Читать книгу From Boyhood to Manhood: Life of Benjamin Franklin - William Makepeace Thayer - Страница 48

We may say here that the stone which Doctor Franklin erected, as above, became so dilapidated that in 1827, the citizens of Boston replaced it by a granite obelisk. The bodies repose in the old Granary cemetery, beside Park-street church.

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It was arranged that Benjamin should begin his school-days, and enjoy the best literary advantages which the poverty of his father could provide. He acceded to the plan with hearty good-will, and commenced his studies with such zeal and enthusiasm as few scholars exhibit.

The school was taught by Mr. Nathaniel Williams, successor of the famous Boston teacher, Mr. Ezekiel Cheever, who was instructor thirty-five years, and who discontinued teaching, as Cotton Mather said, "only when mortality took him off." The homely old wooden school-house, one story and a half high, stood near by the spot on which the bronze statue of Franklin is now seen, and there was the "school-house green" where "Ben" and his companions played together. Probably it was the only free grammar school that Boston afforded at that time; for the town could not have numbered a population of over eight thousand.

From his first day's attendance at school Benjamin gave promise of high scholarship. He went to work with a will, improving every moment, surmounting every difficulty, and enjoying every opportunity with a keen relish. Mr. Williams was both gratified and surprised. That a lad so young should take hold of school lessons with so much intelligence and tact, and master them so easily, was a surprise to him, and he so expressed himself to Mr. Franklin.

"Your son is a remarkable scholar for one so young. I am more than gratified with his industry and progress. His love of knowledge is almost passionate."

"Yes, he was always so," responded Mr. Franklin. "He surprised us by reading well before we ever dreamed of such a thing. He taught himself, and a book has always been of more value to him than any thing else."

"You will give him an education, I suppose?" said Mr. Williams, inquiringly. "Such a boy ought to have the chance."

"My desire to do it is strong, much stronger than my ability to pay the bills. It is not certain that I shall be able to continue him long at school, though I shall do it if possible."

"Such love of knowledge as he possesses ought to be gratified," continued Mr. Williams. "He excels by far any scholar of his age in school. He will lead the whole school within a short time. His enthusiasm is really remarkable."

Within a few months, as the teacher predicts, Benjamin led the school. He was at the head of his class in every study except arithmetic. Nor did he remain at the head of his class long, for he was rapidly promoted to higher classes. He so far outstripped his companions that the teacher was obliged to advance him thus, that his mental progress might not be retarded. Of course, teachers and others were constantly forecasting his future and prophesying that he would fill a high position in manhood. It is generally the case that such early attention to studies, in connection with the advancement that follows, awakens high hopes of the young in the hearts of all observers. These things foreshadow the future character, so that people think they can tell what the man will be from what the boy is. So it was with Franklin, and so it was with Daniel Webster. Webster's mother inferred from his close attention to reading, and his remarkable progress in learning, that he would become a distinguished man, and so expressed herself to others. She lived to see him rise in his profession, until he became a member of Congress, though she died before he reached the zenith of his renown. The same was true of David Rittenhouse, the famous mathematician. When he was but eight years old, he constructed various articles, such as a miniature water-wheel, and at seventeen years of age he made a complete clock. His younger brother declared that he was accustomed to stop, when he was plowing in the field, and solve problems on the fence, and sometimes cover the plow handles with figures. The highest expectations of his friends were more than realized in his manhood. The peculiar genius which he exhibited in his boyhood gave him his world-wide fame at last.

Also George Stephenson, the great engineer, the son of a very poor man, who fired the engine at Wylam colliery, began his life-labor when a mere boy. Besides watching the cows, and barring the gates after the coal-wagons had passed, at four cents a day, he amused himself during his leisure moments, in making clay engines, in imitation of that which his father tended. Although he lived in circumstances so humble that ordinarily he would have been entirely unnoticed, his intense interest in, and taste for, mechanical work, attracted the attention of people and led them to predict his future success and fame.

In like manner, the first months of Benjamin Franklin's school days foreshadowed the remarkable career of his manhood. Relatives and friends believed that he would one day fill a high place in the land; and in that, their anticipations were fully realized.