Page:History of the University of Pennsylvania - Montgomery (1900).djvu/249

Rh 1754, he found the existence of this practical system with evidences of its good results, and with his own knowledge of oratory he gladly carried on these plans, and gave to them his own experience and culture; but inasmuch as the influences already prevailed which placed the English school in a secondary position, he with his greater taste for the Ancient Classics but confirmed and established more effectually these influences which were in later years the subject of franklin's deprecations; and there no longer remained those public exhibitions of display in proficiency in English which the pupils under Mr Dove had attained to. These tendencies Franklin termed partialities. But let us hear his own statement: T The first instance of partiality, in favor of the Latin part of the institution, was in giving the title of Rector to the Latin master, and no title to the English one. But the most striking instance * * * was, when the votes of a majority carried it to give twice as much salary to the Latin Master as to the English, and yet require twice as much duty from the English master as from the Latin, viz: ^200 to the Latin master to teach twenty boys; ^100 to the English master to teach forty. However, the trustees who voted these salaries being themselves by far the greatest subscribers, though not the most numerous, it was thought they had a kind of right to predominate in money matters; and those who had wished an equal regard might have been shown to both schools, submitted, though not without regret, and at times some little complaining, which, with their not being able in some months to find a proper person for English master, who would undertake the office for so low a salary, induced the Trustees at length, viz: in July, 1750, to offer ^50 more. Another instance of the partiality above mentioned, was in the March preceding, when ^100. sterling was voted to buy Latin and Greek books, maps, drafts, and instruments for the use of the Academy, and nothing for the English books. * * * The Trustees were most of them the principal gentlemen of the province. Children taught in other schools had no reason to expect such powerful patronage. The subscribers had placed such entire confidence in them as to leave themselves no power of changing them, if their conduct of the plan should be disapproved; and so, in hopes of the best, all these partialities were submitted to. Near a year passed before a proper person was found to take charge 1 Sparks, ii. 141.