Writing

March 20

Carl Robert Keyes Daily Advert Update, Guest Contribution , , , ,

GUEST CURATOR: Zachary Dubreuil

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

Boston Chronicle (March 20, 1769).

“Wants Employment.”

This advertisement caught my eye because of the “Wants Employment” part. Someone was looking for a job that involved “Writing, either in Merchants Books or any otherwise, consisting in Penmanship” or “tak[ing] Charge of a Store.” The advertiser claimed that he was good at writing. According to E. Jennifer Monaghan in Learning to Read and Write in Colonial America, students first learned “round hand,” which took several years, and “during this time the student might well be exposed to, without being expected to be fully master of, italic print and roman print.”[1] Since he mentions “Penmanship” this advertiser may have learned more than one “script.” It was difficult to learn how to write because students had so many different scripts to learn.

The end of the advertisement was in a different language. It says, “Ubi est Charitas?—Not in Town.—Honi soit qui mal y pense.” The first part is Latin for “Where is the love?” The second part is French for “Shame to him who thinks evil of it.” By inserting these quotations in other languages, the advertiser demonstrated that he was indeed well educated, the sort of person that a merchant would want handling accounts and letters. There is another aspect concerning how this advertiser tries to find a job. He says that anyone who sends him a message “shall be immediately waited on.” He is letting prospective employers know that he is punctual and eager to work.

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ADDITIONAL COMMENTARY: Carl Robert Keyes

Rather than elaborating on the advertisement that Zach has selected for today, I am devoting this entry to some comments on incorporating the Adverts 250 Project into my classes, collaborating with undergraduate guest curators, and how their work shapes the project. This is the fifth semester that I have invited students to contribute to the project to fulfill some of their course requirements. This work began in a Public History class (Spring 2016) and has continued in Colonial America (Fall 2016), Revolutionary America (Spring 2017), Public History (Spring 2018), and Revolutionary America (Spring 2019).

I ask each student to serve as guest curator for a week. They are responsible for creating an archive of all the newspapers for their week that have been digitized by Accessible Archives, Colonial Williamsburg, and Readex. Then they select an advertisement to feature each day of the week. I specify that one of those advertisements must concern the experiences of enslaved men, women, and children, giving the students an opportunity to enhance the work they simultaneously undertake as guest curators of the Slavery Adverts 250 Project. The other advertisements must focus on commodities or consumer goods and services. That allows us to continue examinations of the consumer revolution that constitute a major component of readings and discussions from class. However, advertisements that ran in eighteenth-century newspapers were many and varied. Many of them had purposes other than promoting the buying and selling of goods. So I allow each guest curator to select one “exception to the consumer goods and services” rule (in addition to an advertisement concerning enslaved people) that allows them to explore other aspects of life in colonial and revolutionary America. Today Zach has chosen an employment advertisement. Recently, guest curator Olivia Burke examined a “runaway wife” advertisement. In both cases, the guest curators learned more about early American history and culture.

Undergraduate guest curators often choose advertisements that I would not have selected on my own. Sometimes this can be frustrating, especially when they pass over advertisements that I find more interesting and want to examine in more detail. Yet that is also the purpose of engaging my students as junior colleagues. They exercise the authority to determine the direction of the project during their time as guest curators. They determine their own assignments in that they choose the content that they want to include and research in greater detail. They also determine an assignment for me. Most of the time I provide further analysis of some aspect of the advertisements they examine; this entry is a rare exception in that it discusses pedagogy and methodology rather than additional aspects of early American print culture and consumer culture. When I provide additional commentary about advertisements chosen by guest curators, this allows us to continue our conversations about the advertisements they found engaging. It helps us to work together as a team, as a mentor with junior colleagues, because the students have selected the content that we all address together.

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[1] E. Jennifer Monaghan, Learning to Read and Write in Colonial America (Amherst: University of Massachusetts Press, 2005), 287.

April 20

Carl Robert Keyes Daily Advert Update, Guest Contribution , , , , , , ,

GUEST CURATOR:  Mary Bohane

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

Apr 20 - 4:20:1768 Georgia Gazette
Georgia Gazette (April 20, 1768).

“Alexander Findlay & James Seyour, A.M. DESIGN TO OPEN SCHOOL.”

Alexander Findlay and James Seymour advertised a school where they taught “BRANCHES of LITERATURE” as well as “several PARTS of the MATHEMATICKS.” Today it seems hard to imagine a world without public schools considering that most students attend public schools rather than private ones. However, throughout the colonial period and into the nineteenth century, private schools, like the one featured in this advertisement, were often the only option for education outside the home in many places.

According to Robert A. Peterson, education began at the home, typically as the responsibility of the mother, and, as the children grew older, became the father’s task. In Learning to Read and Write in Colonial America, E. Jennifer Monaghan explains that “religious motives underlay reading instruction in colonial America, while secular motives led to writing instruction.” The most commonly read books were the Bible, a primer, and a hornbook. As children in southern colonies grew older, their schooling prepared them for their eventual roles in plantation life. Boys advanced further in subjects such as math, Greek, Latin, science, and navigation. Girls learned the duties of the mistress of the plantation, such as basic arithmetic to handle household expenses.

Today many people argue that without public schools the job of educating future generations would simply not get done, but colonists did not have the same access to widespread public education that Americans now take for granted.

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ADDITIONAL COMMENTARY: Carl Robert Keyes

Although Alexander Findlay and James Seymour sought children and youth as students at their school “in the lower End of Broughton-Street” in Savannah, they also suggested that they provided adult education as well, at least when it came to writing.  As Mary notes, they taught the basics of reading, writing, and arithmetic as well as some more advanced subjects, promising that their methods would “do all possible justice to those who will please to commit their children to their care.”  However, they concluded their advertisement with a nota benethat reiterated that they offered writing instruction:  “They also design to teach Writing at the same place between the hours of twelve and one.”  Assuming that their young pupils took a break from their studies at midday, Findlay and Seymour had an opportunity to teach adults who wished to learn or further develop a particular skill without enrolling for the entire curriculum.

Even though today most people link the ability to read and the ability to write because they have been taught simultaneously or in quick succession in elementary schools, that was not the case in the colonial period.  Reading and writing were considered different skills utilized for different purposes.  Learning to read granted colonists access to the Bible and other devotional literature, whereas learning to write (and do arithmetic) opened up the world of commerce to them.  Accordingly, colonists considered reading the more vital skill.  Many of those who perused the Georgia Gazettemay well have been able to read Findlay and Seymour’s advertisement and the other content yet did not possess the ability to make notes in the margins, write a note asking for more information, or otherwise use quill and ink in their daily lives.  Like the Latin and Greek that the schoolmasters proposed to teach, writing was not a necessity in colonial society, but it was certainly useful for those who acquired the skill.  For adults who had not previously learned to write as part of their education, Findlay and Seymour offered a chance to obtain that skill in brief lessons without pursuing the rest of the relatively extensive curriculum at their day school.