would have been wanting in him to an entire qualification for his office. But unfortunately, he had no dignity of character, and was no less destitute of the art of making himself respected than beloved. Though not perhaps intolerably severe, he made a pretty free use of the rattan and the ferule, but to very little purpose.

As my evil star would have it, I was thoroughly tired of books and confinement, and my mother's advice and even entreaties were overruled by my extreme repugnance to a longer continuance in the school. So, to my lasting regret, I bid it adieu when a little turned of fourteen, at the very season when the minds of the studious begin to profit by instruction. We were at this time reading Horace and Cicero, having passed through Ovid, Virgil, Cæsar, and Sallust.[252]

80. A Word about Schools
BY DR. ABEL ABBOT (ABOUT 1780)

A WORD about schools. These were poor enough. We used to read, spell, write, and do numbers. The primer, spelling book, and the Bible were the books. My father became aware that the schools were useless and hired Mr. John Abbott, who was then in college, to teach a month in his vacation. He then invited other people to send their children free.

This made the schools there of a different sort. For a number of years after this good teachers were hired for about eight weeks in the winter. They were usually students from college. Other places then began to have as good schools.

I respect my father and mother deeply; for their anxiety and sacrifices to give their children the best education possible. Their children, grandchildren, and so on to the twentieth generation will have reason to bless the memory of parents of such true worth.

Now for something else. For breakfast in olden times there was bread and milk, as soon as the cows were milked. About nine o'clock there was a luncheon of bread and cheese, or fried pork and potatoes.

For dinner we had a good Indian pudding. Often there were blue-berries or suet in it. We had also for dinner pork and beef, through the winter and spring, besides potatoes, turnips, and cabbage.

At four or five o'clock in the summer evenings, we had some bread and cheese or the like. For supper we had bread and milk.

When there was company chocolate was used for breakfast, but no coffee. Pewter basins and sometimes wooden bowls were used. Wooden plates were used for dinner. When a friend dined pewter plates and spoons were used by father, mother, and the friend.

I do not think that swearing was ever heard in the town until after the Revolution. I do not remember seeing my father or mother angry; but they were sometimes displeased no doubt. I do not remember more than one man being drunk.

Rum was commonly used at the raising of buildings. If the raising was finished before night, the men amused themselves with wrestling, goal, and coits. Goal was the favorite game of the boys after thanksgiving and Election days, the only holidays which I remember.

81. From Childhood to College
BY SAMUEL KNEELAND (ABOUT 1750)

THE most remarkable thing in my childhood was a wonderful talent which I possessed to imitate anything that I saw or heard. I could grunt like a hog, roar like a lion, or bellow like a bull. I was once very near being worried by a pack of rascally dogs, who took me for a fox, I deceived their ears with so natural a squeal. I was a particular favorite of all the hens in the neighborhood; I rivalled the cock with a crow as exquisite as it was inimitable. I will add for the satisfaction of my enemies, that when I hoot they would infallibly take me for an owl. Also on occasion, I can bray so very advantageously, that few donkeys can go beyond me.

Nay, to such a perfection am I now arrived in the art of mimicry, that I am able not only to make any sound that I hear, but I have a faculty of looking like anybody I think fit. There is no person whom I have ever seen, but I can immediately throw all his features into my face, assume his air and monopolize his whole countenance. I remember when I was a school-boy my master once gave me an unlucky rap on my pate, for a fault committed by Giles Horror, whose visage I had at that time most unfortunately put on. Esau Absent may remember to this day, if he is living, how his mother took me for him, when I marched off in triumph, with a huge lunch of bread and butter, that was just spread for Esau's dinner.

When I was three years old, I was sent to school to a mistress, where I learned to read with great dispatch; in my fifth year, I was taken away and put to

A COLONIAL SCHOOL-GIRL (MISTRESS CAMPION).

[Description: Black and white illustration: a portrait of a girl in fancy attire: she holds a Horn book (a kind of tablet) containing the alphabet; a dog is at her feet.]

a writing master. In my seventh year I could flourish a tolerable hand, and began my grammar. By the time that I was fourteen, I was considerably proficient in the Latin and Greek languages. and was admitted into Harvard College.

82. A Tutor and his Pupils
BY PHILIP FITHIAN(1773-1774)[253]

Monday, November 1. We began school. The school consists of eight. Two of Mr. Carters sons, one nephew, and five daughters. The eldest son is reading Sallust; grammatical exercises, and Latin grammar. The second son is reading English grammar, and reading English writing, and ciphering in subtraction. The nephew is reading and writing as above; and ciphering in reduction. The eldest daughter is reading the Spectator, writing, and beginning to cipher. The second is reading now out of the spelling-book, and beginning to write. The next is reading in the spelling-book. The fourth is spelling in the beginning of the spelling-book. And the last is beginning her letters.

Thursday, November 25. Rode this morning to Richmond Courthouse, where two horses ran for a purse of 500 pounds: besides small bets almost innumerable. One of the horses belonged to Colonel John Tayloe, and is called Yorick; the other to Dr. Flood, and is called Gift. The Assembly was remarkably numerous; beyond my expectation and exceedingly polite in general.[254] The horses started precisely at five minutes after three; the course was

one mile in circumference, they performed the first round in two minutes, the third in two minutes and a half. Yorick came out the fifth time round about 40 rods ahead of Gift; both horses, when the riders dismounted proved very lame; they ran five miles, and carried 180 pounds.

Almost every lady wears a red cloak; and when they ride out they tie a red handkerchief over their head and face, so that when I first came into Virginia, I was distressed whenever I saw a lady, for I thought she had the toothache. The people are extremely hospitable, and very polite, both of which are most certainly universal characteristics of the gentlemen in Virginia. Some swear bitterly, but the practice seems to be generally disapproved. I have heard that this country is notorious for gaming; however that may be, I have not seen a pack of cards, nor a die, since I left home, nor gaming nor betting of any kind except at the Richmond-race. Almost every gentleman of condition, keeps a chariot and four; many drive with six horses. I observe that all the merchants and shopkeepers in the sphere of my acquaintance are young Scotchmen, several of whom I know. It has been the custom heretofore to have all their tutors, and schoolmasters from Scotland, tho' they begin to be willing to employ their own countrymen.

In the evening Ben Carter and myself had a long dispute on the practice of fighting. He thinks it best for two persons who have any dispute to go out in good-humour and fight manfully, and says that they will be sooner and longer friends than to brood and harbour malice. Mr. Carter is practicing this evening on the guitar. He has here at home a

harpsichord, forte-piano, harmonica, guitar, violin, and German flutes, and at Williamsburg, he has a good pipe organ.

In the morning so soon as it is light a boy knocks at my door to make a fire; after the fire is kindled, I rise which now in the winter is commonly by seven, or a little after. By the time I am drest the children commonly enter the school-room, which is under the room I sleep in; I hear them round one lesson, when the bell rings for eight o-clock (for Mr. Carter has a large good bell which may be heard some miles, and this is always rung at meal times ;) the children then go out; and at half after eight the bell rings for breakfast, we then repair to the dining-room; after breakfast, which is generally about half after nine, we go into school, and sit till twelve, when the bell rings, and they go out for noon; the dinner-bell rings commonly about half after two, often at three, but never before two. After dinner is over, which in common, when we have no company, is about half after three we go into school, and sit til the bell rings at five, when they separate til the next morning. We go into supper commonly about half after eight or at nine and I usually go to bed between ten and eleven.

Saturday, December 18. After breakfast, we all retired into the dancing room, and after the scholars had their lesson singly round Mr. Christian, very politely, requested me to step a minuet; I excused myself, however, but signified my peculiar pleasure in the accuracy of their performance. There were several minuets danced with great ease and propriety; after which the whole company joined in country-dances, and it was indeed beautiful to admiration, to see such a number of young persons, set off by dress

to the best advantage, moving easily, to the sound of well performed music, and with perfect regularity,

IN A LIBRARY.

[Description: Black and white illustration of a home library: four men look at maps; one holds a pair of compasses; a globe and books litter the floor.]

tho' apparently in the utmost disorder. The dance continued till two, we dined at half after three. Soon after dinner we repaired to the dancing-room again; I observe in the course of the lessons, that Mr. Christian is punctual, and rigid in his discipline, so strict indeed that he struck two of the young Misses for a fault in the course of their performance, even in the presence of the mother of one of them! And he rebuked one of the young fellows so highly as to tell him he must alter his manner, which he had observed through the course of the dance, to be insolent, and wanton, or else absent himself from the school. I thought this a sharp reproof to a young gentleman of seventeen, before a large number of ladies! Nothing is now to be heard of in conversation, but the balls, the fox-hunts, the fine entertainments, and the good fellowship, which are to be exhibited at the approaching Christmas. Mr. Goodlet was barred out of his school last Monday by his scholars, for Christmas holidays, which are to continue till twelfth-day; but my scholars are of a more quiet nature, and have consented to have four or five days now, and to have their full holiday in May next, when I propose by the permission of Providence to go home, where I hope to see the good and benevolent Laura.

When the candles were lighted, we all repaired, for the last time, into the dancing-room; first each couple danced a minuet; then all joined as before in the country dances, these continued till half after seven when at the proposal of several, we played Button, to get pawns for redemption; here I could join with them, and indeed it was carried on with sprightliness, and decency; in the course of redeeming my pawns I had several kisses of the ladies! Half after eight we were rung in to supper. The room looked luminous and splendid; four very large candles burning on

the table where we supped; three others in different parts of the room; a gay, sociable assembly, and four well instructed waiters! So soon as we rose from supper, the company formed into a semicircle round the fire, and Mr. Lee, by the voice of the Company was chosen Pope, and the rest of the company were appointed Friars, in the Play called "Break the Pope's Neck." Here we had great diversion in the respective judgments upon offenders, but we were all dismissed by ten, and retired to our several rooms.

Saturday, December 25. I was waked this morning by guns fired all round the house. The morning is stormy, the wind at south east and it rains hard. Nelson the boy who makes my fire, blacks my shoes, does errands, &c. was early in my room. He made me a vast fire, blacked my shoes, set my room in order, and wished me a joyful Christmas, for which I gave him half a bit.[255] Soon after he left the room and before I was drest, the fellow who makes the fire in our school room, dressed very neatly in green, but almost drunk, entered my chamber with three or four profound bows, and made me the same salutation; I gave him a bit, and dismissed him as soon as possible. Soon after my clothes and linen were sent in with a message for a Christmas box, as they call it; I sent the poor slave a hit, and my thanks. I was obliged for want of small change, to put off for some days the barber who shaves and dresses me.

There were at table Mrs. Carter and her five daughters that are at school with me Miss Priscilla, Nancy, Fanny, Betsy, and Harriot, five as beautiful delicate, well-instructed children as I have ever known! Ben is abroad; Bob and Harry are out.

Ben, the eldest, is a youth of genius: of warm impetuous disposition; desirous of acquiring knowledge, docile, vastly inquisitive and curious in mercantile, and mechanical matters, very fond of horses and takes great pleasure in exercising them.

Bob, the other brother, is by no means destitute of capacity. He is extremely volatile and unsettled in his temper, which makes it almost wholly impossible to fix him for any time to the same thing, on which account he has made but very little advancement in any one branch of study, and this is attributed to barrenness of genius. He is slovenly, clumsy, very fond of shooting, of dogs, and of horses, but a very stiff rider, good natured, pleased with the society of persons much below his family, and estate and tho' quick and wrathful in his temper, yet he is soon moderated, and easily subdued.

Harry, the nephew, is rather sullen in his make. He is obstinate, tho' steady, and makes a slow uniform advance in his learning, he is vastly kind to me, but in particular to my horse.

Miss Priscilla, the eldest daughter, about 16 years old, is steady, studious, docile, quick of apprehension, and makes good progress in what she undertakes; she is small of her age, has a mild winning presence, a sweet obliging temper, never swears, which is here a distinguished virtue, dances finely, plays well on keyed instruments, and is on the whole in the first class of the female sex.

Nancy, the second, is not without some few of those qualities which are by some (I think with great ill-nature, and with little or no truth) said to belong intirely to the fair sex. I mean great curiosity, eagerness for superiority, and or in friendship, but

bitterness and rage where there is enmity. She is not constant in her disposition, nor diligent nor attentive to her business. But she has her excellencies; she is cheerful, tender in her temper, easily

SCHOOL DAYS.

[Description: Black and white illustration of a man in a chair with a boy on his lap: the boy holds a horn book (a kind of tablet) with the alphabet on it, to which he is pointing. The boy is learning the alphabet.]

managed by perswasion, and is never without what seems to have been a common gift of Heaven to the fair-sex, readiness of expression!

Fanny, the next, is in her person, according to my judgment the flower of the family. She has a strong resemblance to her Mamma, who is an elegant, beautiful woman. Miss Fanny seems to have a remarkable

sedateness, and simplicity in her countenance, which is always rather cheerful than melancholy; she has nothing with which we can find fault in her person, but has something in the features of her face which insensibly pleases us, and always when she is in sight draws our attention, and much the more because there seems to be for every agreeable feature a corresponding action which improves and adorns it.

Betsy, the next, is young, quiet, and obedient.

Harriet is bold, fearless, noisy and lawless; always merry, almost never displeased; she seems to have a heart easily moved by the force of music; she has learned many tunes and can strike any note, or succession of notes perfectly with the flute or harpsichord, and is never wearied with the sound of music either vocal or instrumental.

These are the persons who are at present under my direction, and whose general character I have very imperfectly attempted to describe.

83. A Mock Examination[256]
BY FRANCIS HOPKINSON (1784)
METAPHYSICS

PROFESSOR. WHAT is a salt-box ?

STUDENT. It is a box made to contain salt.

PROF. How is it divided ?

STU. Into a salt-box, and a box of salt.

PROF. Very well ! show the distinction.

STU. A salt-box may be where there is no salt; but salt is absolutely necessary to the existence of a box of salt.

PROF. Are not salt-boxes otherwise divided ?

STU. Yes: by a partition.

PROF. What is the use of this partition ?

STU. TO separate the coarse salt from the fine.

PROF. HOW ? -think a little.

STU. TO separate the fine salt from the coarse.

PROF To be sure: it is to separate the fine from the coarse: but are not salt-boxes yet otherwise distinguished ?

STU. Yes: into possible, probable, and positive.

PROF. Define these several kinds of salt-boxes.

STU. A possible salt-box is a salt-box yet unsold in the hands of the joiner.

PROF. Why so ?

STU. Because it hath never yet become a salt-box in fact, having never had any salt in it; and it may possibly be applied to some other use.

PROF. Very true: for a salt-box which never had, hath not now, and perhaps never may have, any salt in it, can only be termed a possible salt-box. What is a probable salt-box?

STU. It is a salt-box in the hand of one going to a shop to buy salt, and who hath six-pence in his pocket to pay the grocer: and a positive salt-box is one which hath actually got salt in it.

PROF. Very good: but is there no instance of a positive salt-box which hath no salt in it ?

STU. I know of none.

PROF. Yes: there is one mentioned by some author: it is where a box hath by long use been so impregnated with salt, that although all the salt hath been long since emptied out, it may yet be called a salt-box, with the same propriety that we say a salt herring, salt beef, &c.