School

November 5

Carl Robert Keyes Daily Advert Update , , , , , , ,

What was advertised in a revolutionary American newspaper 250 years ago this week?

Pennsylvania Evening Post (November 4, 1775).

“A NIGHT SCHOOL.”

“FRENCH ACADEMY.”

Two advertisements in the November 4, 1775, edition of the Pennsylvania Evening Post and its supplement offered opportunities for learning and self-improvement.  In the first notice, Matthew Maguire announced that he had opened a “NIGHT SCHOOL” for “youth of both sexes.”  The curriculum included “the various branches of READING, WRITING and ARITHMETIC,” subjects that both boys and girls typically learned.  Maguire also indicated that he taught “ACCOMPTS [or accounts] in all their different forms, after the latest and most approved methods,” though he did not mention whether he reserved that subject for male students.  Learning how to keep daybooks and ledgers may have been useful for some of the girls and young women who attended Maguire’s school, especially those that attended in the evening because they assisted in running the family business during the day.  Maguire also provided lessons during the day “as usual,” but he specified in a nota bene that he continued admitting “Young ladies only.”  In addition to giving female students a homosocial setting with fewer chances of disruptions, he may he reasoned that most boys and young men who would attend the school he kept in his house in Carter’s Alley did indeed have apprenticeships and other responsibilities during the day.

Supplement to the Pennsylvania Evening Post (November 4, 1775).

In the other advertisement, Francis Daymon, “MASTER of the French and Latin Languages” and “LIBRARIAN of the Philadelphia Public Library” (or the Library Company of Philadelphia), advised prospective pupils that he “HAS opened his FRENCH ACADEMY for the winter season.”  Classes began “punctually at seven o’clock every evening (Saturday excepted),” though it went without saying that he did not give lessons on Sundays.  Daymon delivered lessons “in the Library Room in Carpenters Hall,” the Library Company having moved to the second floor of that building from the Pennsylvania State House when it was completed in 1773.  He presumably admitted students of both sexes since he did not indicate otherwise in his advertisement.  He did note that “Ladies and Gentlemen may be instructed at their places of abode as usual,” an arrangement that allowed his pupils or their parents to determine who would be present.  Unlike Maguire, Daymon offered private lessons, likely setting rates for his students for the convenience of learning in their homes accordingly.

While some of the students who learned reading, writing, arithmetic, and accounts from Maguire could have also sought out French lessons from Daymon, the two schoolmasters cultivated different clienteles.  Maguire emphasized basic skills for everyday use by a wide range of colonizers, while Daymon’s French lessons appealed to genteel residents of Philadelphia and those aspiring to gentility.  With the Continental Association, a nonimportation and nonconsumption agreement, in effect, discourses about fashion had shifted.  Learning French gave some colonizers an alternate way to assert their status.

July 10

Carl Robert Keyes Daily Advert Update , , , , , , ,

What was advertised in a revolutionary American newspaper 250 years ago today?

New-York Gazette and Weekly Mercury (July 10, 1775).

“Children educated … at a distance from probable, sudden danger and confusion.”

In July 1775, Andrew Wilson, a schoolmaster in Morristown, New Jersey, attempted to leverage current events to enroll students in his school “about twenty-seven miles from Powles-Hook, and eighteen miles from Elizabeth-Town.”  In the late spring and early summer, colonizers in New York followed the news about the battles at Lexington and Concord, the siege of Boston, and the Battle of Bunker Hill.  In addition to updates from Massachusetts, they read and discussed actions taken by the Second Continental Congress, meeting in Philadelphia, and provincial congresses throughout the colonies.  While the fighting had been confined to Massachusetts so far, colonizers anticipated that it would spread.

In such an environment, Wilson saw an opportunity to market his school to parents and guardians in New York City and other coastal towns.  “IN these dangerous and alarming times,” he declared, “the inhabitants of large cities, and other places on the sea coast, may wish to have their children educated in the interior parts of the country, at a distance from probably, sudden danger and confusion.”  He acknowledged that they likely weighed tuition and the quality of instruction against the prospects of danger, suggesting that they would send their children to such a school “if the expence was reasonable, and they could depend on the fitness of the teacher.”  Wilson confidently stated that he could alleviate both concerns.  He claimed that he “was recommended by Dr. Witherspoon, of New-Jersey College, and the Rev. Mr. Mason, in New-York.”  Furthermore, he had experience.  When he ran his advertisement in the July 10, 1775, edition of the New-York Gazette and Weekly Mercury, he had “taught [in Morristown] upwards of ten months, to the satisfaction of his employers.”  When it came to expenses, lodging and board amounted to “much less money than is generally given for the same in other places.”  His pupils did not reside at the school; instead, Wilson placed them in the homes of “good families.”  In addition, the schoolmaster described Morristown and a “healthy place” as well as an accessible one.  “[O]n three different days of the week,” he noted, “a stage goes from it to New-York.”

As resistance to imperial overreach became a revolution, the crafty schoolmaster portrayed Morristown, New Jersey, as a relatively safe place to send children to school.  Parents and guardians could remove their charges from danger while still attending to their education and development, alleviating at least some of the worry they experienced during uncertain times.