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Benjamin Franklin, William Smith, and the Struggle for Control of the University of Pennsylvania

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Benjamin Franklin, William Smith, and the Struggle for Control of the University of Pennsylvania University of Pennsylvania ScholarlyCommons Honors Program in History (Senior Honors Theses) Department of History March 2007 The "Schemes of Public Parties": Benjamin Franklin, William Smith, and the Struggle for Control of the University of Pennsylvania Jennifer W. Reiss University of Pennsylvania Follow this and additional works at: https://repository.upenn.edu/hist_honors Reiss, Jennifer W., "The "Schemes of Public Parties": Benjamin Franklin, William Smith, and the Struggle for Control of the University of Pennsylvania" (2007). Honors Program in History (Senior Honors Theses). 1. https://repository.upenn.edu/hist_honors/1 A Senior Thesis Submitted in Partial Fulfillment of the Requirements for Honors in History. Faculty Advisor: Robert St. George This paper is posted at ScholarlyCommons. https://repository.upenn.edu/hist_honors/1 For more information, please contact [email protected]. The "Schemes of Public Parties": Benjamin Franklin, William Smith, and the Struggle for Control of the University of Pennsylvania Comments A Senior Thesis Submitted in Partial Fulfillment of the Requirements for Honors in History. Faculty Advisor: Robert St. George This thesis or dissertation is available at ScholarlyCommons: https://repository.upenn.edu/hist_honors/1 University of Pennsylvania “The Schemes of Public Parties”: Benjamin Franklin, William Smith, and the Struggle for Control of the University of Pennsylvania A senior thesis submitted in partial fulfillment of the requirements for Honors in History by Jennifer W. Reiss Philadelphia, Pennsylvania 23 March 2007 Faculty Advisor: Robert St. George Honors Director: Phoebe Kropp In memory of Sidney Reiss, Stuart Holz and Gertrude Holz, with eternal love You can be a scholar in the great tradition of the funny bald man who played with kites. Yay Jen! Jordana Hausman, April 2003 CONTENTS Acknowledgments ................................................................................. .................................. v Introduction: The Forgotten Tale ............................................................................................. 1 Chapter One: Philadelphia’s Academy .................................................................................. 20 Chapter Two: Smith’s College ............................................................................................... 50 Chapter Three: Franklin’s University .................................................................................... 90 Conclusion: The Caprice of History .................................................................................... 124 Appendix .............................................................................................................................. 130 Bibliography ........................................................................................................................ 137 iv ACKNOWLEDGMENTS I am much obliged to Linda Wiedmann and the Center for Undergraduate Research and Fellowships as well as Beth Wenger and the Department of History for the internship and summer research grants used to complete this project. Nick Okrent of Van Pelt Library, and Nancy Miller and Mary McConaghy of the University Archives and Records Center gave me invaluable research help, while Deborah Singer and Sarah Breger offered insightful comments on my chapter drafts. This thesis was a priceless lesson in perseverance and intellectual freedom, unthinkable if not for two unwavering advocates: Phoebe Kropp, who amazes me with her seemingly endless patience and stamina, and Robert St. George, who kindly offered his time and expertise when all seemed lost. Their support gave me courage. On a personal note, this is probably the only time I will ever get to acknowledge all those to whom I am indebted, so I must take the time to mention Penn Professors Kathleen Brown, Toni Bowers, John DiIulio for their inspiration, encouragement, and generosity, as well as Robert Uzzolino, Ellen Brener, and Peter Urban of Millburn High School, Millburn, New Jersey for pushing me, listening to me, and believing in me. Monica Saumoy, Jordana Hausman, David Kalan, Jane Li, Zachary Levine, Mindy Sprung, and Matthew Meltzer are true, caring friends – especially so over the past year and a half. And I could not get through each day without the unconditional love and faith of Anester Reiss and the Berger family. I hope I have made everyone proud. Finally, I would be “out in a box on the side of the road” if it wasn’t for my father, Ted Reiss. For better (or worse… but mostly better!) he is the reason I am who I am, and for that “Thank You” just doesn’t seem enough. Nevertheless, it’s all I’ve got. So, thank you v Dad, for my Red and Blue blood, Saturday morning bagels with Dagmar of Denmark, taking time out for our friend Simon, Jeremy Bentham in his closet, and letting me borrow your thirty-year-old copy of The Ideological Origins of the American Revolution. You’re the best. vi 1 INTRODUCTION THE FORGOTTEN TALE Upon opening their application, prospective applicants immediately discover that the University of Pennsylvania owes its existence to Benjamin Franklin, who “first defined and implemented Penn’s fundamental educational philosophy in 1740.”1 As “Franklin’s university,” the institution portrays itself as a modern embodiment of “the intellectual curiosity that sustained and nourished” the “hardworking and bookish” Founding Father.2 Arriving on campus, freshmen assemble around one of three prominent bronzes of Franklin – all within the seven-block length of campus – for Convocation where they are praised as (and warned to be) the living embodiment of “Dr. Franklin’s ideals.” 3 Once settled in West Philadelphia, Penn students cannot escape the Franklin name and image, from Van Pelt Library’s Franklin electronic catalogue and the Benjamin Franklin Scholars honors program to the distribution of “Air Franklin” t-shirts at basketball games and the neon Franklin silhouette in Logan Hall.4 With such an introduction, the average undergraduate must be forgiven for believing the good Doctor to have single-handedly created the University of Pennsylvania. 1 University of Pennsylvania, Undergraduate application and admissions catalogue for the freshman class of 1991-2, University of Pennsylvania Archives and Records Center [hereinafter cited as UARC], 1. 2 [Penn President] Amy Gutmann, “The Power of Values,” in Benjamin Franklin [hereinafter cited as BF], The Autobiography of Benjamin Franklin, ed. Peter Conn, Penn Reading Project Special Edition (Philadelphia: University of Pennsylvania Press, 2005), xi; University of Pennsylvania, Undergraduate academic bulletin for 2001-2, UARC, 1; Gordon S. Wood, The Americanization of Benjamin Franklin (New York: Penguin Press, 2004), 238. 3 [Former Penn President] Judith Rodin, “The Tipping Points,” 2000 University of Pennsylvania Baccalaureate ceremony speech, University of Pennsylvania Almanac 46, no. 34 (2000), http://www.upenn.edu/almanac/v46/n34/ grad-speeches2K.html (1 July 2005). 4 Several examples of what I will describe later as Franklin “kitsch” are included among the images in the appendix, figures 1-11. 2 Along with the nation at large, Penn has accepted as fact the reigning myth of Franklin: the picture of the ingenious, self-made, quintessential American embodying both the “rugged individualism” and Protestant work ethic that have become central to the American identity. In The Americanization of Benjamin Franklin Gordon Wood points out that Franklin himself constructed much of this myth through his writings, such as the Autobiography, and the carefully fashioned appearance he projected during his Revolutionary-era diplomatic travels (particularly in France). He consciously sought to personify the dignity of the working class, advancing middling values as uniquely American virtues, and in the successive centuries historians have been loath to criticize the man hailed as a “democratic hero” and the “first great American” for fear of deconstructing the myth of America itself.5 As students of history are well aware however, myths must be challenged and constantly re-appraised if one is to glean anything more meaningful than mere platitudes from the past. Here at Penn, the University’s internalization of the Franklin myth threatens to suppress the significant lessons that a more open interrogation offers. When unobscured by clichés, Benjamin Franklin’s truly troubled history with the University of Pennsylvania and its actual leader, Provost William Smith, is a case study in the blatant politicization of public institutions in the colonial era and the exceedingly personal depths to which ideological animosities were allowed to sink. Nearly forgotten, remembering Smith and his conflict with Franklin leads not only to a fairer representation of the University and a fuller portrait of Franklin, but it is also instructive to those who may still naively cling to demigod-like 5 Wood, Americanization, 2, 238-9; Frederick Jackson Turner quoted in Ibid., 3; Wood, Americanization, 244. See also Richard R. Beeman, “Benjamin Franklin and the American Enlightenment” in BF, Autobiography, 147-8. 3 notions of the Founding Fathers. The account which follows should make it clear that the “politics of personal destruction” are not unique to present-day politics. The Kitschification of Benjamin Franklin Gordon Wood’s text emphasizes that a national reverence for Franklin blossomed along with America’s industrial development in the nineteenth century and this generalization
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