Bill's School and Mine: A Collection of Essays on Education — Reading Companion
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Read the Text
One said it was a hot baseball, Zippt thru the brambly thatch, But the others said 'twas a note by post Or a telergraph dispatch. Looky there!
So they hunted and they hal-looed; And the next thing they did sight, Was a great big bull-dog chasing them, And a farmer hollering "Skite!" Looky there!
And the first one said "Hi-jinktum!" And the next, "Hi-jinktum-jee!" And the last one said, "Them very words Has just occurred to me!" Looky there! (Showing the tattered seat of his pants.)
This is the hunting song of the American Bander-log[B], and this kind of hunting is better than the kind that needs a gun. To one who falls into the habit of it, the gun is indeed a useless tool. I am reminded of a day I spent with a gun at a remote place in the Rocky Mountains, where, during the 25 days I have camped there on four different trips, I have seen as many as 150 of the wildest of North American animals, the Rocky Mountain sheep. I lay in ambush for three hours waiting for sheep, and the sheep came; but they were out of range again before I saw them because I had become so interested in killing mosquitoes! I timed myself at intervals, and 80 per minute for three solid hours makes an honest estimate of 14,400. And I was hungry, too. I fancy the sheep were not frightened but wished the good work to go on undisturbed.
Do you, perhaps, like candy? Did you ever consider that the only sweetmeat our forefathers had for thousands of years was wild honey? And those sour times--if I may call them such--before the days of sugar and candy, come much nearer to us than you realize, for I can remember my own grandfather's tales of bee-hunting in Tennessee. Just imagine how exciting it must have been in the days of long-ago to find a tree loaded with--candy! A bee tree! If Bill were to go back with me to the wild woods of Tennessee, some thrill of that old excitement would well up from the depths of his soul at finding such a tree. You may wonder what I am driving at, so I will tell you, that one of the most exciting experiences of my boyhood was a battle with a colony of bumble bees. I was led into it by an older companion and the ardor and excitement of that battle, as I even now remember it, are wholly inexplicable to me except I think of it as a representation through inherited instinct of a ten-thousand-years' search for wild honey.
My schooling grew out of instinctive reactions toward natural things; hunting and fishing, digging and planting in the Spring, nutting in the Fall, and the thousands of variations which these things involve, and I believe that the play of instinct is the only solid basis of growth of a boy or girl. I believe, furthermore, that the very essence of boy humor is bound up with the amazing incongruity of his instincts. Was there ever a boy whose instincts (many of them mere fatuity like his digestive appendix) have not led him time and again into just thin air, to say nothing of water and mud! For my part I have never known anything more supremely funny than learning what a hopeless mess of wood pulp and worms a bumble-bee's nest really is, except, perhaps, seeing another boy learn the same stinging lesson.
The use of formulas, too, is unquestionably instinctive, and we all know how apt a boy is to indulge in formulas of the hocus-pocus sort, like Tom Sawyer's recipe for removing warts by the combined charm of black midnight and a black cat, dead. And a boy arrives only late in his boyhood, if ever, to some sense of the distinction between formulas of this kind and such as are vital and rational. I think that there is much instruction and a great deal of humor connected with the play of this instinctive tendency. I remember a great big boy, a hired man on my grandfather's farm, in fact, who was led into a fight with a nest of hornets with the expectation that he would bear a charmed skin if he shouted in loud repetition the words, "Jew's-harp, jew's-harp."
Franklin opens by juxtaposing two educations: his own, which he implies was rigid and disconnected from life, and his son Bill's, which he hopes will be more vital. The title itself signals a personal, comparative approach. Franklin does not offer a systematic treatise but a collection of essays, or as he calls the shorter ones, 'splashes.' The preface reveals that the first essay was originally written in 1903 to promote a Playground Movement, grounding the book in local, practical reform. Franklin's voice is direct, sometimes combative, and he freely borrows from Nietzsche and Bacon to frame his arguments.
A Father's Contrast
The first essay, 'Bill's School and Mine,' sets up a deliberate contrast between generations. Franklin does not detail his own schooling but implies it was conventional and insufficient. Bill's school, by contrast, is not a building but an idea: education through doing, through playgrounds, through direct engagement with the physical world. Franklin's language is concrete: he speaks of 'taking hold of things and pushing them' as the essence of physics. The essay was originally a newspaper piece, and it retains a persuasive, almost editorial tone. Franklin is not neutral; he is advocating for a specific kind of reform, one that values movement, play, and hands-on learning over passive absorption of facts.
Physics as a Way of Handling the World
In 'The Study of Science,' Franklin attacks the notion that physics is 'the science of masses, molecules and the ether.' He calls that 'the sickliest possible notion.' Instead, he defines physics as 'the science of the ways of taking hold of things and pushing them.' This is not a metaphor; it is a deliberate, provocative redefinition. He draws on Bacon's idea of a 'New Engine' for the mind, arguing that science gives us rational control over physical things. The excerpt shows Franklin insisting that physics must be justified 'for the occasions and uses of life.' He is impatient with abstraction divorced from practice. His prose is blunt, even dismissive of rival definitions, and he uses italics for emphasis, as if speaking directly to a skeptical reader.
The School of Hardship
The third essay, originally titled 'A Tramp Trip in the Rockies,' is introduced as an illustration of 'real education which is in danger of becoming obsolete.' Franklin calls it 'the school of hardship,' but he is careful to note that it is not for those who love luxury, and for the poverty-stricken it is 'a Juggernaut.' This qualification shows his awareness of privilege. The essay is not included in the excerpts, but the preface frames it as a corrective to soft, bookish learning. Franklin values experiences that test physical endurance and resourcefulness. He does not romanticize hardship; he sees it as a teacher only when chosen, not imposed by poverty. This nuance distinguishes his view from simple rugged individualism.
Splashes of Exhortation
Franklin includes five short essays he calls 'splashes,' each about a page long. He claims each says 'everything that need be said, except perhaps in the matter of exhortation.' The word 'splash' is deliberately informal, suggesting brief, forceful statements rather than developed arguments. The preface directs readers to these pages, noting that the Independent called the book 'A Package of Dynamite.' Franklin seems to enjoy the label. The splashes likely contain his most pointed criticisms of educational institutions. Their brevity and intensity contrast with the longer essays. Franklin's authorial choice to include them shows his preference for direct, provocative statements over cautious, academic prose.
Franklin's essays are best read as provocations, not settled arguments. He writes as a father, a scientist, and a critic of institutional inertia. His diction is plain but forceful, his structure essayistic rather than systematic. Readers should expect to encounter strong opinions, occasional digressions, and a persistent emphasis on the practical over the theoretical. The book rewards those who read it as a series of conversations with a vigorous, opinionated mind.
Reading Franklin’s gentle frustration with Bill’s rote lessons, I found myself drifting to my own old lecture notes, yellowed and dog-eared. He wanted his son to touch the world, not just recite it; my professors, I recall, were wrestling with that same ache. That quiet struggle lingers in College Teaching Studies in Methods of Teaching in the College — Reading Notes, a familiar melancholy for classrooms where wonder goes to wait.
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