TECHNICAL EDUCATION.

Besides the university idea and the thought of these special schools Jefferson, in his letter to Carr, clearly anticipated the modern idea of technical education. He proposed what he called a "school of technical philosophy," where certain of the higher branches should be taught in abridged form to meet practical wants. "To such a school," he said, "will come the mariner, carpenter, shipwright, pump-maker, clock-maker, machinist, optician, metallurgist, founder, cutler, druggist, brewer, vintner, distiller, dyer, painter, bleacher, soap-maker, tanner, powder-maker, saltmaker, glass-maker, to learn as much as shall be necessary to pursue their art understandingly, of the sciences of geometry, mechanics, statics, hydrostatics, hydraulics, hydrodynamics, navigation, astronomy, geography, optics, pneumatics, acoustics, physics, chemistry, natural history, botany, mineralogy, and pharmacy." In this school of technology Jefferson proposed to group the students in convenient classes for elementary and practical instruction by lectures to be given in the evening, so as to afford an opportunity for labor in the day-time. Military exercises were to be required on certain days throughout the entire course for all grades of students. Thus the features of military schools, technological institutes and modern agricultural colleges were associated with the higher education in a people's university, as conceived by Thomas Jefferson.

Of course Jefferson did not expect to realize all at once this educational scheme as proposed to Peter Carr. He urged, as a practical beginning, the establishment of a general school or college, with four professorships, grouping (1) language and history, belles-lettres, rhetoric and oratory; (2) mathematics, physics, etc.; (3) chemistry and other natural sciences; (4) philosophy, which, in his view, included political science. He said these professorships "must be subdivided from time to time as our means increase, until each professor shall have no more under his care than he can attend to with advantage to his pupils and ease to himself." With further increase of resources, professional schools were to be added. Such were the fundamental lines of thought which gave shape to the first project for a University of Virginia, in Jefferson's own neighborhood. Like the preliminary drawings of a great artist, these bold outlines have a permanent interest in the student."

By comparison of the educational views of Franklin, Jefferson, and John Adams we conclude that the present public school system of the United States, which is established by the constitutions and laws of the several States, is in conformity with the educational views of John Adams. While it can not be affirmed that he was the sole originator of the system of American public schools, it may be said truly that he is the earliest eminent American statesman who incorporated a provision for such public education, not only in his writings on government but in his political service, and particularly in that clause which he wrote in the constitution of Massachusetts of 1780, providing for a system of education at public expense. Adams at least had the philosophy of education on his side, for he set forth his ideas on the universal principle of the general welfare, approaching the subject from a consideration of the universal character of education; while Franklin approached it from a consideration of the individual, and of the utilities which are resultant from education. Adams, therefore, identifying the interests of education and the interests of the masses, stands among those who founded our educational system. Franklin outlined a method Adams, "Thomas Jefferson and the University of Virginia," pp. 62-64.

adapted to the wants of individuals, but at the same time dependent upon those individuals for its successful operation. He founded no sys. tem of education; he did not identify the operation of his educational plans with the necessity and growth of the State. Self-education may be said to be the natural method of education, this was Franklin's plan. Education at the expense of the State, according to law, so earnestly advocated by John Adams may be called the conventional system, practicable and advantageous in a country like ours. Jefferson took a somewhat higher ground, recognizing that education must be directed by those technically trained to perform its duties. He compared the educational institutions of Europe before he attempted to found the University of Virginia, and sought to incorporate in that University the best of all that he saw abroad that was adapted to the wants of America. He would found an institution in which not only the young might pursue all studies, but also an institution which would provide technical instruction for those who would pursue. particular studies at great length. If John Adams is the father of the common school and Benjamin Franklin the model of the self-educated man, Thomas Jefferson is the promoter of the university idea in América.

The influence of the ideas that each of these men advocated is clearly discernible in the educational history of America. We have the public school system, the education of the masses by the masses, John Adams's idea; we have the technical school in the university, Jefferson's idea; and we have the means of self-education, books, business, factories, libraries, learned societies, nature, and the human soul, capable of making use of these opportunities, Franklin's idea. That it may appear more clearly what has been the influence of Franklin's ideas of education in this country, I may conclude my sketch by briefly outlining several institutions which he founded in Philadelphia, or which have developed according to his ideas: The American Philosophical Society, the Library Company of Philadelphia, the Franklin Institute, Girard College, the Philadelphia Manual Training Schools, and the University of Pennsylvania.

The American Philosophical Society dates from the 25th of May, 1743, when Franklin published his famous prospectus for its estab lishment. It was incorporated by act of the legislature of Pennsylvania, March 15, 1780, as "The American Philosophical Society, held at Philadelphia, for Promoting Useful Knowledge." The language of the act of incorporation describes its functions: "The cultivation of useful knowledge and the advancement of the liberal arts and sciences;" "the prosecution and advancement of all useful branches of knowledge" for the benefit of mankind. The history of this venerable society, the oldest of its kind in the world, is the history of modern science. Franklin was its first president, elected January 2, 1769, and serving until his death. He was succeeded by the eminent David Rittenhouse,

who served from 1791-1796. The other presidents and their terms were as follows: Thomas Jefferson, 1797-1815; Caspar Wistar, 1815-1818; Robert Patterson, 1819-1824; William Tilghman, 1825; Peter Stephenson Duponceau, 1828; Robert M. Patterson, 1845; Nathaniel Chapman, 1846; Robert N. Patterson, 1849; Franklin Bache, 1853; Alexander Dallas Bache, 1855; John Kay Kane, 1857; George B. Wood, 1859; Frederick Fraley, 1880.

Franklin Bache and Alexander Dallas Bache were great grandsons of Benjamin Franklin. Franklin Bache was distinguished as a chemist, as professor of chemistry in the Jefferson Medical College, as one of the authors of the Dispensatory of the United States, and of many contributions on cognate subjects.

Alexander Dallas Bache resembled his illustrious ancestor. He was a self-educated man, a graduate of West Point, professor of chemistry and natural philosophy in the University of Pennsylvania, an active member of the Franklin Institute, of which he was a zealous and successful promoter, and first president of Girard College. He laid the plans for the Philadelphia High School, and as its first principal organized it, but won bis chief fame as the head of the Coast Survey of the United States. His mind, like Franklin's, was interested in all matters of public concern and he rendered efficient services in a multitude of matters by which his name is intimately associated with many of the most useful enterprises of a private and public nature in the educational affairs of the country.

The American Philosophical Society has enrolled in its membership the most eminent men of the last century in all countries. The records of the Proceedings of the Society shows a multitude of useful subjects which it has from time to time considered. The record of the last meeting at which Franklin presided and of the two meetings that took notice of his death are as follows:

1789. Oct. 2. (6 present; Franklin presiding.)

The Royal Irish Academy sent their Transactions, Vol. I. Ordered, That the secretaries send in acknowledgment Transactions American Philosophical Society, Vols., II.

Thos. Pole, of London, sent through his brother, Ed. Pole, of Philadelphia, a letter of thanks for election, and "a description and drawing of a remarkable tumor which lately occurred in his practice."

Coal, white vitriol, slate, brick, burnt slate, alum, niter, freestone, and Indian pottery lately found in a bank near Washington were presented through Franklin ́ by David Reddick, esq.

P. Young's Essay on the Powers and Mechanisms of Nature was presented through Franklin by Samuel Mather, of London.

Specimens of the Papyrus of Syracuse were presented by Franklin.

1790. April 23. Special meeting. (19 present.)

To consider of some testimony of respect to the memory of the late illustrious President.

An eulogy voted, to "be prepared by one of their members, to be pronounced before this body as soon as may be convenient."

Dr. Wm. Smith and Dr. Rittenhouse "were highest in votes" by ballot and had each an equal number."