Activity 1

The 18th century was a time of major transformation in American literature, reflecting the
broader social and political changes happening in the colonies. Early in the century, literature
was heavily influenced by religion, especially during the period of the Great Awakening—a
widespread religious revival that emphasized emotional expression of faith and a personal
connection with God. Prominent figures like George Whitefield, a charismatic preacher
influenced by John Wesley, and Jonathan Edwards, a theologian who supported revivalism,
played central roles in this movement. Their sermons and writings encouraged spiritual
introspection and led to the growth of new religious communities and institutions, including
universities like Princeton and Dartmouth.

As the American colonies moved closer to independence, literature became increasingly

political. Writers used pamphlets, essays, and newspapers to spread revolutionary ideas and
inspire action. Benjamin Franklin emerged as a central figure in American letters, known for his
wit, practical wisdom, and promotion of self-improvement in works like Poor Richard’s
Almanac and his Autobiography. Another key voice was Thomas Paine, whose pamphlet
Common Sense argued forcefully for independence from Britain and was widely read across the
colonies. At the same time, The Federalist Papers, written by Alexander Hamilton, James
Madison, and John Jay, provided intellectual support for the new U.S. Constitution and helped
shape American political thought. Mercy Otis Warren also contributed through her satirical plays
and historical writings, offering a woman’s perspective on the Revolution.

Poetry during the 18th century often served patriotic or political purposes. Philip Freneau,
sometimes called the poet of the American Revolution, used verse to support the revolutionary
cause but also explored nature and early Romantic themes in later works like The Wild Honey
Suckle and The Indian Burying Ground. His writing marked a transition toward the more
emotional and imaginative style that would characterize American Romanticism in the next
century.

The late 18th century also saw the emergence of American drama and the novel. Royall Tyler’s
The Contrast, performed in 1787, was the first professional American comedy and introduced
the character of the Yankee—a clever, practical American figure who became a cultural symbol.
The first American novel, The Power of Sympathy by William Hill Brown, appeared in 1789 and
addressed themes of morality and education. Other early novelists, like Hugh Henry
Brackenridge and Charles Brockden Brown, began exploring political satire and Gothic themes,
setting the stage for the development of American fiction.

Overall, 18th-century American literature reflected Enlightenment ideals of reason,

individualism, and progress while also laying the groundwork for a unique national identity.
Writers explored the balance between faith and reason, personal freedom and civic
responsibility, and tradition and innovation. Their works helped shape American values and
created a foundation for the literature of the 19th century.

Activity 3

1.

(a) The game of chess played a motivational role in Franklin’s study of foreign languages. He
and a friend agreed that the winner of each game could assign a grammar or translation task to
the loser, which both encouraged and reinforced their language learning.
(b) Franklin learned French, Italian, Spanish, and later returned to studying Latin.
(c) Learning these modern languages helped Franklin improve his understanding of Latin, which
he found surprisingly easier once he had mastered the others. It also gave him access to books in
multiple languages and was practically useful in everyday life.

2.

Franklin believed that language education should start with modern languages like French and
Italian, which are more immediately useful in life. He questioned the traditional method of
beginning with Latin, arguing that it often led to little practical benefit. He suggested that starting
with modern languages could lead to more successful learning outcomes, even if one never
reached Latin.

3.

Franklin repaid his brother by taking in his nephew after the brother’s death, sending him to
school, and training him in the printing business. He also supported his nephew with new
printing equipment when the old ones were worn out, thus compensating for the earlier loss his
brother suffered when Franklin left the business.

4.

(a) Franklin deeply regretted not inoculating his son against smallpox, especially after the boy
died from the disease.
(b) He felt this way because he believed that had he chosen inoculation, the boy might have
survived. He wanted other parents to understand that regret could follow either decision, and
therefore it was better to choose the safer medical option.

5.

Franklin believed forming subordinate clubs under the Junto had several advantages. These
included spreading educational and civic improvement to more young citizens, gaining better
insight into public opinion, enhancing business opportunities through broader networks, and
increasing their collective influence and ability to do good in public affairs.

Activity 4

1.

Franklin proposed improving the police system by hiring reliable men to serve as full-time
watchmen, rather than relying on housekeepers or unqualified substitutes. He also suggested
replacing the flat-rate six-shilling tax with one that would be proportionate to a person’s
property, making it a fairer and more effective system. This plan was discussed in the Junto and
other clubs and eventually helped pave the way for later legal reforms.

2.

(a) To control fires, Franklin wrote a paper highlighting the causes of fires and ways to prevent
them. This led to the formation of a fire company—The Union Fire Company—where members
agreed to keep firefighting tools like leather buckets, bags, and baskets ready and to assist each
other in case of fire. They also met monthly to share ideas about fire safety.
(b) The result was a highly effective fire prevention and control system. The model proved so
useful that it led to the formation of many more fire companies in Philadelphia, and over time,
the city became well-equipped to deal with fires. Thanks to these efforts, fires rarely destroyed
more than one or two houses, and often, the flames were extinguished before the first house was
fully consumed.

3.

Franklin’s observations about language learning are reasonable and practical. He believed that
starting with modern, useful languages like French and Italian would provide more immediate
benefits and increase motivation, especially since many students give up on Latin early without
gaining much from it. His personal experience supports this idea, showing that modern
languages can even make learning Latin easier later on. Many educators today support a similar
approach that emphasizes usefulness and student engagement.

4.

The formation of the Junto was a very good idea. It provided a space for intellectual exchange,
personal improvement, and community initiatives. Through the Junto, Franklin and his peers
generated impactful ideas such as reforms to the watch system and fire safety, and they
influenced public policy over time. The Junto also helped develop leadership skills and civic
responsibility among its members, ultimately benefiting the entire community.

For interpretation

1.Franklin’s statement reflects both his optimism about the future of science and his frustration
with the lack of moral progress in society. He recognizes that science has made incredible
advancements, and he’s excited about the potential for future breakthroughs that could further
empower humans to control and understand the physical world. This “power over matter” could
lead to advancements in technology, health, and knowledge that would seem unimaginable to
people of his time.

However, Franklin contrasts this scientific progress with the lack of similar improvements in
how humans treat one another. He wishes that moral science—our understanding of ethics,
kindness, and how to live together harmoniously—was advancing as quickly as scientific
knowledge. He points out that, even though people may make huge strides in technology and
discovery, they still often behave like "wolves" toward one another, showing aggression, cruelty,
and selfishness.

What Franklin is hoping for is that, in the future, people will learn to be truly humane, not just in
the scientific or intellectual sense but in how they treat each other. He longs for a world where
kindness, empathy, and cooperation are as valued as the scientific breakthroughs that improve
people's lives. He’s calling for a balance between intellectual progress and moral growth,
suggesting that humanity’s true advancement lies not just in controlling nature but in improving
the way people interact with and support each other.
2.The saying from Poor Richard's Almanack, "If a man empties his purse into his head, no
man can take it away from him. An investment in knowledge always pays the best interest,"
carries a profound truth about the value of education and intellectual growth.

Franklin emphasizes that material wealth can be lost, stolen, or squandered, but the knowledge
and skills one acquires cannot be taken away. When you invest in your mind, in learning, and in
personal development, that investment remains with you for life. It’s an asset that cannot be
devalued or lost, no matter what happens in the outside world. Whether through formal
education, life experiences, or self-study, knowledge is something that stays with you and
continues to grow.

Furthermore, Franklin points out that the return on investment for knowledge is unmatched.
While financial investments may yield returns that fluctuate, the interest gained from knowledge
is constant and valuable in every situation. Knowledge opens doors to opportunities, problem-
solving, innovation, and a deeper understanding of the world. It enriches not only your life but
also the lives of those around you, as it enables you to contribute positively to society, improve
your circumstances, and help others.

In the broader sense, Franklin is urging us to prioritize the long-term benefits of intellectual
growth over short-term financial gain. Unlike money, which can lose its value or be taken away,
knowledge is enduring and continually enriching.

Activity 4

Philip Freneau (1752–1832) was an influential American poet, essayist, and editor, often
regarded as the "poet of the American Revolution." After graduating from Princeton University
in 1771, Freneau initially pursued teaching and studied for the ministry. However, with the
outbreak of the American Revolution, he shifted his focus to writing, producing scathing satirical
works against the British and Tories. He spent two years in the Caribbean, where he wrote
notable works like The Beauties of Santa Cruz and The House of Night. In 1778, he joined the
New Jersey militia and later became a privateer, sailing to the West Indies, where he was
captured by the British in 1780. After his release, he wrote the poem The British Prison-Ship
(1781) to reflect on his captivity.

Freneau’s career in journalism flourished in the years following the war, contributing to the
Freeman’s Journal in Philadelphia. He also became the editor of the Republican National
Gazette from 1791 to 1793. Freneau’s work in journalism alternated with stints at sea, and he
eventually retired to his farm in Monmouth County in the early 19th century.

Freneau was well-versed in the classical literature of his time and sought to create a distinctly
American voice in his poetry. However, he struggled to fully achieve this in many of his works.
Despite this, he is remembered today more for his poetry than his prose. His poems, such as The
Wild Honey Suckle and The Indian Burying Ground, are praised for their beauty, rhythm, and
thoughtful themes. The Wild Honey Suckle features a nuanced exploration of life and death,
while The Indian Burying Ground offers a reflection on Native American burial practices and the
personification of abstract concepts like “Reason.” Freneau's work captures both the ideals of the
American Revolution and the emerging national identity.
 Selection I

The Wild Honeysuckle

by Philip Freneau

1. In the first two stanzas of The Wild Honeysuckle, the flower is presented as a delicate and
untouched natural beauty, isolated from the harshness of the world. Nature is personified
as a protective figure, dressing the flower in white and placing it in a "silent, dull retreat"
away from any human disturbance. The imagery of soft waters murmuring by and the
shade guarding the flower suggests a sense of serenity and care from Nature, allowing the
flower to grow and flourish in peace.
2. The poet feels grief about the flower's inevitable doom because its beauty is fleeting and
transient. He compares the flower’s charms to the flowers of Eden, which were also
beautiful but perished. The comparison emphasizes the inevitability of decay, as no
matter how lovely, the flower, like everything in nature, will eventually wither and die, a
process the poet laments.
3. In the last stanza, the poet concludes that the life of the flower is brief and fragile. The
flower’s existence, from its growth to its decay, is encapsulated in a very short time,
symbolized by the phrase “but an hour.” The poet reflects on the impermanence of all
life, suggesting that everything, like the flower, has a finite and ephemeral existence.
4. Yes, Freneau appears to be drawing a comparison between the life of the flower and the
life of man. Just as the flower blooms and fades in a short period, human life is similarly
brief and subject to inevitable death. The phrase “but an hour” emphasizes the fleeting
nature of life, suggesting that life, like the flower’s, is transient and fragile, reminding
readers of the inevitability of mortality.

Selection II

The Indian Burying Ground

by Philip Freneau

1. Do you agree with Freneau that the position in which the dead are placed “points
out the soul’s eternal sleep”?
Freneau argues that the sitting position of the dead in Native American burial customs
symbolizes the soul's eternal rest, as opposed to the traditional European view of lying
down as a representation of death's finality. In contrast, some may believe that the seated
position could suggest the soul’s continued activity and journey, not eternal sleep.
Therefore, whether the position points to eternal sleep or ongoing spiritual movement can
vary depending on one's cultural or philosophical viewpoint.
2. What aspects of Indian culture are treated in the poem?
The poem highlights several aspects of Native American culture, particularly their burial
customs. Freneau describes how the dead are placed in a seated posture, accompanied by
items like weapons (bow and arrows), food, and imagery of birds. These items symbolize
that the deceased are still partaking in life and the activities they enjoyed in life, such as
hunting and feasting. The poem also refers to the concept of the afterlife, where the
spirits are not seen as dead but as still engaged in life’s pursuits, suggesting a view of
death as a continuation rather than an end.
3. What do you think the “fancies of a ruder race” are as mentioned in the sixth
stanza?
The phrase "fancies of a ruder race" refers to the European colonizers' perception of
Native American customs as primitive or inferior. Freneau is criticizing the way
Europeans viewed the Native Americans’ spiritual beliefs, which they considered
superstitions or outdated. The “ruder race” suggests that Europeans saw themselves as
more civilized and rational, dismissing the spiritual significance of Native American
burial rituals and practices.
4. According to Freneau, in what way does fancy conquer reason?
Freneau argues that imagination (fancy) is more powerful than reason when it comes to
understanding life, death, and the afterlife. In the poem, he suggests that the imagery of
the sitting dead, surrounded by items for a feast or a hunt, represents a belief in a
continuing journey of the soul. This belief, rooted in spiritual imagination, offers a
deeper, more meaningful perspective than the rational, reason-based view of death as an
absolute end. Freneau is advocating for the idea that fancy, or spiritual belief, can reveal
truths that reason alone cannot fully grasp.
5. In your own words, summarize what you think the poet is saying in this poem.
In "The Indian Burying Ground," Freneau contrasts Native American burial customs with
European practices. While Europeans view death as a final, resting state, the Native
Americans’ burial tradition suggests that death is just another phase of an ongoing
journey. The poem highlights the sitting position of the dead and the accompanying items
that signify continued life. Freneau criticizes the European dismissal of these practices,
suggesting that reason alone cannot fully explain the spiritual and imaginative aspects of
life and death. Instead, he proposes that imagination provides a richer, more profound
understanding of existence, transcending the limitations of reason.