IV. Schooling
B. New England Schools and Schoolteachers
Public establishment and control of schools
1. A town grammar school, Massachusetts, 1645
Regulations adopted by Dorchester, Mass., 1645, in Fourth Report of the Boston Record Commissioners (Boston, 1880), pp. 54-57.
The desire to maintain literacy and learning was so strong in early Massachusetts that schools, modeled on the traditional English grammar school, were created soon after the towns themselves were founded. Arrangements and details varied from place to place, but both the process and the institution depicted here are broadly representative.
Upon a general and lawful warning of all the inhabitants, the 14th of the 1st month 1645, these rules and orders presented to the town concerning the school of Dorchester are confirmed by the major part of the inhabitants then present.
First…three able and sufficient men of the plantation shall be chosen to be wardens or overseers of the school abovementioned, who shall have the charge, oversight, and ordering thereof and of all things concerning the same…and shall continue in their office and place for term of their lives respectively, unless by reason of any of them removing his habitation out of the town, or for any other weighty reason, the inhabitants shall see cause to elect or choose others in their room.
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Secondly, the said wardens shall have full power to dispose of the school stock, whether the same be in land or otherwise, both such as is already in being and such as may by any good means hereafter be added, and shall collect and receive the rents, issues, and profits arising and growing of and from the said stock…
Thirdly, the said wardens shall take care, and do their utmost, and best endeavor, that the said school may from time to time be supplied with an able and sufficient schoolmaster, who nevertheless is not to be admitted into the place of schoolmaster without the general consent of the inhabitants or the major part of them.
Fourthly, so often as the said school shall be supplied with a schoolmaster… the wardens shall from time to time pay or cause to be paid unto the said schoolmaster such wages… as shall of right come due to be paid.
Fifthly, the said wardens shall from time to time see that the schoolhouse be kept in good and sufficient repair…
Sixthly, the said wardens shall take care that every year, at or before the end of [December], there be brought to the schoolhouse twelve sufficient cart- or wainloads of wood for fuel, to be for the use of the schoolmaster and the scholars in winter…
Lastly, the said wardens shall take care that the schoolmaster for the time being do faithfully perform his duty in his place, as schoolmasters ought to do, as well as in other things as in these which are hereafter expressed, viz.:
First, that the schoolmaster shall diligently attend his school and do his utmost endeavor for benefiting his scholars according to his best discretion without unnecessarily absenting himself to the prejudice of his scholars and hindering their learning.
Secondly, that from the beginning of [March], until the end of [September], he shall every day begin to teach at seven of the clock in the morning and dismiss his scholars at five in the afternoon. And for the other five months, that is from the beginning of [October], until the end of [February], it shall every day begin at eight of the clock in the morning and end at four in the afternoon.
Thirdly, every day in the year the usual time of dismissing at noon shall be at eleven, and to begin again at one, except that
Fourthly, every second day in the week he shall call his scholars together between twelve and one of the clock to examine them what they have learned on the Sabbath day preceding, at which time also he shall take notice of any misdemeanor or disorder that any of his scholars shall have committed on the Sabbath, to the end that at some convenient time due admonition and correction may be administered by him according as the nature and quality of the offense shall require; at which said examination any of the elders of other inhabitants that please may be present to behold his religious care herein and to give their countenance and approbation of the same.
Fifthly, he shall equally and impartially receive and instruct such as shall be sent and committed to him for that end, whether their parents be poor or rich, not refusing any who have right and interest in the school.
Sixthly, such as shall be co!fin1itted to him he shall diligently instruct ~as1hey shall be able to learn, both in humane learning and good literature, and likewise in point of good manners and dutiful behavior towards all, especially their superiors, as they shall have occasion to be in their presence whether by meeting them in the street or otherwise.
Seventhly, every sixth day of the week at two of the clock in the afternoon he shall catechize his scholars in the principles of Christian religion, either in some catechism which the wardens shall provide and present, or in defect thereof, in some other.
Eighthly, and because all man's endeavors without the blessing of God must needs be fruitless and unsuccessful, therefore, it is to be a chief part of the schoolmaster's religious care to commend his scholars and his labors amongst them unto God by prayer, morning and evening, taking care that his scholars do reverently attend during the same.
Ninthly, and because the rod of correction is an ordinance of God necessary sometimes to be dispensed unto children, but such as may easily be abused by overmuch severity and rigor on the one hand, or by overmuch indulgence and lenity on the other, it is therefore ordered and agreed that the schoolmaster, for the time being, shall have full power to minister correction to all or any of his scholars without respect of persons, according as the nature and quality of the offense shall require whereto. All his scholars must be duly subject and no parent or other of the inhabitants shall hinder or go about to hinder the master therein. Nevertheless, if any parent or others shall think there is just cause of complaint against the master for too much severity, such shall have liberty, friendlily and lovingly, to expostulate with the master about the same; and if they shall not attain to satisfaction, the matter is then to be referred to the wardens who shall impartially judge betwixt the master and such complainants…
And because it is difficult, if not impossible, to give particular rules that shall reach all cases which may fall out, therefore, for a conclusion, it is ordered and agreed in general, that where particular rules are wanting, there it shall be a part of the office and duty of the wardens to order and dispose of all things that concern the school, in such sort as in their wisdom and discretion they shall judge most conducible for the glory of God and the training up of the children of the town in religion, learning, and , civility…
2. The first Massachusetts school law, 1647
Mass. Records, II, 203.
Fear that the law of 1642 (see above, Chap. II, sec. A, Legislation strengthening family government, Massachusetts, 1642- 1682, doc. 1) would fail to secure literacy prompted the General Court to require towns to maintain schoolmasters to teach youngsters to read and write and the larger towns to support in addition a schoolmaster to instruct boys in Latin and Greek.
It being one chief project of that old deluder Satan to keep men from the knowledge of the Scriptures, as in former times by keeping them in an unknown tongue, so in these latter times by persuading from the use of tongues, that so at least the true sense and meaning of the original might be clouded by false glosses of saint-seeming deceivers, that learning may not be buried in the grave of our fathers in the church and commonwealth, the Lord assisting our endeavors:
It is therefore ordered, that every township in this jurisdiction, after the Lord hath increased them to the number of fifty householders, shall then forthwith appoint one within their town to teach all such children as shall resort to him to write and read, whose wages shall be paid either by the parents or masters of such children, or by the inhabitants in general by way of supply, as the major part of those that order the prudentials of the town shall appoint. Provided, those that send their children be not oppressed by paying much more than they can have them taught for in other towns. And it is further ordered, that where any town shall increase to the number of 100 families or householders, they shall set up a grammar school, the master thereof being able to instruct youth so far as they may be fitted for the university. Provided, that if any town neglect the performance hereof above one year, that every such town shall pay five pounds to the next school till they shall perform this order.
3. Enforcement of school laws, Connecticut, 1700
C. J. Hoadly, ed., Conn. Records, IV (1868),331.
The other New England colonies, except for Rhode Island, copied the Massachusetts school law with some variations. All shared the problem of securing town implementation of the laws' requirements. Even fines and other forms of financial pressure often failed to produce compliance.
Ordered and enacted by the Governor, Council and Representatives in General Court assembled…that there shall be four grammar schools constantly kept, at the four county towns of this colony, viz., at Hartford, New Haven, New London and Fairfield. And all other towns consisting of seventy families and upwards shall constantly keep up from year to year a public and sufficient school for the teaching children to write and read. And that all towns within this colony of any number of families under seventy shall keep up yearly a public school, for the teaching to read and write for one half of the year, these schools to be furnished with able and sufficient schoolmasters, according to law. And towards the maintenance of the schools respectively, it is ordered that from the colony rates. . . shall be yearly paid forty shillings upon every thousand pounds of the public list of persons and estates unto the several towns of this colony, and proportionally for lesser sums, for the use of their schools as aforesaid. And if any town shall be wanting of a sufficient and able schoolmaster as aforesaid, then for the fine they shall not have the allowance as aforesaid, but the sum of the forty shillings upon the thousand pounds shall be paid to the public treasury, provided that one month's want shall not be any bar to them…
4. A private school master of colonial Boston, 1727
A newspaper advertisement in Robert F. Seybolt, The Private Schools of Colonial Boston (Cambridge, Mass., 1935), p.17.
Instruction in the public and endowed schools of the towns was supplemented by the teaching of private school masters. Girls as well as boys were taught the elementary and some advanced subjects not included in the classical curriculum of the grammar schools. Any teacher who could attract a clientele qualified; any child whose parents could pay the fee might attend.
A person of this town who hath got some experience in the instruction of youth, and whose desire and office is to do good to others, is apt to think that he might be serviceable to the public in keeping a boarding school, wherein learning and godliness were cultivated together. In order to that, he doth propose to keep an usher and to teach writing, cyphering, Latin, French, geography, etc. so that young people in the same place may learn what they are feign to learn now in several places. He designs that Latin and French shall be spoken in his house by turns every month, which practical way of learning and teaching will save them three quarters of the time they spend now in learning, only in the common schools and books. It is also intended that in three languages they shall read such books in which they may learn sciences and useful things besides the language. It is likewise intended that their very recreations shall be made profitable to them, either to their health or understanding, or rather to both; that virtue and godliness shall be encouraged amongst them, and vice discountenanced by all means possible; and that their understanding, judgment, and parts shall be tried and improved every way. The keeping of such a school is intended if the aforesaid person is assured to have a competent number of boarders. Therefore he desires to know within two months time those that are inclined to put their children with him. They may inquire of the printer hereof and know further.
What children were taught
1. The New England Primer
Paul L. Ford, ed., The New England Primer (New York, 1897),pp. 65-72.
The New England Primer, first published around 1690, remained popular in various editions until the end of the eighteenth century. It was used throughout the colonies to teach children to read and spell. In addition to the A. B. C.'s, it contained a catechism, maxims, and lists of words.
Now the Child being entred in his Letters and Spelling, let him learn these and such like Sentences by Heart, whereby he will be both instructed in his Duty, and encouraged in his Learning.
The Dutiful Child's Promises,
I will fear GOD, and honour the KING.
I will honour my Father & Mother.
I will Obey my Superiours.
I will Submit to my Elders.
I will Love my Friends.
I will hate no Man.
I will forgive my Enemies, and pray to God for them.
I will as much as in me lies keep all God's Holy Commandments.
I will learn my Catechism.
I will keep the Lord's Day Holy.
I will Reverence God's Sanctuary,
For our GOD is a consuming Fire.
An Alphabet of Lessons for Youth.
A wise Son makes a glad Father, but a foolish Son is the heaviness of his Mother.
Better is a little with the fear of the Lord, than great treasure and trouble therewith.
Come unto CHRIST all ye that labour and are heavy laden, and He will give you rest.
Do not the abominable thing which I hate, saith the Lord.
Except a Man be born again, he cannot see the Kingdom of God.
Foolishness is bound up in the heart of a Child, but the rod of Correction shall drive it far from him.
Grieve not the Holy Spirit.
Holiness becomes God's House for ever.
It is good for me to draw near unto God.
Keep thy Heart with all Diligence, for out of it are the issues of Life.
Liars shall have their part in the lake which burns with fire and brimstone.
Many are the AfIlictions of the Righteous, but the Lord delivers them out of them all.
Now is the accepted time, now is the day of salvation.
Out of the abundance of the heart the mouth speaketh.
Pray to thy Father which is in secret, and thy Father which sees in secret, shall reward thee openly.
Quit you like Men, be strong, stand fast in the Faith.
Remember thy Creator in the days of thy Youth.
Salvation belongeth to the Lord.
Trust in God at all times ye people pour out your hearts before him.
Upon the wicked God shall rain an horrible Tempest.
Wo to the wicked:, it shall be ill with him, for the reward of his hands shall be given him.
eXhort one another daily while it is called to day, lest any of you be hardened through the deceitfulness of Sin.
Young Men ye have overcome the wicked one.
Zeal hath consumed me, because thy enemies have forgotten the words of God.
Choice Sentences.
1. Praying will make thee leave sinning, or sinning will make thee leave praying.
2. Our Weakness and Inabilities break not the bond of our Duties.
3. What we are afraid to speak before Men, we should be afraid to think before God.
2. A Boston boy at school, ca. 1690
"Autobiography of the Rev. John Barnard," in MHS Collections, 3d ser., V (1836), 178-180.
I was born at Boston, 6th Nov. 1681; descended from reputable parents, viz. John and Esther Barnard, remarkable for their piety and benevolence, who devoted me to the service of God, in the work of the ministry, from my very conception and birth; and accordingly took special care to instruct me themselves in the principles of the Christian religion, and kept me close at school to furnish my young mind with the knowledge of letters. By that time I had a little passed my sixth year, I had left my reading-school, in the latter part of which my mistress made me a sort of usher, appointing me to teach some children that were older than myself, as well as smaller ones; and in which time I had read my Bible through thrice. My parents thought me to be weakly, because of my thin habit and pale countenance, and therefore sent me into the country, where I spent my seventh summer, and by the change of air and diet and exercise I grew more fleshy and hardy; and that I might not lose my reading, was put to a school-mistress, and returned home in the fall.
In the spring of my eighth year I was sent to the grammar-school, under the tuition of the aged, venerable, and justly famous Mr. Ezekiel Cheever. But after a few weeks, an odd accident drove me from the school. There was an older lad entered the school the same week with me; we strove who should outdo; and he beat me by the help of a brother in the upper class, who stood behind master with the accidence [1a] open for him to read out of …but I who had no such help, and was obliged to commit all to memory, could not keep pace with him; so that he would be always one lesson before me. My ambition could not bear to be outdone, and in such a fraudulent manner, and therefore I left the school. About this time arrived a dissenting minister from England, who opened a private school for reading, writing, and Latin. My good father put me under his tuition, with whom I spent a year and a half. The gentleman receiving but little encouragement, threw up his school, and returned me to my father, and again I was sent to my aged Mr. Cheever, who placed me in the lowest class…
In the time of my absence from Mr. Cheever, it pleased God to take to himself my dear mother, who was not only a very virtuous, but a very intelligent woman. She was exceeding fond of my learning, and taught me to pray. My good father also instructed me, and made a little closet for me to retire to for my morning and evening devotion. But, alas! how childish and hypocritical were all my pretensions to piety, there being little or no serious thoughts of God and religion in me.
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Though my master advanced me…yet I was a very naughty boy, much given to play, insomuch that he at length openly declared. "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; and therefore, if any of them cannot perform their duty, I shall correct you for it." One unlucky day, one of my classmates did not look into his book, and therefore could not say his lesson, though I called upon him once and again to mind his book; upon which our master beat me. I told master the reason why he could not say his lesson was, his declaring he would beat me if any of the class were wanting in their duty; since which this boy would not look into his book, though I called upon him to mind his book, as the class could witness. The boy was pleased with my being corrected, and persisted in his neglect, for which I was still corrected, and that for several days. I thought, in justice, I ought to correct the boy, and compel him to a better temper; and therefore, after school was done, I went up to him, and told him I had been beaten several times for his neglect; and since master would not correct him I would, and I should do so as often as I was corrected for him; and then drubbed him heartily. The boy never came to school any more, and so that unhappy affair 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 book more than once or twice. One of these was upon this occasion. Master put our class upon turning Aesop's Fables into Latin verse. Some dull fellows made a shift to perform this to acceptance; but I was so much duller at this exercise, that I could make nothing of it; for which master corrected me, and this he did two or three days going. I had honestly tried my possibles to perform the task; but having no poetical fancy, nor then a capacity opened of expressing the same idea by a variation of phrases, though I was perfectly acquainted with prosody, I found I could do nothing; and therefore told my master, that I. had diligently labored all I could to perform what he required, and perceiving I had no genius for it, I thought it was in vain to strive against nature any longer; and he never more required it of me. Nor had I any thing of a poetical genius till after I had been at College some time, when upon reading some of Mr. Cowley's [1b] works, I was highly pleased, and a new scene opened before me.
I remember once, in making a piece of Latin, my master found fault with the syntax of one word, which was not so used by me heedlessly, but designedly, and therefore 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 forgot it." And no wonder; for he was then above eighty years old.
[1b] Abraham Cowley (1618-1667), English poet
Higher learning in New England
Massachusetts colonists were justly proud of having established a college within a few years of the first settlement. These documents elucidate the community's purpose in founding Harvard College and show what was expected of students. In 1701 Yale College was founded in Connecticut.
1. The founding, government, rules, and first Course of study in Harvard College, 1636-1642
New England's First Fruits in Morison, Founding of Harvard College, pp. 423-436
After God had carried us safe to New England, and we had builded our houses, provided necessaries for our livelihood, reared convenient places for God's worship, and settled the civil government, one of the next things we longed for, and looked after, was to advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches when our present ministers shall lie in the dust. And as we were thinking and consulting how to effect this great work, it pleased God to stir up the heart of one Mr. Harvard (a godly gentleman and a lover of learning, there living amongst us) to give the one half of his estate (it being in all about 1700 £) towards the erecting of a College, and all his library. After him another gave 300 £, others after them cast in more, and the public hand of the state added the rest. The College was, by common consent, appointed to be at Cambridge (a place very pleasant and accommodate), and is called (according to the name of the first founder) Harvard College.
The edifice is very fair and comely within and without, having in it a spacious hall (where they daily meet at commons, lectures, [and] exercises), and a large library with some books to it, the gifts of divers of our friends, their chambers and studies also fitted for and possessed by the students, and all other rooms of office necessary and convenient, with all needful offices thereto belonging. And by the side of the College a fair grammar school, for the training up of young scholars, and fitting of them for academical learning, that still, as they are judged ripe, they may be received into the College of this school: Master Corlet is the master, who hath very well approved himself for his abilities, dexterity, and painfulness in teaching and education of the youth under him.
Over the College is Master Dunster placed, as President, a learned, conscionable, and industrious man, who hath so trained up his pupils in the tongues and arts, and so seasoned them with the principles of Divinity and Christianity, that we have to our great comfort, (and in truth) beyond our hopes, beheld their progress in learning and godliness also. [1c] The former of these hath appeared in their public declamations in Latin and Greek, and disputations logical and philosophical which they have been wonted (besides their ordinary exercises in the college hall) in the audience of the magistrates, ministers, and other scholars, for the probation of their growth in learning, upon set days, constantly once every month to make and uphold. The latter hath been manifested in sundry of them by the savory breathings of their spirits in their godly conversation. Insomuch that we are confident, if these early blossoms may be cherished and warmed with the influence of the friends of learning and lovers of this pious work, they will by the help of God come to happy maturity in a short time.
Over the College are twelve Overseers chosen by the General Court. Six of them are of the magistrates, the other six of the ministers, who are to promote the best good of it and (having a power of influence into all persons in it) are to see that every one be diligent and proficient in his proper place.
Rules and Precepts that are observed in the College
1. When any scholar is able to understand Tully, or such like classical Latin author ex-tempore, and make and speak true Latin in verse and prose… and decline perfectly the paradigms of nouns and verbs in the Greek tongue, let him then and not before be capable of admission into the College.
2. Let every student be plainly instructed and earnestly pressed to consider well [that] the main end of his life and studies is to know God and Jesus Christ which is eternal life, John 17:3, and therefore to lay Christ in the bottom, as the only foundation of all sound knowledge and learning. And seeing the Lord only giveth wisdom, let everyone seriously set himself by prayer in secret to seek it of him…
3. Everyone shall so exercise himself in reading the Scriptures twice a day that he shall be ready to give such an account of his proficiency therein, both in theoretical observations of the language and logic, and in practical and spiritual truths, as his tutor shall require, according to his ability…
4. That they, eschewing all profanation of God's name, attributes, word, ordinances, and times of worship, do study with good conscience carefully to retain God and the love of His truth in their minds, else let them know that (notwithstanding their learning) God may give them up to strong delusions, and in the end to a reprobate mind…
5. That they studiously redeem the time: observe the general hours appointed for all the students, and the special hours for their own classes, and then diligently attend the lectures without any disturbance by word or gesture. And if in anything they doubt, they shall inquire, as of their fellows, so (in case of non satisfaction), modestly of their tutors.
6. None shall, under any pretence whatsoever, frequent the company and society of such men as lead an unfit and dissolute life. Nor shall any without his tutors leave, or (in his absence) the call of parents or guardians, go abroad to other towns.
7. Every scholar shall be present in his tutor's chamber at the seventh hour in the morning, immediately after the sound of the bell, at his opening the Scripture and prayer; so also at the fifth hour at night, and then give account of his own private reading, as aforesaid in particular the third, and constantly attend lectures in the hall at the hours appointed. But if any (without necessary impediment) shall absent himself from prayer or lectures, he shall be liable to admonition, if he offend above once a week.
8. If any scholar shall be found to transgress any of the laws of God, or the school, after twice admonition, he shall be liable, if not adultus, to correction; if adultus, his name shall be given up to the Overseers of the College, that he be admonished at the public monthly act.
The times and order of their studies, unless experience shall show cause to alter:
(1.) The second and third day of the week, read lectures as followeth:
To the first year at eight of the clock in the morning Logic the first three quarters, Physics the last quarter.
To the second year, at the ninth hour, Ethics and Politics at convenient distances of time.
To the third year at the tenth [hour] Arithmetic and Geometry the three first quarters, Astronomy the last.
Afternoon
The first year disputes at the second hour.
The second year at the third hour.
The third year at the fourth, everyone in his Art.
(2.) The fourth day read Greek.
To the first year the Etymology and Syntax at the eighth hour.
To the second at the ninth hour, Prosodia and Dialects.
Afternoon
The first year at second hour practice the precepts of Grammar in such authors as have a variety of words.
The second year at third hour practice in Poesy, Nonnus, Duport, or the like.
The third year perfect their Theory before noon, and exercise Style, Composition, Imitation, Epitome, both in Prose and Verse, afternoon.
(3.) The fifth day read Hebrew and the Eastern Tongues.
Grammar to the first year hour the eighth.
To the second, Chaldee at the ninth hour.
To the third, Syriac at the tenth hour.
Afternoon
The first year practice in the Bible at the second hour.
The second in Ezra and Daniel at the third hour.
The third at the fourth hour in Trostius' New Testament.
(4.) The sixth day read Rhetoric to all at the eighth hour.
Declamations at the ninth. So ordered that every scholar may declaim once a month. The rest of the day [free from studies].
(5.) The seventh day read Divinity Catechetical at the eighth hour.
Commonplaces at the ninth hour.
Afternoon
The first hour reads history in the winter, the nature of plants in the summer.
The sum of every lecture shall be examined before the new lecture be read.
Every scholar, that on proof is found able to read the originals of the Old and New Testament into the Latin tongue, and to resolve them logically, withal being of godly life and conversation, and at any public act hath the approbation of the Overseers and Master of the College, is fit to be dignified with his first degree.
Every scholar that giveth up in writing a system, or synopsis, or sum of Logic, Natural and Moral Philosophy, Arithmetic, Geometry and Astronomy, and is ready to defend his theses or positions, withal skilled in the originals as abovesaid, and of godly life and conversation, and so approved by the Overseers and Masters of the College, at any public act, is fit to be dignified with his second degree.
2. Higher learning defended against its detractors, 1663
Jonathan Mitchell, "A Model for the Maintaining of Students and Fellows of Choice Abilities at the College in Cambridge," in CSM Publications, XXXI (1935), 311, 321-322.
In this plan submitted to the General Court, Mitchell, senior fellow and teacher at Harvard College, urged endowment of fellowships for prospective ministers, schoolteachers, and magistrates. He systematically stated and refuted some of the leading objections to greater expenditures for higher learning then current in Massachusetts.
We in this country, being far removed from the more cultivated parts of the world, had need to use utmost care and diligence to keep up learning and all helps of education among us, lest degeneracy, barbarism, ignorance, and irreligion do by degrees break in upon us. We have great cause of thankfulness to God for what He hath done for us already in erecting not only other schools but a College among us by the pious gift of Master John Harvard, founder thereof.
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An answer to some objections that may be raised against this work:
Objection 1: What need we so much [of] book-learning or a learned ministry? May we not do well enough without it?
Answer: He that despises book-learning forgets that God hath put our all into a book, or Bible, for the understanding and improving of which book all sorts of other useful books and all arts and sciences are no more than necessary. To despise any kind or degree of useful learning is to despise the prophetical office of Jesus Christ, the scope whereof is to restore knowledge to the sons of men, and inferior parts of knowledge [are] as needful and helpful to the superior. Neither can we do well without a learned ministry, yea such as are eminently learned in the arts and languages, as he will readily grant who considers that the Scriptures and the best helps to understand them are written in the learned languages; that there is the use and result of all arts in the Scriptures and all needful to a distinct understand[in]g thereof; that the opposition and disputes which Satan hath at all times and in these our days especially raised up against the truth, require much learning to resist and refute them…
Objection 2: But much hath been given to the College already. What becomes of that, and what needeth more?
Answer: 1. If we have any charity toward men, we may rest assured that what hath been given, being in the hands of men faithful and able, is carefully preserved, improved, and disposed in the best way that may be. The accounts of this have been presented to the General Court, viewed by their committees, and may be seen in the hands of the treasurer of the College by any that shall desire it. 2. What hath been given comes not to so much as many imagine. But if it were more than it is, it would fall far short of what is needful, as anyone that considers the nature and compass of such a work will easily see. The whole annual revenues that any way come to the College (for support of the president, fellows, scholars and edifice) amount but to 250 £, and the greatest part of that in such ways as are difficult, troublesome, and inconvenient, though their necessity makes for a shift till better do occur. 3. The principal scope of this design is not so much to maintain the society of the College, as particular persons therein of choice abilities for the service of the country. And this will also make the society flourish, which now languisheth for want of students that continue.
Objection 3: The College, as it is, breedeth as many or more than can have employment in this small country in the work of the ministry.
Answer: 1. How is it then that some out-places are destitute and others not fully furnished? 2. The design of this model is not only to send forth ministers but choice and eminent ministers. The number will not, it may be, hereby be much augmented, but their abilities and advantages for greater attainments by being enabled to continue at ~the College and furnished with choice tutors there [will be]. 3. It sufficeth not to have supplies for the ministry, for time will show that unless we have the helps of learning and education to accomplish persons for the magistracy and other civil offices, things will languish and go to decay among us. 4. Advantages and preferments by learning here are not [as] attractive and considerable as they are in other places. Hence few will be of themselves at the charges to bring up their children to learning without help. We see by experience that most men, even the richer sort, do choose to put their children to more advantageous employments.
Objection 4: The College diet and accommodations [are] uncomfortable and prejudicial to the health of students there, also the manners of sundry are dissolute. These things are a discouragement both to parents from putting their children thither and to benefactors.
Answer: 1. There is and will be care taken that the accommodation at the College be in all respects as good as can be according to the present expenses and allowances. Yet it hath been the wisdom of all nations and ages to at- tend frugality and somewhat of severity in such societies. 2. If more and better be desired, the charge must needs be greater; and parents will find that heavy, unless some assistance be lent them, the obtaining whereof is our design of this proposal. 3. Were there more means to maintain good and able fellows in the College, both the manners of students and what else is amiss might by their help be rectified. 4. In all societies there will be bad as well as good; yet if we remember how many have been there bred of the better sort, we shall have no cause to insist too much on the former. But according to this model there will be such a careful election of scholars, and they kept under such obligations and inspection, as will through the blessing of God render them a rejoicing to all pious benefactors.
Objection 5: The country is poor and hath little to spare for such uses.
Answer: 1. Necessary things must be provided for, though we make the hardest shifts; and such a thing is the maintenance of learning for the work of present and after ages. 2. The proposal is tendered to such as God hath blessed with estates in some comfortable measure. 3. It is not great matters that we aim at, but a competent and necessary subsistence for learning according to our day of small things in a wilderness. 4. Though it is but little that each single person can do, yet many drops united may make a small stream. 5. It is hoped that in a little time God may raise up more Harvards whose dying bequeathments of their estates to this work (and haply to be improved according to this model) may give life to it. And thus the contributions of many particular persons may be spared. In the meantime let us creep as we can and be doing something that learning among us may not fall or languish, but may stand and flourish to the good of us and our posterity after us.