The Autobiography of Benjamin Franklin with Introduction and Notes Edited by Charles W
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The History of the American Revolution, Vol. 1 [1789]
The Online Library of Liberty A Project Of Liberty Fund, Inc. David Ramsay, The History of the American Revolution, vol. 1 [1789] The Online Library Of Liberty Collection This E-Book (PDF format) is published by Liberty Fund, Inc., a private, non-profit, foundation established to encourage study of the ideal of a society of free and responsible individuals. It is part of the Online Library of Liberty web site http://oll.libertyfund.org, which was established in 2004 in order to further the educational goals of Liberty Fund, Inc. To find out more about the author or title, to use the site's powerful search engine, or to see other titles in other formats (HTML, facsimile PDF), please visit the OLL web site. This title is also part of the Portable Library of Liberty DVD which contains over 900 books and other material and is available free of charge upon request. The cuneiform inscription that appears in the logo and serves as a design element in all Liberty Fund books and Web sites is the earliest-known written appearance of the word “freedom” (amagi), or “liberty.” It is taken from a clay document written about 2300 B.C. in the Sumerian city-state of Lagash. To find out more about Liberty Fund, Inc., or the Online Library of Liberty Project, please contact the Director at [email protected]. LIBERTY FUND, INC. 8335 Allison Pointe Trail, Suite 300 Indianapolis, Indiana 46250-1684 Online Library of Liberty: The History of the American Revolution, vol. 1 Edition Used: The History of the American Revolution, Foreword by Lester H. -
The Fanlight | January-February 2011
THE FANLIGHT Vol. 21, No. 6 Monroe County Historical Association January - February 2011 Happy 175th Birthday, Monroe County! Amy Leiser, Executive Director On April 1, 1836, after nine long years of debate and discussion, created the The House created the Fulton County bill and sent the bill Monroe County was formed from pieces of land cut from to the Senate, where it failed. In 1835, the Fulton County bill was Northampton County and southern Pike County. Although settled by again resurrected, but it failed to receive the necessary number of some of the earliest-arriving European colonists, Monroe County was votes. Other petitions for names for the new county included not one of the earliest-formed counties in Pennsylvania. It was the “Evergreen” County, for the many conifer trees and “Jackson” County 53rd recognized county out of 67 statewide. Years before its official after President Andrew Jackson. Neither of these names, however, recognition as a separate entity, residents living in this developing received enough support for adoption. area petitioned the legislature to create the new county. It is unclear how exactly the name “Monroe” was suggested for the Joseph Ritner, the Governor of Pennsylvania from 1835 to 1839, with new county, but it is clear that it is an Act by the Pennsylvania General Assembly, acknowledged that named for President James Monroe. the area known as “north of the Blue Mountains of Northampton James Monroe was the fifth president County” had been settled for long enough and that its population had of the United States. He served as a grown enough to be considered an independent county. -
David Library of the American Revolution Guide to Microform Holdings
DAVID LIBRARY OF THE AMERICAN REVOLUTION GUIDE TO MICROFORM HOLDINGS Adams, Samuel (1722-1803). Papers, 1635-1826. 5 reels. Includes papers and correspondence of the Massachusetts patriot, organizer of resistance to British rule, signer of the Declaration of Independence, and Revolutionary statesman. Includes calendar on final reel. Originals are in the New York Public Library. [FILM 674] Adams, Dr. Samuel. Diaries, 1758-1819. 2 reels. Diaries, letters, and anatomy commonplace book of the Massachusetts physician who served in the Continental Artillery during the Revolution. Originals are in the New York Public Library. [FILM 380] Alexander, William (1726-1783). Selected papers, 1767-1782. 1 reel. William Alexander, also known as “Lord Sterling,” first served as colonel of the 1st NJ Regiment. In 1776 he was appointed brigadier general and took command of the defense of New York City as well as serving as an advisor to General Washington. He was promoted to major- general in 1777. Papers consist of correspondence, military orders and reports, and bulletins to the Continental Congress. Originals are in the New York Historical Society. [FILM 404] American Army (Continental, militia, volunteer). See: United States. National Archives. Compiled Service Records of Soldiers Who Served in the American Army During the Revolutionary War. United States. National Archives. General Index to the Compiled Military Service Records of Revolutionary War Soldiers. United States. National Archives. Records of the Adjutant General’s Office. United States. National Archives. Revolutionary War Pension and Bounty and Warrant Application Files. United States. National Archives. Revolutionary War Rolls. 1775-1783. American Periodicals Series I. 33 reels. Accompanied by a guide. -
Ben and Us . . . Sparking the Standards
Disseminator’s Name: Gloria S. Block E-Mail Address: [email protected] School Address and Telephone: P.S. 42 380 Genesee Avenue Staten Island, NY 10312 (718) 984-3800 Program Title: Ben and Us . Sparking the Standards For more information, contact: Teachers Network IMPACT II Program Attn: Peter A. Paul 285 West Broadway New York, NY 10013 (212) 966-5582 Fax: (212) 941-1787 E-mail: [email protected] WEB SITE: www.teachersnetwork.org Ben and Us . Sparking the Standards TABLE OF CONTENTS Program Overview …………………………………….. Target Student Age/Level Major Goals Timelines Types of Assessments Lessons and Activities ………………………….………….. Part 1: Who was Benjamin Franklin? Part 2: Reading and Teaching the Novel, “Ben and Me.” Part 3: Research Report: A Famous Scientist or Inventor Part 4: Writing an Original Story . “The Inventor/Scientist and Me” Sample Worksheets ……………………………………….. ? $100 Dollar Bill Graphic Organizer ? Student Guide – Reading Response Literature Log ? Poor Richard’s Almanack Lesson and Student Handout ? Rubric for Literature Activities Resource List ………………………………………………. Bibliography ………………………………………………… Student Work Samples …………………………….……… ? ? Literature Response Log entries for Chapter 4 ? ? Essays on maxims from Poor Richard’s Almanack ? ? Literature extensions and culminating activities ? ? Outline of Chapter 7: The Scientific Method ? ? Research Reports ? ? Draft of story in process ? ? Original story PROGRAM OVERVIEW Target Student Age/Level This program has been used with fifth grade students, in a self- contained classroom. It could be adapted in grades 6 – 8, and implemented by Communication Arts, Social Studies, Science and Computer teachers as an integrated curriculum learning experience. Major Goals Benjamin Franklin said, “The doors of wisdom are never shut.” A mouse named Amos can help open those doors of wisdom and contribute knowledge, creativity and fun to a classroom. -
Spring/Summer 2019 Vol. 33 Number 2 Newsletter of the Bucks County
Newsletter of the Bucks County Historical Society SprinG/SummerFall 2020 2019 VOL.Vol. 3433 NumberNUMBER 21 Smithsonian Aliate TABLE OF CONTENTS Message from the Executive Director ............................3 Smithsonian Aliate Welcome Back to the Mercer Museum & Fonthill Castle ..........4 Board of Trustees Virtual Support in Extraordinary Times ..........................4 OFFICERS Bucks County in the Pandemic: Sharing Your Stories .............5 Board Chair Heather A. Cevasco Vice-Chair Maureen B. Carlton Vice-Chair Linda B. Hodgdon New Event Tent at the Mercer Museum ..........................5 Treasurer Thomas L. Hebel Secretary William R. Schutt Past Chair John R. Augenblick Collections Connection ..........................................6 TRUSTEES 200 Years of Bucks County Art ...................................7 Kelly Cwiklinski Gustavo I. Perea David L. Franke Michael B. Raphael Christine Harrison Jonathan Reiss Museum’s Art Collection Spans Three Centuries ..................8 Verna Hutchinson Jack Schmidt Michael S. Keim Susan J. Smith William D. Maeglin Patricia Taglioloni Museum’s Art Collection Spans Three Centuries Cont ............9 Charles T. McIlhinney Jr. Tom Thomas Jeff Paduano Rochelle Thompson Recent Acquisitions ........................................... Richard D. Paynton, Jr. Steven T. Wray 10 Michelle A. Pedersen Funding Received for Fonthill Castle Tile Project ..............11 Trustee Emeritus Elizabeth H. Gemmill Recent Acquisitions (cont). ....................................11 President & Executive Director -
Benjamin Franklin (10 Vols., New York, 1905- 7), 5:167
The American Aesthetic of Franklin's Visual Creations ENJAMIN FRANKLIN'S VISUAL CREATIONS—his cartoons, designs for flags and paper money, emblems and devices— Breveal an underlying American aesthetic, i.e., an egalitarian and nationalistic impulse. Although these implications may be dis- cerned in a number of his visual creations, I will restrict this essay to four: first, the cartoon of Hercules and the Wagoneer that appeared in Franklin's pamphlet Plain Truth in 1747; second, the flags of the Associator companies of December 1747; third, the cut-snake cartoon of May 1754; and fourth, his designs for the first United States Continental currency in 1775 and 1776. These four devices or groups of devices afford a reasonable basis for generalizations concerning Franklin's visual creations. And since the conclusions shed light upon Franklin's notorious comments comparing the eagle as the emblem of the United States to the turkey ("a much more respectable bird and withal a true original Native of America"),1 I will discuss that opinion in an appendix. My premise (which will only be partially proven during the fol- lowing discussion) is that Franklin was an extraordinarily knowl- edgeable student of visual symbols, devices, and heraldry. Almost all eighteenth-century British and American printers used ornaments and illustrations. Many printers, including Franklin, made their own woodcuts and carefully designed the visual appearance of their broad- sides, newspapers, pamphlets, and books. Franklin's uses of the visual arts are distinguished from those of other colonial printers by his artistic creativity and by his interest in and scholarly knowledge of the general subject. -
Benjamin Franklin People Mentioned in Walden
PEOPLE MENTIONED IN WALDEN BENJAMIN “VERSE-MAKERS WERE GENERALLY BEGGARS” FRANKLIN1 Son of so-and-so and so-and-so, this so-and-so helped us to gain our independence, instructed us in economy, and drew down lightning from the clouds. “NARRATIVE HISTORY” AMOUNTS TO FABULATION, THE REAL STUFF BEING MERE CHRONOLOGY 1. Franklin was distantly related to Friend Lucretia Mott, as was John Greenleaf Whittier, Henry Adams, and Octavius Brooks Frothingham. HDT WHAT? INDEX THE PEOPLE OF WALDEN: BENJAMIN FRANKLIN PEOPLE MENTIONED IN WALDEN WALDEN: In most books, the I, or first person, is omitted; in this PEOPLE OF it will be retained; that, in respect to egotism, is the main WALDEN difference. We commonly do not remember that it is, after all, always the first person that is speaking. I should not talk so much about myself if there were any body else whom I knew as well. Unfortunately, I am confined to this theme by the narrowness of my experience. BENJAMIN FRANKLIN WALDEN: But all this is very selfish, I have heard some of my PEOPLE OF townsmen say. I confess that I have hitherto indulged very little WALDEN in philanthropic enterprises. I have made some sacrifices to a sense of duty, and among others have sacrificed this pleasure also. There are those who have used all their arts to persuade me to undertake the support of some poor family in town; and if I had nothing to do, –for the devil finds employment for the idle,– I might try my hand at some such pastime as that. -
The Pamphlet War Over the Paxton Boys
The Pamphlet War Over the Paxton Boys N THE WINTER OF 1763-64 a group of Pennsylvania frontiersmen known as the "Paxton Boys" marched toward the city of Philadelphia to Icapture a handful of Indians the colony's Quaker leaders had supposedly brought there for protection following an earlier Paxtonian attempt on their lives. The "march" was soon called off, but in its aftermath both the Paxtonian supporters and their Quaker opponents took their cases to the press. The occasion prompted Philadelphia printers to pour out a truly astonishing amount of pamphlet literature, unprecedented in quantity and variety. Sixty-three pamphlets appeared, along with, or included in them, ten political cartoons, the earliest of their kind in the colonies. A number of pamphlets went through several editions, with some reprinted at a variety of different shops and at least one, An Address to the Inhabitants Conniving at the Massacre of the Indians^ going through four editions. All told, more pamphlets were generated by the Paxton Boys' activities than by any previous Pennsylvania issue, including the 1755-56 crisis over Quaker reluctance to participate in the French and Indian War, or the controversial Sugar Act enacted the same year the march occurred. The Paxton polemics, pro and con, made up a fifth of the 335 publications (including government documents) printed in Pennsylvania in 1764 and were largely responsible for a 40 percent growth over the previous year's total, enough to move Philadelphia ahead of Boston in the number of items published annually.1 The forms the printed pieces took were remarkable for their style and variety. -
John Jay and Benjamin Franklin Benjamin Franklin Was Born in 1706 in Boston to a Lower-Class Family and Was the 15Th out of 17 Children
John Jay and Benjamin Franklin Benjamin Franklin was born in 1706 in Boston to a lower-class family and was the 15th out of 17 children. Franklin never received a formal education past the age of 10. He became a printer’s apprentice and eventually moved to Philadelphia at the age of 17 to continue his trade. John Jay was born in 1745 in New York to a moderately wealthy family and was the 8th of 10 children. He received a good education and was taught by tutors before attending King’s College at the age of 14. After graduating, he became a successful lawyer. Huguenot Cross John Jay and Benjamin Franklin both descended from ancestors who came to America seeking religious freedom. Jay’s ancestors were French Huguenots while Franklin’s family were Puritans. The stories of their ancestor’s religious persecution had a huge impact on both men and is reflected in many of their beliefs. John Jay’s grandfather, Augustus Jay, was a French Huguenot who came to America in the 1680s. Augustus and his family had to leave France in order to flee the religious persecution of Huguenots after the King of France revoked the Edict of Nantes. The Edict had protected French Protestants from religious persecution in the heavily Catholic country and without it, Huguenots were no longer safe in France. The oppression and pursuit of religious freedom that his ancestors endured had a lasting effect on Jay and his beliefs. He strongly believed that there should not be a national religion and that it was important to enforce a strong separation between religion and government. -
Courier-V35n10.Pdf
COURIER COVER This month's cover photo, taken by (DURIER Harpers Ferry Center photographer NEWSMAGAZINE OF THE NATIONAL PARK SERVICE Ashton Graham, exemplifies some of the vigor Volume 35, Number 10 October 1990 and enthusiasm that goes into an HFC produc tion. Although this "Spaniard" is not dressed in the typical clothing of the day, his enthusiasm makes up for the minor details. Other actors in San Juan NHS's soon-to-be released film come closer to the "real thing," as indicated by the photo spread which begins on page 9. FEATURES STAFF Mary Maruca — Editor THE IMAGES STILL WORK 500 YEARS LATER — 5 Ricardo Lewis — Art & Production WHY TAKE A TRIP TO BOUNTIFUL - WONT ANAHEIM DO? — 9 RANGERS BRING HISTORY TO LIFE ADVISORS AT INDEPENDENCE NHP — 12 George J. Bcrklacy — Associate Publisher Theresa Wood — Executive Director, E&AA NPS EMPLOYEE FINDS DREAM CAREER Naomi Hunt — E&AA Editor AT CHANNEL ISLANDS — 16 Editorial Offices — 202/208-4996 A SENSE OF SOLITUDE — 18 FTS - 268-4996 NEW DIRECTIONS — 20 National Park Service U.S. Department of the Interior DEPARTMENTS COMMENTARY — 2 PARK BRIEFS —21 NPS PEOPLE —23 E&AA —27 The Director's Report COLUMBUS' LEGACY This month we observe Columbus Day, and I the encounter between the many Indian cultures thought it a good time to focus attention on some in the Americas and the Europeans. of the many programs and efforts already begun In interpreting the Columbus Quinccntenni in preparation for the Columbus Quinccntennial. al and the role the Spanish have played in our As we all learned as children, "In fourteen hun history, we have the complex task of recogniz dred and ninety-two, Columbus sailed the ocean ing and dealing not only with their role, but all blue." Thus, 1992 will be the 500th anniversary the dimensions and facets of our history. -
A LONG ROAD to ABOLITIONISM: BENJAMIN FRANKLIN'stransformation on SLAVERY a University Thesis Presented
A LONG ROAD TO ABOLITIONISM: BENJAMIN FRANKLIN’STRANSFORMATION ON SLAVERY ___________________ A University Thesis Presented to the Faculty of of California State University, East Bay ___________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts in History ___________________ By Gregory McClay September 2017 A LONG ROAD TO ABOLITIONISM: BENJAMIN FRANKLIN'S TRANSFORMATION ON SLAVERY By Gregory McClay Approved: Date: ..23 ~..(- ..2<> t""J ;.3 ~ ~11- ii Scanned by CamScanner Table of Contents Introduction………………………………………………………………………………1 Existing Research………………………………………………………………….5 Chapter 1: A Man of His Time (1706-1762)…………………………………………….12 American Slavery, Unfree Labor, and Franklin’s Youth………………………...12 Franklin’s Early Writings on Slavery, 1730-1750……………………………….17 Franklin and Slavery, 1751-1762………………………………………………...23 Summary………………………………………………………………………....44 Chapter 2: Education and Natural Equality (1763-1771)………………………………..45 John Waring and the Transformation of 1763…………………………………...45 Franklin’s Ideas on Race and Slavery, 1764-1771……………………………....49 The Bray Associates and the Schools for Black Education……………………...60 The Georgia Assembly…………………………………………………………...63 Summary…………………………………………………………………………68 Chapter 3: An Abolitionist with Conflicting Priorities (1772-1786)…………………….70 The Conversion of 1772…………….……………………………………………72 Somerset v. Stewart………………………………………………………………75 Franklin’s Correspondence, 1773-1786………………………………………….79 Franklin’s Writings during the War Years, 1776-1786………………………….87 Montague and Mark -
The Life of Benjamin Franklin
The Life of Benjamin Franklin Benjamin Franklin was born in Milk Street, Boston. His birthday is January 6, 1706. His father, Josiah Franklin, had seventeen children. Benjamin was the youngest. His schooling ended when he was just ten years old, only in fourth grade. At twelve he apprenticed to, or worked for, his brother James, a printer. He brother published a newspaper, the "New England Courant." Benjamin wrote for this newspaper. He even became the editor, who is in charge of making the writing of others’ better. However, the brothers disagreed and quarreled. Benjamin’s brother hit him and treated him cruelly, so Benjamin left this job. He went first to New York, and then to Philadelphia, where he arrived in October, 1723. He soon found work in a print shop. Later, he set up a printing house of his own and published "The Pennsylvania Gazette” then "Poor Richard's Almanac". Poor Richard’s Almanac published rich wisdom and advice for how to live well. For example, it published the quote, “Lost time is never found again.” This quote suggests being careful in how we use our time, and not waste any. At the same time, Franklin became more successful in politics, and helping people in his community. In this work, he had to be careful whenever he spoke. He took care to never offend anyone. He was so good at listening and communicating that he even helped fix international problems between the USA and other countries. For example, as France and England struggled to control the colonies, Franklin proposed peace treaties.