ons."
Whether we turn to the life of Franklin in the North or Washington in
the South, we read of tiny schoolhouses, where boys, and sometimes
girls, were taught to read and write. Where there were no schools,
fathers and mothers of the better kind gave their children the rudiments
of learning. Though illiteracy was widespread, there is evidence to show
that the diffusion of knowledge among the masses was making steady
progress all through the eighteenth century.

=Religion and Higher Learning.=--Religious motives entered into the
establishment of colleges as well as local schools. Harvard, founded in
1636, and Yale, opened in 1718, were intended primarily to train
"learned and godly ministers" for the Puritan churches of New England.
To the far North, Dartmouth, chartered in 1769, was designed first as a
mission to the Indians and then as a college for the sons of New England
farmers preparing to preach, teach, or practice law. The College of New
Jersey, organized in 1746 and removed to Princeton eleven years later,
was sustained by the Presbyterians. Two colleges looked to the
Established Church as their source of inspiration and support: William
and Mary, founded in Virginia in 1693, and King's College, now Columbia
University, chartered by King George II in 1754, on an appeal from the
New York Anglicans, alarmed at the growth of religious dissent and the
"republican tendencies" of the age. Two colleges revealed a drift away
from sectarianism. Brown, established in Rhode Island in 1764, and the
Philadelphia Academy, forerunner of the University of Pennsylvania,
organized by Benjamin Franklin, reflected the spirit of toleration by
giving representation on the board of trustees to several religious
sects. It was Franklin's idea that his college should prepare young men
to serve in public office as leaders of the people and ornaments to
their country.

=Self-education in America.=--Important as were these institutions of
learning, higher education was by no means confined within their walls.
Many well-to-do families sent their sons to Oxford or Cambridge in
England. Private tutoring in the home was common. In still more families
there were intelligent children who grew up in the great colonial school
of adversity and who trained themselves until, in every contest of mind
and wit, they could vie with the sons of Harvard or William and Mary or
any other college. Such, for example, was Benjamin Franklin, whose
charming a