Works (incl. Religious Affections, sermons, "Notes on Scripture")

Stockbridge, July 2, 1751.

rev. and honoured sir,

Having seen your late letter to Mr. Prince of Boston, and another to Capt. Kellogg, received this summer, and having lately been appointed missionary to the Indians in this place, I thought myself obliged to take the first opportunity to write to you, who have exerted yourself, in so extraordinary a manner, to promote our interests here, to serve which I am now devoted; partly to offer you my thanks for what you have done, and have lately offered to do, with so fervent and enlarged a heart, and bountiful a hand, for the advancement and enlargement of Christ's kingdom of grace among this poor people, and the eternal welfare of their souls; which may well excite the joy and admiration of all good Christians, the thanks of all who make the interests of Zion their own, and especially of him who has the souls of the Indians committed to his own more immediate care.

I write, also, partly to inform you of what I have had opportunity to observe, of the state of things here, relating to the affair of the instruction of the Indians, which you have a right to know; it being an affair in which you have been pleased so greatly to interest yourself, and which depends so much on the effects of your most generous christian beneficence. I have had considerable opportunity to observe the state of things; for though it is but about a month since I came here, after I had undertaken the work of the ministry here, as the stated missionary, yet I had been here before, two months in the winter, and then spent much time with the Indians, particularly with the Mohawks under the care of Capt. Kellogg.

There are here two schools for the instruction of Indian children: one under the care of Mr. Timothy Woodbridge, which began soon after Mr. Sergeant began to preach to these Indians,—this school consists wholly of the proper Housatonnuck Indians; the other, under the care of Capt. Kellogg, which he began with the Housatonnucks, on the plan which Mr. Sergeant projected; but, in the changeable unsettled state, in which things have been since Mr. Sergeant's death, it has been altered from that form, and the Housatonnuck boys have left it, and it now consists wholly of Mohawk children, which have been brought down hither by their parents, from their own proper country, about eighty miles, to this end, that they might be taught to read, and write, and be instructed in the christian religion.

There are some things, which give a hopeful prospect with regard to these Mohawk Indians; particularly the forward inclination of the children and their aptness to learn. But that, which has evidently been the greatest defect from the beginning in the method of instruction here, is, that no more proper and effectual measures have been taken, to bring the children that are here to the knowledge of the English tongue. For want of this, all the labour and cost, which have been expended in schools here, for about fourteen years, have been consequently to but little effect or benefit. When the children are taught to read, many of them, for want of the English language, know nothing of what they read; their books being all in English. They merely learn to make such and such sounds, on the sight of such and such marks, but know not the meaning of the words, and so have neither profit nor pleasure in reading, and will therefore be apt soon to lose even what they have learned, having no benefit or entertainment in the use of it.

It is on many other accounts of great importance, that they should be brought to know the English language. This would greatly tend to forward their instruction; their own barbarous languages being exceedingly barren, and very unfit to express moral and divine things. It would likewise open their minds, and, by means of their acquaintance and conversation with the English, would tend to advance them in knowledge and civilization. Some pains has been taken to teach the children the English tongue, but nothing very considerable has been accomplished. And I can think of but two ways in which it can be effected:—either by introducing a number of English children into the schools, to learn with them, and be their mates; or by distributing the Indian children into English families, to live there a year or two, where they must be allowed to speak the English and nothing else, and then return into the Indian schools, to perfect them in reading and writing, and the knowledge of the principles of religion, and all other useful knowledge. The latter, if their parents can be persuaded to consent to it, as probably they may, will be much the most effectual.

I would therefore, Sir, humbly propose, that some such method should be taken with regard to the children, who have the benefit of your liberality; and that part of your benefaction should be expended in this way, under the care of prudent and faithful trustees; for, in order to the business being managed thoroughly in future, a great deal of care and activity will be necessary, vastly more than the schoolmaster can have leisure for. There are many things pertaining to the regulation of the affairs of the instruction of the Indian children, which seem greatly to require the care of a number of persons, who shall be intrusted to dispose things according to the best of their discretion; sending from time to time a particular and exact account of the manner in which they have laid out your money.

I thought myself obliged to give you these intimations; you being at a great distance, and not capable of knowing the exact state of things, any otherwise, than by the information of those who are on the spot; and it being fit that you should know those circumstances, which are of so much importance to the affair, that, without a proper regard to them, the great expense which you incur, is liable to be in a great measure in vain.

I humbly request your prayers to the Fountain of all light and grace, for his guidance and assistance in this important service, which I have lately undertaken in this place.

Your most humble servant,

And affectionate brother in the gospel ministry, jonathan edwards."

"Stockbridge, Nov. 28, 1151.

honoured sir, when I had the opportunity the last spring of waiting on your Excellency at your seat at Kittery, and was there gratified and honoured by the kind and hospitable entertainment of your house, I was favoured with some conversation with you, concerning the affairs of the Indians at Stockbridge, and the business of the mission here, to which I had then been invited. And you were then pleased generously to assure me of your good offices, in affording me any assistance in this employment, which you could render me, through your acquaintance and correspondence in London.

I have lately been favoured with a letter from the Hon. Andrew Oliver, of Boston, wherein he was pleased to send me an extract of a letter to you from Joshua Paine, Esq. of London, concerning a proper plan of a school for Indian girls in this place, and to propose to me to write to you on the subject of the said extract. This encourages me to hope that a letter from me, on this subject, to your Excellency will be kindly received.

With this hope, I would take leave to say, that I think that, as the boarding-schools here are now in their commencement, and are yet to receive their form and character, and that among a people hitherto unaccustomed to any method of instruction whatever, it is a great pity but that the method actually adopted should be free from the gross defects of the ordinary method of teaching among the English.

One of these grand defects, as I humbly conceive, is this, that children are habituated to learning without understanding. In the common method of teaching, so far as my observation extends, children, when they are taught to read, are so much accustomed to reading, without any kind of knowledge of the meaning of what they read, that they continue reading without understanding, even a long time after they are capable of understanding, were it not for a habit of making such and such sounds, on the sight of such and such letters, with a perfect inattentiveness to any meaning. In like manner they are taught their catechism, saying over the words by rote, which they began to say, before they were capable of easily and readily comprehending them. Being long habituated to make sounds without connecting any ideas with them, they so continue, until they come to be capable of well understanding the words, and would perhaps have the ideas, properly signified by the words, naturally excited in their minds on hearing the words, were it not for an habitual hearing and speaking them without any ideas; so that, if the question were put in phraseology somewhat new, to which they have not been accustomed, they would not know what to answer. Thus it happens to children, even with regard to the plainest printed catechisms, even those which have been contrived with great care and art, so that they might be adapted to the lowest capacities.

I should therefore think that, in these boarding-schools, the children should never read a lesson, without the master or mistress taking care, that the child be made to attend to, and understand, the meaning of the words and sentences which it reads; at least after the child begins to read without spelling, and perhaps in some degree before. And the child should be taught to understand things, as well as words. After it begins to read in a Psalter, Testament, or Bible, not only the words and phrases should be explained, but the things which the lesson treats of should be, in a familiar manner, opened to the child's understanding; and the master or mistress should enter into conversation with the child about them. Familiar questions should be put to the child about the subjects of the lesson; and the child should be encouraged, and drawn on, to speak freely, and in his turn also to ask questions, for the resolution of his own doubts.

Many advantages would arise from this method. By this means, the child's learning will be rendered pleasant, entertaining, and profitable, as his mind will gradually open and expand with knowledge, and his capacity for reasoning be improved. His lesson will cease to be a dull, wearisome task, without any suitable pleasure or benefit. This will be a rational way of teaching. Assisting the child's reason enables him to see the use, and end, and benefit of reading, at the same time that he takes pains from day to day to read. It is the way also to accustom the child from its infancy to think and reflect, and to beget in it an early taste for knowledge, and a regularly increasing appetite for it.

So also, with regard to the method of catechizing children; beside obliging them to give the answers in the printed catechism, or in any stated form of words, questions should be asked them from time to time, in the same familiar manner, as they are asked questions commonly about their ordinary affairs, with familiar instructions, explanations, and rehearsals of things, intermixed; and if it be possible, the child should be led, by wise and skilful management, into the habit of conversation on divine things, and should gradually be divested of that shyness and backwardness, usually discovered in children, to converse on such topics with their superiors. And when the printed catechisms are used, as I am far from thinking they ought to be entirely neglected, care should be taken, that the child should attend to the meaning of the words, and be able to understand them; to this end, not only explaining the words and sentences, but also from time to time varying the phraseology, putting the question in different words of the same sense, and also intermixing with the questions and answers, whether printed or not, some improvement or application, in counsels and warnings given to them, founded on the answers that have been given.

Beside the things already mentioned, there are other things, which, as it appears to me, ought to be done, with regard to the education of children in general, wherein the common methods of instruction in New England are grossly defective. The teacher, in familiar discourses, might, in a little time, give the children a short general scheme of the scriptural history, beginning with the creation of the world, and descending through the various periods of that history, informing them of the larger divisions, and more important events of the story, and giving them some idea of their connexion one with another;—first, of the history of the Old Testament, and then of the New. And when the children had in their heads this general scheme, then the teacher might, at certain times, entertain them, in like familiar discourse, with the particular stories of the Scriptures, sometimes with one story, and then with another, before they can obtain the knowledge of them themselves, by reading; for example, at one time the story of the creation, at another time the story of the flood, then the dispersion of the nations, the calling of Abraham, the story of Joseph, the bringing of the children of Israel out of Egypt: and in the New Testament, the birth of Christ, some of the chief acts of his life, his death, his resurrection, his ascension, the effusion of the Holy Spirit at the day of Pentecost, and some of the chief of the acts of the apostles; withal, pointing out to them the place which each event has in the general scheme, and the connexion it has with other main parts of it. The teacher, in a familiar manner, should apply the events of the story discoursed upon, with the design of informing the child's understanding, influencing his heart, and directing his practice. A child, who is able to read his Bible, might be set to read a particular scriptural history, sometimes one, and sometimes another, diligently observing it, and examining for himself all that is said concerning it. And when he has done, he might be called to the master or mistress, and inquired of, concerning the particulars of the history, to see that he has paid attention, and is able to give a good account of it.

And I can see no good reason, why children in general, beside the scriptural history, should not, in a like familiar manner of conversation, be taught something of the great successive changes and events, in the Jewish nation, and the world at large, which connect the history of the Old and New Testaments. Thus, they might be informed, in short, of the manner in which the four great monarchies succeeded each other, the persecutions which the Jews suffered from Antiochus Epiphanes, and the principal changes which happened to their church and state, before the coming of Christ. And they might be shown, how such and such events were a fulfillment of such and such prophecies. And when they learn the history of the New Testament, they might, with much profit and entertainment, have pointed out to them many plain prophecies of the Old Testament, which have their fulfillment in him. And I can see no good reason, why children cannot, or may not, be taught something in general of ecclesiastical history, and be informed how things, with regard to the state of religion and the church of God, have gone on, as to some of the main events, from the time when the scriptural history ended, to the present time; and how given prophecies of the Scriptures have been fulfilled in some of these events; or why they may not be told, what may yet be expected to come to pass according to the scriptural prophecies, from this time, to the end of the world.

It appears to me obvious, also, that, in connexion with all this, they should be taught somewhat relating to the chronology of events, which would make the story so much the more distinct and entertaining. Thus, they may be taught how long it was from the creation of the world to the coming of Christ; how long from the creation to the flood; how long from the flood to the calling of Abraham, &c.; how long David lived before Christ; how long before the captivity in Babylon; how long the captivity, before Christ, &c.; how long since the birth of Christ; how old he was when he began to preach, and when he was crucified; how long after his resurrection, before he ascended; how long, also, after the destruction of Jerusalem by Nebuchadnezzar, until Babylon was destroyed by Cyrus; how long after the Persian empire, before that empire was overthrown by Alexander; when was the great oppression of the Jews by Antiochus Epiphanes; when Judea was conquered by the Romans; how long after Christ's resurrection before the destruction of Jerusalem; and how long before the empire became christian; how long after Christ before the popes claimed such and such powers; when the worship of images was introduced; how long before the Reformation, &c. &c. All children are capable of being informed, and having an idea of these things, and can much more easily learn them, if endeavors were used to that end, than many things which they do learn.

And with like ease, and with equal benefit, they might be taught some of the main things in geography: which way the land of Canaan lies from this; how far it is; which way Egypt lay from Canaan: which way Babylon lay from Jerusalem, and how far; which way Padan-Aram was from Canaan; where Rome lay from Jerusalem; where Antioch, &c. &c. And I cannot but think it might be a pretty easy thing, if proper means were taken, to teach children to spell well, and girls as well as boys. I should think it may be worth the while, on various accounts, to teach them to write, and also to teach them a little arithmetic, some of the first and plainest rules. Or, if it be judged, that it is needless to teach all the children all these things, some difference might be made in children of different genius, and children of the best genius might be taught more things than others. And all would serve, the more speedily and effectually, to change the taste of Indians, and to bring them off from their barbarism and brutality, to a relish for those things which belong to civilization and refinement.

Another thing, which properly belongs to a christian education, and which would be unusually popular with them, and which would in several respects have a powerful influence, in promoting the great end in view, of leading them to renounce the coarseness, and filth, and degradation, of savage life, for cleanliness, refinement, and good morals, is teaching them to sing. Music, especially sacred music, has a powerful efficacy to soften the heart into tenderness, to harmonize the affections, and to give the mind a relish for objects of a superior character.

In order to promote the salvation of the children, which is the main design of the whole Indian establishment at this place, I think that, beside their attending public worship on the sabbath, and the daily worship of the family, and catechizing in the school, and frequent counsels and warnings given them, when all together, by their teachers; each child should, from time to time, be dealt with singly, particularly, and closely, about the state and concerns of his soul; and particular care should be taken to teach and direct each child, concerning the duty of secret prayer, and the duty pressed and enforced on every one; and care should be taken, that all may have proper opportunity and convenience for it.

I need say nothing concerning buildings, lodgings, household stuff, cattle, servants, husbandry instruments, and utensils for the children's work; as it is agreed on all hands, that these are necessary; and the providing of them will doubtless be left to the care and discretion of the trustees that shall be appointed.

But I would beg leave to say further, with regard to methods to forward the proficiency of the children in their learning, that I cannot but think measures might be devised, greatly to encourage and animate them in it, and excite a laudable ambition to excel. One thing I have thought of, which, as appears to me, might have a happy tendency this way, in each of the boarding-schools: at certain periods, there should be a sort of public examination in the school, on a day appointed for the purpose, which shall be attended by all the trustees, and all in the town who are in any respect connected with Indian affairs, and some of the neighbouring ministers, and gentlemen and ladies; and also that the chiefs of the Indians be invited to attend; at which there shall be a public trial of the proficiency which each one has made, in the various branches which have been taught, as in reading, writing, spelling, arithmetic, knowledge in the principles of religion, knowledge of church history, &c.; and that a premium shall be given to such as are found to excel, which may be done in something that will very much please Indian children, with but little expense. And likewise, that the works of the children be then produced, to be judged of, that it may be determined who has made the greatest proficiency in learning to sew, to spin, to knit, &c.; and that a reward be given to such as have excelled. And perhaps, also, that a reward be then given to such, as, by the testimony of their teachers and governors, have excelled in virtue or diligence, in care to speak the truth, in strictly observing the sabbath, in good manners, in respect to their superiors, &c. And that, in the day of public trial, there be somewhat of an entertainment made for the members of the school, and those who are invited to attend. This not only might tend greatly to stimulate the children in their learning, but would be very pleasing and animating to the tribes of Indians, and would have great influence in rendering them very favourably disposed to the affairs of the schools.

But your Excellency will easily see that, in order to the practicableness of these things, in any tolerable degree and manner, it is necessary that the children should be taught the English tongue; and indeed this is of the most absolute necessity, on almost every account. The Indian languages are extremely barbarous and barren, and very ill fitted for communicating things moral and divine, or even things speculative and abstract. In short, they are wholly unfit for a people possessed of civilization, knowledge, and refinement.

Besides, without their learning English, their learning to read will be in vain; for the Indians have not the Bible, nor any other book, in their own language. Without this, their teachers cannot converse with them, and so can have no advantage to instruct them. Hence, all possible means must be used, in the first place, to introduce the English tongue among the children. To this end, much pains should be taken to teach them the English name for every thing, and English words that signify such and such actions; and an interpreter might be used for a while, to interpret their lessons to them, and to teach them to construe them, or turn them into Indian. And a number of English children might be put into the school with the Indian children. But the most effectual method of all would be, to put out some of the Indian children, first, into some good English families, one at a place, to live there a year or two, before they are brought into the school; which would not only be above all others the most successful method, but would be absolutely necessary, at least at first; but truly a great deal of care must be taken to find good places for them, and to look well to them, and to see that they are well taken care of, in the families to which they are sent. It is probable, that the parents of the children might, with proper endeavours, be persuaded to such a measure.

But it will doubtless be very easily and quickly determined, by your Excellency, that, if such methods as those which have been mentioned, or any like them, or indeed any other effectual measures, are taken, it will be absolutely necessary that the school should be under the constant care and inspection of trustees, who live upon the spot, or very near at hand. It will be in vain for any to expect that any woman can look after such a school, and provide for and govern so large a family, and take care continually to order and regulate so many and great affairs pertaining to it, within doors and without, without much assistance of some always at hand, who are able and faithful, and are interested and duly empowered. If she has under her a second, or a kind of usher, and has servants of both sexes, yet still she will be under the necessity of having some superior assistance. And as to the precise method of teaching, and regulating the discipline of the school and family, it must be left very much to their discretion: for experience alone can certainly determine the fittest methods of ordering such an establishment, so new and untried, though very probable conjectures may be made. And experience will doubtless direct to some new measures, which cannot now be thought of. Hoping that your Excellency will excuse the particularity and minuteness into which I have unintentionally been led on a subject about which I cannot but feel the deepest interest,

jonathan edwards."