"I was bold in the pursuit of knowledge, never fearing to follow truth and reason to whatever results they led, and bearding every authority which stood in their way." --Thomas Jefferson to Thomas Cooper, 1814.

"If the condition of man is to be progressively ameliorated, as we fondly hope and believe, education is to be the chief instrument in effecting it." --Thomas Jefferson to M. A. Jullien, 1818.

"But your biography will not merely teach self-education, but the education of a wise man; and the wisest man will receive lights and improve his progress, by seeing detailed the conduct of another wise man." --Benjamin Franklin.

"There were, however, two things that I regretted, there being no provision for defense, nor for a complete education of youth; no militia, nor any college. I therefore, in 1743, drew up a proposal for establishing an academy..." --Benjamin Franklin.

    When the school system began in the colonies, it was for the purpose of teaching boys to read the Scriptures with some of them going on in the service of the church or going on to college to learn a profession. In the more mercantile society of the 18th century, colonists recognized the importance of other kinds of knowledge and insisted that the school curriculum be expanded to include more functional subjects, such as agriculture, navigation, and mechanics. Colonists also rallied to include education for the middle class and for girls, and that the schools be supported by public contributions to allow every child to learn (Bent and Kronenberg 34). It was through knowledge that their children would be able to pursue a better life with more opportunities. As Jefferson said, education was the only way to better the condition of man.

    The method of instruction in the schools was lecture, drill and practice. Homework was another component in the learning process. Reading the Scriptures gave people the wisdom to live a 'right' life. As the school curriculum became broader, learning took on other purposes - specifically, to gain the knowledge and skills to work in different trades. Knowledge represented freedom and opportunity to the colonists and the most valuable knowledge was that which allowed the learner to achieve these goals, i.e., improve their status in society and to earn a decent living.

    Among the proponents for greater learning opportunities were Benjamin Franklin and Thomas Jefferson, both of whom believed in the pursuit of knowledge for a better life. In his autobiography, Franklin admitted that he regretted not going on to college as his father had intended him to do although his father's intention was that his son become educated to serve the Church. This was indeed the purpose of learning for many of the colonists. Franklin spoke in his autobiography of his “thirst for knowledge" and at one point in his life he did little else but read: "Reading was the only amusement I allow'd myself" (1771, htm). He seemed to have a need for learning of any and all kinds in diverse fields. His goal was to gain knowledge for the sheer purpose of enjoyment and wisdom.

    Jefferson was very clear in his opinions about knowledge and learning. He believed that everyone should learn in order to become knowledgeable enough to monitor his or her government. Another purpose of learning, to Jefferson, was to advance one's station in life. During this era, character education was still one of the primary goals of education. Jefferson debated the issue of character and moral development in terms of how it could best be learned.  He also debated whether education and learning should focus on developing character or cognitive skills. His self-debate became clouded regarding how best to achieve character and moral development. If these were taught, then the learner had to use cognitive skills to learn about character (Jefferson/Merrill 25). According to reports, Jefferson's formal writings and speeches advised learners to take courses in moral philosophy but in informal conversations, he stated that studying moral philosophy was a waste of time because the acquisition of virtue is gained through consistent upright behavior and that is what develops moral habits (Edmondson 226).

    Jefferson believed in a liberal education as a way of enlarging the mind.  He also believed that truth led to knowledge and knowledge led to truth (Edmondson 226). Thus, Jefferson promoted both formal learning environments and learning through experience, at least in the area of moral development. Franklin inferred that self-taught knowledge was just as valid as formal education because it was based on reading and learning from those who were wiser than oneself. Reading was Franklin's passion and one that he attempted to convey to the public (Franklin htm).

    As already stated, learning was extremely important to the colonists. Knowledge and learning represented freedom. It was so important that many brought their own libraries with them when they migrated to the colonies. James Logan was one who brought an extensive library with him and expanded it during his life. Logan and Benjamin Franklin were among the most vigorous in their efforts to improve the intellectual and cultural environment in the colonies, specifically, in Pennsylvania. Logan was secretary of the colony, a learned man who believed firmly in sharing his vast library. It was Logan's library where Franklin as a young man was able to read the latest scientific works. Logan was generous with his books; in fact, he began the first public library. In 1745, he erected a building for his collection of books and bequeathed both building and books to the city (Cincotta htm).

    As another way of expanding minds and gaining knowledge, Franklin formed a debating club in Philadelphia. This club became the foundation of the American Philosophical Society. Franklin's thirst for knowledge was reflected in this and other acts, such as the founding of the academy, which accepted all children regardless of ability to pay the tuition (Franklin htm).

    He believed there were multiple ways of learning. Beyond the formal educational process, there were books and pamphlets from which one could learn as well as conversations with those wiser than oneself. He considered his newspaper as another means of instruction and included articles from the Spectator and other moral writers as well as his own writings. He commented that women and children could use these means to gain enough knowledge to protect themselves and their children from "crafty men" (Franklin htm).

    The colonists were avid learners from the beginning although the initial purpose was the ability to read the Scriptures. As the society progressed, the purpose of learning naturally expanded to include learning skills that would lead to better jobs and more opportunities. Many of the leaders in the 18th century, such as Jefferson, Franklin and Logan promoted learning and knowledge as the way to better the condition on oneself and man, in general. The most valuable knowledge to much of the populous was that which could achieve the goal of a better station in life. Still, moral and character development were prime concerns in terms of learning. With knowledge one could avoid the wiles of con artists and one could also monitor the government and seek greater opportunities.
 
 

WORKS CITED

Bent, Rudyard and Kronenberg, Henry. Principles of Secondary Education. NY: McGraw-Hill Book, 1961.

Cincotta, Howard. An Outline of American History. Washington, D.C. United States Information Agency, 20 Nov 2001. http://odur.let.rug.nl/~usa/H/1994/ch2_p5.htm

Edmondson, Henry. T. "Teaching administrative ethics with help from Jefferson." PS: Political Science & Politics, (1995): v28, n2, p.226(4).

Franklin, Benjamin. The Autobiography of Benjamin Franklin. 25 Nov 2001.
http://odur.let.rug.nl/~usa/B/bfranklin/franktxt.htm.

Jefferson, Thomas. "Beginning Quotes. Thomas Jefferson on Politics & Government." 19 Nov 2001. http://etext.virginia.edu/etcbin/ot2wwwjeffquot?specfile=/web/data/jefferson/quotations/www/jeffquot.o2w&act=surround&offset=1361450&tag=Favorite+Jefferson+Quotations&query=education.

Jefferson, Thomas. Peterson, Merrill D. The Portable Thomas Jefferson. Viking Penguin, 1977.