Education of the Founding Fathers of the Republic: Scholasticism in the Colonial Colleges: A Neglected Chapter in the History of American Education
Description
heard about in The Strange Spirit of Solange Hertz , whose author calls Walsh's work here a real 💎.
Walsh's lack of commas between independent clauses is somewhat annoying. Also, the DjVu version lacks many facsimiles; they're blank. The PDF is Archive.org's 2024 scan, which includes all facsimiles.
PDF_EXTRA format is "new foreword by John M. Peterson and new afterword by Jason T. Eberl" in the 2025 edition; cf. infra.
PDF p. 21:
Commencement theses printed on broadsides (large sheets of paper some 20×24 inches) and comprising lists of Latin propositions, one hundred or more in number, in logic, grammar, rhetoric, as well as in natural, mental, moral philosophy and mathematics.The thesis sheets were printed for distribution among members of the audience who on Commencement morning might choose to take part in the Public Act which was held as the culminating exercise of the examination. These broadsides were of a size and shape that made their preservation somewhat difficult so that many of them were lost and many others tucked away in libraries so that they were not easy to get at and attracted little attention.
They seem like lists of scholastic principles or, in political science, the lists of theses after each chapter of Integralism, though the early ones in the 🇺🇸 didn't always agree with scholasticism; cf. "Ancient universities' commencement theses printed on broadsides".
Catholic University of America Press reprinted this in 2025:
Walsh examines the history of the curriculum and doctrine of the early American colleges by examining their founding, their statutes, the careers and writings of their first presidents, the accounts of contemporaries, and above all the Latin broadsheets listing theses to be defended by their small graduating classes in public disputations during commencement. Walsh shows that up until the first quarter of the 1800s, these American colleges were united in teaching all undergraduates an ordered curriculum of liberal arts―grammar, logic, rhetoric, mathematics, natural philosophy, philosophical anthropology and psychology, ethics, political philosophy, metaphysics, natural theology, and biblical theology―whose outline and content consisted of Scholastic philosophy, in direct continuity with the tradition of the European universities founded in the Middle Ages.
Students were required to engage in formal, directed classroom disputations every week, offering syllogisms and raising or answering objections, which culminated in public debates at graduation. Students and masters took positions on the disputed questions of Scholastic philosophy and theology as well as those of then-contemporary early modern philosophy and science; for example, a substance is not made from mere accidents; “prime matter is without form”; the act of the intellect is not an act of a material organ; God is simple and immutable; no one may do evil that good may come of it; no civil law is just unless it agrees with the natural law; “the difference between good and evil . . . set up by God is immutable, because it is founded on the nature of things.” Walsh further shows how this education was the common formation of many members of the Continental Congresses, the Constitutional Convention, the early federal Congress, and the colonial and state legislatures as well as preachers, magistrates, governors, and presidents of the United States.
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A very nine metaphysical thesesis number the atamong ideas/'
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"The joy sensitiveof pleasure is in hopeperceived rather inthan pos-
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session."
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among liberty ofwithoutrationalreligion is"No coninBrownthesesmetaphysicalthescience."
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The Yale 1770Theses Logicae of furnish abunevidencedant of the intimate relation between the colonial teaching of philosophy and that theof Middle Ages. Two of the twenty-five Theses Logicae "The knowledge isof particularsrun: prior that of universals."
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Thesesnot "Mathematicsthese: is withconcernedare quanand istity entirely handmaid of nat-an necessary philosophy."
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Sand-ofto erson's Biographies of Signersthe of Declara-the oftion Independence,
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many educationlege of that whichday required prepara-a school training of infourtory fivesome or years the classics and then four collegeof work.
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Virginians obtained their preliminaryusually education from in their homes.
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Autobiography,hislife. He said inthrough was fixed theand probablywhatgood fortunegreatmy ofSmallWilliam1 Dr.life thatofdestinies my mathematicsofprofessorthenScotland atwas presidentmadeSmallMary/'
Jefferson
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aswe demand-question ofapproachedRevolution theand anxietyindependence broughting greatto manya underprintedthesesminds, ofthere groupswere jurispru-othersand naturaltitle politicsofthe on moral prin-importantthethough ruledence,
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Forma principium individuationis,estruns: "Form is the principle individuation."
not materia?
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TheEthicae.Physicae,Mathematicaeoricae, cat-f itspecial interestTechnologicae of becauseisegory earlier theses.of the ofreplaces Metaphysicae sets comingword MetaphysicaePerhaps the some-was titleThe littlemadedisrepute.
metascience
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Mentiri quiten potest dicit, "A lie and truth."
I thought it would be: “A man may not lie and yet tell a falsehood.”
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Theses in
reminds me of Integralism’s (though mostly discordant with them)
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1780 timeissued in when the approach-articles at a coloniesof theindependence feltprobablying was inimportant future ofthethebe eventmostto OverseersBoard said theirof ofAmerica, the firstforusing word the"university," time:
“university” of recent coinage
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Men to act moreare thought
seems to imply will precedes intellect
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16. the accomplishment of benev-allIn thatforparticularly caredthisolence bemust receiveshallthewhose need is greatesteveryone help.
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Metaphysics is the science which unfolds the laws and principles of mindthe [or soul],
sounds idealist
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Abbe expectedschoolboysFrenchthatthe fact toto are theirthattimenearly muchgive toyetas evenas scheduledailythat thestudies andwork andclass almostwouldschoolboyAmericanof aseeman French.
12 hrs!
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"All scholars sunsetat on chambersLord's theirDay retirepreceding the to them disordersunnecessarily leave and alland not violationsevening punishedshall beof saidthe as Lord'sscholarand theSabbathof hourthe every on himself ofapply the dutiesDay shall carefully to piety."
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"Let student be andevery endconsider well thepressed that mainearnestly to Godstudies is knowof his life and Jesusand to life. (JohnChrist eternal xvii,which is 3). And inChrist the bottometherefore thelay foun-onlyas dation sound Knowledge and Learning/'
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Physical inonly butnot vogue waswas frequently, indeedrather theinvoked who asman electedsaid first president Har-thehave ofwaswe fulfillingbefore thedeposed
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The Harvard with disciplineregardstatute to "If Schollar foundshould be trans-toran: any the Lawes ofof God Schoole afterthegresse any or twice lyableAdmonition ifhe shall adultusbe not Ifcorrection. hisup)(grown adultusto name ColledgeOverseersshall given the of thebe toup monethlyadmonished publiche thethat be atmay Act"
add to my Academia SE q&a
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The 1776theses for Harvard dated:at Anno Salutis 1776are annoque rei publicae Americae primo, "The of salva-year 1776tion and the first of Americantheyear republic."
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Franklin withsecuredwhere for word speech hethe word reports signingforthrightness Heall of Thucydides. that thethe aftersays commissioners Virginiaof Lancaster (1744) "theof the fromtreaty the Indians that Williamsburgacquainted therespeechby at aa was theIndian iffund youth;college with and thatfor educatinga halfNations dozen of theirchiefs of the Six would send down a sons theytake that should becollege, wouldthethatto government care for learning of whiteall the thewell provided instructed inand politenesspeople. Indian rules ofIt is of the tonot answer aone thinkmade; they itpublic wouldproposition isthe itday thatsame takingshow it bytreatingbe light that theyit and respectmatter,as a Theyit deferredthereforeconsider of important.time to matteras a their byuntil following whentheir the beganday speakeranswer exVirginiathetheir kindness ofpressing deep of the governmentsense highlyknow/ 'thatmaking them that he,offer: 'forin says youwe those colleges,kind of learning in thethe taught and thatesteem while beof with wouldmaintenance very ex-our young youmen therefore,\Vepensive convinced, dothatto toare mean usyou. you proposal, thank heartily.and But whogood by areyour we you you, know differentwise, different nationsthat have conceptions ofmust it ifthings; will amiss ideastherefore of thisand takenotyou our kind Weeducation haveof withhappen be thetonot yours.same experience it Severalhad of of people for-some our young were collegesbroughtmerly of the northernthe provinces; theyatup allinstructed in sciences whenbut they back towere ;your came us ignorantbad of living inof thethey runners,were meansevery unable bear coldwoods, either hunger, knew neither howto toor cabin, take killbuild spoke languagedeer, im-a a nor an enemy, our perfectly; therefore fit hunters^ warriors,forneitherwere nor forcounselors they therefore actually nothing.good Wewere are, less offer,the obliged kindhowever, thoughby declinenot your we accepting and grateful of it,it; ifshow gentlementheto senseour Virginia will sendof ofdozen their will take greata sonsus we education,theirof them in allinstruct know, makeandcare menwe of them/"
The Indian had good sense about how to educate the full man. Good argument for not going to modern universities, too.
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The thestatutes year first MondayHilary afterthree from theterms: the Saturday6th) beforeEpiphany (January to Mon-Palm beginningSunday; Easterthe theterm Sunday endingafter after Easterfirst andday the (thatWhitsundaybeforethe of Sundaytheon eve beginning the Mondayis TrinityPentecost) term,; Whit-Trinity Sunday (a week later thanafter 16thsunday) of December. Forending theand vamid-cations, they threehad weeks fromthen, the until beginning the weekDecember the secondof weekJanuary, the Easterin weeks andtwo at one slightly thanmadeWhitsunday. Thisbefore more six in four inmonthsthe Ourweeks almostyear.
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the ethical theses that from the fouravailable colleges,are Harvard, Yale, Brown,Princeton suf-and allare ficiently alike thatitmake theyclearto represent the philosophymoral teaching Undertime.of the ethics politics the colleges de-of theymostator fended the proposition that authority for governdevolved originally the and bypeople,ment wason transferredthem If didthe ruler.
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At Harvard these strik-ratherin hadthey ing conclusionallyconnectedtheses : civil is there-bond society the oathThe closest of ; fore isGodThe persuasion ofof the existence necesfor society.
How does B follow A?
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the memory studyreplacingaccumulation facts thatisofmere theof principles, valuable forand pondering so ismind,of whichbringing of theout rep-powers education.
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thedependent God's will,submission toon distinction existencebetween and is em-essence phasized.
This is quite Thomist.
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in Yale less thirty-eightat no one-third)(nearly of hundredthe lessmore oneor presented fortheses Actand twenty-five the Public day all in LatinCommencement ofon course Theyrubric Physicae.
No wonder Gibbs from there.
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Physics investigationis ofthe of the laws nature fromexplanation phenomena them.
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Water when infrozen does notvacuuma expand.
True?
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14. The iselectric spark water. 15. spark elementThe electric is real permeat-a bodies.alling 16. lightningThe phenomena of and the aurora electricity.
Tell Assis.
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20. visiblethe number ofalways samesee points.
Eyes have DPI?
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Genus existitis the rei,partenon a exist things" (but intel-"Genus onlydoes innot islectually).
in correct trans.?
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Differentia specifica formaoritur substan-non a thingstial^ "The difference betweenspecific does the form."
Really?
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3. matter can probable.
pace AI
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4. more existence ofthan the matter.
I does have higher degree of being.
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5. render ofalone the art govern-can perfect.
cf. what St. Thomas says abou experience vs. bookishess
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8. Philosophy provide stable and surenocan obligation.
So theology needed?
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sheet for less thanthere noare allpropositions under physics these compriseand thatthe Here isscientific time.
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27. butBy alone fromanalogy ob-actualnot extends theservation it is thatproved gravity to fixed stars.
Newtonian
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9. sulphurThe burntofvapor sulphur itself.
Interesting
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3. of Godunity provedcannot reason.
!!!
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4. cannot re-provereason mit sins; therefore provided5. andhasHuman neverneverreason futureforprovidewill toman securemeansany ofmadeGreeks[Even wisehappiness.
Again, how does B follow A?
Natural & revealed theology seem confused hee.
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Nullamtion interestingtheon very "Hehabet,Virtutem habet quiveram omnes non vir-hasvirtue who all thereal notpossesses no tues."
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the andmen professionsmagistracy,
thus civil & eccesiastical leaders
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The greatest moral teacherattention given philosophy, thetowas of which Seniorspresident of thethe college.
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Commencement as
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was one of the busy Commencements Thethe time.ofvery exercises with"The Englishbeganreporter says : an The Utility Studyoration of History"the of toon syllogistic thewhich succeeded Latin dispute ona thesis:following obligantitrTenentur subditi,et Regi SaevitiaLege Naturae, immanititex suo, Civitatis Juragrassanti, resistant,vel evertenti, et defendant, 'Subjects boundLibertatem aresuam their kingresistobliged law ofand by the nature to intolerable crueltiesinflictshe themwhenever on or theyof therightsthe andoverthrows state; must Thisliberties/
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"Metaphysics of beings considered abstractly in themselvestreats of theirand relationships."
2nd half seems more properly physics.
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7. succession of thoughtA conscious is not necesidentity.
against “bundle theory”
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velocity of light
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15. Human society exist without ob-thecannot of truth.
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28, mildclementA government very andsubjectsofthe of the numberTruch increaseto theof rendering laws.
Jesus rules with meekness.
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29, be by sensea incitement thatProvidenceHis is the greatest we have ofthe virtue*
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Moral demon-truths can with truths."
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(4) theare thereforethan numbers;complexmost part more f5) Ethics difficultis mathe-thantomore prove matics/'
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"The itin farmoral sense asso is simple perception and the foundation of morala obligation docs exist"
so consciences must be formed
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McCosh probably influenced the academic world of America as deeply in half of nineteenth Witherspoonthe second the century as Duringdid eighteenth.
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Mr. clear and concisea EarthRevolutionthe thedemonstrated ofmanner astronomicalSunaround both Observa-the from tion of Gravity and defendedand Theory thethe Thesis Mr. Mr. Whittnore,against Cutting and a degree ThisArts.
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Mr. Mr. Whittnore,
I wonder if their pro-geocentrism arguments still exist.
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Uebenvegfs
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well 1 "Philosophy Northchapter in America"the on "FatherSamuel Johnson is title,given ofthe Ameriphilosophy."
I wonder if Peirce mentions him.
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In publishedhe Introduction Philosophy, the editionsecondtoan whichof published Londonin 1746*in Anwas enthisof printedlarged edition Franklinby inwas Philadelphia under the title Elementa Philosophies
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Johnson's Elementa publishedPhUosophica by Franklin be wellrather known throughouttocame academic worldthe of the colonies that isit notso surprising that Johnson hailed "Father ofis theas philosophy."
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HisaccordinglyHis originaland name,very essence literally signifyJehovah, doesHimselfgiven by existing/
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reasoning naturalto proveway mortality of the soul :
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can common existence.
Is every soul‘s essence completely different, thus a unique species, like with angels?
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discerpi-andparts or bffity.
interesting word
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4, Non pro acausa acausa, whenwhat not per-a personcause,cause a aswas medi-ofusingtheceives his health consequent to a mightitwhenthat perhapscine itand ascribes to before
Seems related to how correlation doesn’t always mean causation.
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the it of the soul,as were,are, itwhich carried im-is with vehemenceby andon itspetuosity pursuits
anti-stoic
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one educationin disciplineis,culture and toconcerns moderateand inure themthe passions, and to to a ready submission dictates of andtheto reason conscience."
If only modern pedagogy promoted this degree of mortification.
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societies thetwoareas one viz., families,in thefounded other innature, comcivil hence springviz., governments;
Lockean (or Hobbesian?); he doesn’t consider the State a natural society.
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philosophy.the ofcomprehend and upsum happinessfor theprovideslastly it ofAnd menas thisspiritual, both with regardboth temporal and to it ofthat which consistlife and is must twoto come, politics.
Church/State distinguished
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A ofamong formula whichcolonial the suggestedcolleges was ethicsprinciples of firmlythat groundthe are as Dr.fixed mathematics.
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Dr.duties much Johnsonsized more 454): "Letsuggesting (p. seri-bybegan everyone question I ?"himself what thethisously ask In: am theadds "Aeditionsecond questionhe comment, thinkI seriously of,doubtthat muchfew or concern live dieandthemselves about and great strangersso dearandthemselves however that self ofto near emphasizesus."
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"The is thatof being rationalendgreat my my completelyimmortal end-beand andnature may rationallessly The happiness ofhappy. naturemy satisfactionandconsists pleasure thatin that conscious itsitselfattends ofits beingnaturally to object ofits Thewith objects.union properproper affec-willof the andis and thatintellect truththe highest ofhappinessthat thetions good,is ourso which attendsconsist in pleasurethatmustnature choosing and de-
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lighting andin good; pursuit of these ofduty life/'
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Mr. published longer pamphlet, smalla a book with the title, General IdeaA of Collegethe of Mirania,
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There isturies. chance strangeraa More's Utopia tellsSir whoquite Thomasinas in the solution edu-ofhis experiencesthe ofstory Collegethe Mirania
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it Is learningnotazens is andbut specious ingenious of idleness."
Describes Dewey and “it’s not important what you know, but how to think” nonsense.
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In that be takentowere up in first, Greek; mathematics;college second,were third, philosophy, rhetoric, whichfourth, underand criticism,included composition andpoetry,term was oftraining fifth theyIn the classthe totaste. were animal agriculture.
temporal ordering?
Somewhat similar to St. Thomas’s.
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Franklin includethehad thatfeeling musta practical insubjectsthecurriculum ofin its more thatknowledgein wouldof training bethe sense wouldwho take theespecially for thoseuseful up PhiladelphiaAt thislife timeof farmer.
had agrarian sense
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Franklin correspondencetook with Reverend Mr.up Smith whom think,he "I thatto wrote, moreover, talents for the education giftof youth the ofare God and that he whom they bestowed when-on are is found for the of isthemaever way use as Calledstrongly if he heard Voice from Heavenas a ; Nothing Pointingsurely Duty publicinoutmore a service than Ability Opportunityand of performit"
Franklin basically calls teaching a vocation from God.
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Mr. Smith Scotlandreturned Holytake Orders,
albeit invalid, “null and utterly void”
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endued
embued?
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2. Sciencethe theofor unfolding itsHuman Mind;
seems idealist, Berkeley’s contemporary
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"Thus I have of the Capitala Science:Humanof ofBranches and thanall are Institution.taught this Butprofessed and in there Science behindis compleat alltoyet necessaryone theywithout which will foundthe beand atrest, unsatisfactory. thedefective Tisandbutbest very MysteryChristianity and the Great of
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Godliness; Sublimest Philosophy, intothat which ini-desirethe angels themselves furtherbetoeven tiated 1
sacra doctrina regina est
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none thetheses Scholasticismquite redolent ofare asso empha-Philadelphia SmithProvosttheses. was Scholastic whichsizing him-the teaching with he inthoroughly inbuedself had been andrecentlyso Scotland.
He must have studied some St. Thomas.
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The read-testament"GreektheandPlato's laws, forrequiredGreekinthe Gospelsofing entrywas America thein down earlyhereinto the colleges to nineteenththeof century.
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Autobiography of finding in English "two little sketches thean grammar artson rhetoricof finishinglogic, the latter withand dispute in So-thea cratic method
book Franklin read seems like “Barbara, Celerant”
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the wouldpassage serve besides Franklin's interest of
disputation
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ordinarily itPhiladelphia because wouldof be prepresidentFranklin, board,the of thethatsumed minded and practicalentirely modern totoowas enold-fashionedwhat tomustcourage seem many very medieval teaching.
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"Civilruns: arises (pactis)"
Hobbesian vel Lockean?
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"Thesecond form whichof in thegovernmentsays, authority king,the thegrantedis to tosupreme nobility and conjointly isthe people bestto constituted."
Thomist
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1. aspiresIf true musttomana Godthe lawsactions ofmake his conform to Godof either doeswho2. No lawsobeys theone whoproscribed lawbywhatdeliberately is actsor His law.
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8. A obeying the of Godlaws does injury toman no one.
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2. equalsupposes a an make law for equal.
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Wars4. undertaken thatbemust so one may inlive without injury.
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6. theAll [Here isequal.by naturearemen first Independenceproposition ofDeclarationof the before Decla-ethical thethesis fifteenan yearsas signed.]
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8. The ofright notamong men [Theredignitysuperior ofarise from nature.any authority fromkings,divine right ofis comesno bysovereignconferredis theandthe people on them.]
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authority fromkings,divine right ofis comesno bysovereignconferredis theandthe people
Is this included in this thesis?
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3. too insanity.
anti-"doom scrolling"
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2. The tur-notmeasureone thethe benefitratherbutthe offensepitude of to punishment.
interesting penology question
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6. Arbitrary individuals wholepower over peo-or acquiredples be bycannot conquest.
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For cherishingthe of virtue city theinevery a influence is the example by thepotentmost set rulers.
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Good evilunder deeds.
What would St. Alphonsus say?
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Lindley Murray,England, wellinAcademy as as Englishgrammarian, whose prob-the grammar was in history Inused the of education.
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'Into this Religious Tests but theadmittedbe any onnever foreverhereof shallMembersall theContrary en-
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joy full free Absolute uninterruptedand ofLiberty Conscience.
quite Liberal!
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scholasticthatthesereading isfrequentlymost on considerably declined thehave inrequirements secudays."
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Concubicus crimine mentes7. vagus, conducit.
concubinge
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"Thepropositions index it istoan : consciencedictates alwaysof obeyed."
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disquisitional
What’s this mean?
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Vincentby of Beauvais, the French Domincan, perio3hisof Greater Mirror.
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The theofhead school called magister scholae capiscolawas oror scholasticus.
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Music usedthey term veryaas really drownItword.thebywhatdifferent from awasmeanwe Pythagorasoftimethefromdownwhich hadmathematicsof come varioustheandof soundphasesinclude all thesupposedand towas anything b *far they knewuniverse atof therhythms ttnaasso time,
what we’d call call music theory + acoustics
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Haureauwhichby path of Scholasticism]
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Scholasticismspeculation.of Greekachievements philoso-modernseparating;distinguishes without (fideism,distinguishfails altogethereitherphy to (rational-distinguishes andmonism) separatesor spiritualism)"
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Josh regardassumed withcommonlybe toused to very philosophyprofessors ofScholasticism by aeven "Itsaid,American humoristOurgeneration ago. makesmankind thatofthe ignoranceisn't muchso thatthingsthe knowingridiculousthem manysoas beforegenerationTheso."
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"Allotherssatire. Suchwould aroused hishave as, increaseamenablesupposed beknowledge totowas supposedand all truthexpressiondialecticby was syl-conclusion regularoftheobtainablebeto aas criti-hisescapedhavewouldlogism,"
true?
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FatherReverend descrip-definitely detailedEducation?- givesJesuit a carriedis still indisputation itoftion the onas has beenalwaysdisputationJesuit colleges.
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Robert theafter him Uni-namedof collegethe atgreat than otherof whoParis,
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Robert said: ofis greatereven service than reading because it results in clearing doubts obscuritiesall the that haveandup may remained reading/'after His maxim nihil per-was, fecte scitur nisi "Noth-dente disputationis finiatur, ising perfectly known until it has been finished off theby of disputation/'
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A definitely revolutionary change thecame over and the method of college universityandcontent education during the first half nineteenthof the As have in chapter, "Dispu-thecentury.
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halfgreat manya dangerous wholethan lies.
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old-fashioned education,method of which emphasized maxim,the multa Hesed multum.
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Aabove hopeall to attract in thistimewhoversity countryspent re-man some university "aAmericandefinedcently sta-asan buildings gatheredacademicdium ofwith a group around it."
lol
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an differentiations in human mentality, which denies that differ in kind third,degree and ability;
homeschooling combats this
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American tion
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encourages boorish believe adeptthemselves and gentle;
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tends make able-minded people lazy,to conceited, andunhappy, cynical;
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obscures ofThat increasingly8. our urbanity whichof mighttradition, thosegreat ways largely lost theheritage, until havebe powerweour enjoy civilization/
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The at ofexamplecelibate by andall statute
a few exceptions in southern medieval universities
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theyofas dwelt emphatically thoughtfulness forvery on others the trait the educatedofas supreme man.
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Usually do look wardens prisonsofnot to statewe educationalfor suggestions, Wardenbut Lawes of SingSing asked address themake beforetowas an convention of the National Educational Associa(1932).
school-prison pipeline
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the country SingSing awardedprison schoolthe at was a intellectual inves-byrating forhigher competency University than publicColumbiafromtigators "Whengrades.
Why‽
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A distinguished British educator who this duringto countrycame the time when readiermuch listen criticismat to towar a we were from Allies beforethan since, declared that relationshipour or our beeducation life mightof expressed in three degrees ofto com"get honor Getparison: and honest." that is makeget geton, on, a of life ofand that make largeinsuccess course means money as quantities possible how it;do then honor,matter getnoas you as surely will if have finallyand honest, that isgetyon you money; as far possible itmake impossible for others make thetoas money did.
Yep. This is how modern billionaires do it.
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"obloquy
?
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cess
?
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that theresis be in thethe idea muston definitely hisschools Headolescent youth. makesof discipline,"confession, "I which,inbelieve almost declarationneedless is rather daring toto asay, people thinkin whotime whenmake manyour so hu-life about thethey all human andknow about emphatic insistencemind in their theman are on youthtrainingelimination discipline the ofof from his personalitydeveloporder thatin everyone may prohibitions.
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"WithoutHement. says, it-ofcaricatureanemiceffeminate,flabby,acomes secondary schoolofboysnotion thatself. The age fordecideallowedshould betwenty][fifteen toto shouldwhatstudyshouldtheythemselves what or Theysickenswork for themday'sconstitute me.a and
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they not a thing thatthe first boyforrecruit the newaarmy discipline.needs is Itschoolentering secondary sympathetic, offriendly butshould be and course, firm."
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Huxleyit. hisin address "A Liberalto on Education Whereand Find It"
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"If I fool knave readteaching toam a or a me and willwrite themake eitheroflessnot me orone other."
not 100% true
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"Education whatisany runs: leftis after have forgotten all thatyou wereyou taught in school."
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Mr. facttime, bewails the "Thethat, secondary schools todayof prac-pay oftically attention preparation kindfortono any man'sathletic sports."
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man'sathletic sports." Andrecreation except yet leisure fromoldshould, maximtheaccording to ofKing one-thirdAlfred's abouttime, represent work,his life. The eight foreights, hoursthree needshours theeight for and eight hours forsleep still bestof the thebody play,and for appor-are majorityTheof lifedaily fortionment vastmen.
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BenjamintheitthoroughHow passagewas, hewhich thatin tellsAutobiographyFranklin's us intensivelyfollowed theLatinhis ofsingle atyear foundationgood thirtyproved(!)
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19. man dividual dominion*