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<DIV><FONT face=Arial>If you're going to mess up this study with dependent
variables you are going to ruin the results Heirdog revels in reporting,
Rummelhart. (Sorry the r key on my computer
stuck.)</FONT></DIV>
<DIV><FONT face=Arial></FONT> </DIV>
<DIV><FONT face=Arial>Sue </FONT></DIV>
<BLOCKQUOTE
style="PADDING-RIGHT: 0px; PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #000000 2px solid; MARGIN-RIGHT: 0px">
<DIV style="FONT: 10pt arial">----- Original Message ----- </DIV>
<DIV
style="BACKGROUND: #e4e4e4; FONT: 10pt arial; font-color: black"><B>From:</B>
<A title=godshatter@yahoo.com href="mailto:godshatter@yahoo.com">Paul
Rumelhart</A> </DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A title=vision2020@moscow.com
href="mailto:vision2020@moscow.com">vision2020@moscow.com</A> </DIV>
<DIV style="FONT: 10pt arial"><B>Sent:</B> Monday, May 14, 2007 7:24 PM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> Re: [Vision2020] [Bulk] Re: What
was education like before the Prussian method ofindoctrination?</DIV>
<DIV><BR></DIV>Perhaps a comparison of the different methodologies used in
these literacy studies would help. Who was their population, was it
representative, and how did they define "literacy"? How accurate are
their sources?<BR><BR>Paul<BR><BR><A class=moz-txt-link-abbreviated
href="mailto:heirdoug@netscape.net">heirdoug@netscape.net</A> wrote:
<BLOCKQUOTE cite=mid8C9646A2A219367-1AC-B34@WEBMAIL-MB11.sysops.aol.com
type="cite">
<DIV>Sue,</DIV>
<DIV> </DIV>
<DIV> Why would you be wary of 4 in 1000 to be a wrong assessment of
the 1800's Were your there? Or doesn't it fit your <SPAN class=correction
id="">paradigm</SPAN>?</DIV>
<DIV> </DIV>
<DIV>I truly wish to hear your viewpoint.</DIV>
<DIV> </DIV>
<DIV>Doug</DIV>
<DIV> </DIV> <BR>-----Origin<SPAN class=correction id="">al</SPAN>
Message-----<BR>From: <A class=moz-txt-link-abbreviated
href="mailto:suehovey@moscow.com">suehovey@moscow.com</A><BR>To: <A
class=moz-txt-link-abbreviated
href="mailto:heirdoug@netscape.net">heirdoug@netscape.net</A>; <A
class=moz-txt-link-abbreviated
href="mailto:vision2020@moscow.com">vision2020@moscow.com</A><BR>Sent: Sun,
13 May 2007 8:29 PM<BR>Subject: Re: [Vision2020] What was education like
before the Prussian method <SPAN class=correction
id="">ofindoctrination</SPAN>?<BR><BR>
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<DIV id=AOLMsgPart_2_526d01d6-5b31-4803-808f-2e7ee949cfb3>
<DIV><FONT face=Arial>And you will still be a long way off, but this makes
for interesting reading. I'd be wary of any publication which quoted the
<SPAN class=correction id="">duPont</SPAN> study (only 4 in 1000 Americans
not literate in 1800) as proof of literacy. Surely you
don't find that a credible statement. Well maybe you do..</FONT></DIV>
<DIV> </DIV>
<DIV><FONT face=Arial>Sue </FONT></DIV>
<BLOCKQUOTE
style="PADDING-RIGHT: 0px; PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: rgb(0,0,0) 2px solid; MARGIN-RIGHT: 0px">
<DIV
style="FONT: 10pt arial; font-size-adjust: none; font-stretch: normal">-----
Original Message ----- </DIV>
<DIV
style="BACKGROUND: rgb(228,228,228) 0% 50%; FONT: 10pt arial; font-size-adjust: none; font-stretch: normal; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial"><B>From:</B>
<A title=heirdoug@netscape.net
href="mailto:heirdoug@netscape.net">heirdoug@netscape.net</A> </DIV>
<DIV
style="FONT: 10pt arial; font-size-adjust: none; font-stretch: normal"><B>To:</B>
<A title=suehovey@moscow.com
href="mailto:suehovey@moscow.com">suehovey@moscow.com</A> ; <A
title=heirdoug@netscape.net
href="mailto:heirdoug@netscape.net">heirdoug@netscape.net</A> ; <A
title=vision2020@moscow.com
href="mailto:vision2020@moscow.com">vision2020@moscow.com</A> </DIV>
<DIV
style="FONT: 10pt arial; font-size-adjust: none; font-stretch: normal"><B>Sent:</B>
Sunday, May 13, 2007 7:15 PM</DIV>
<DIV
style="FONT: 10pt arial; font-size-adjust: none; font-stretch: normal"><B>Subject:</B>
Re: [Vision2020] What was education like before the Prussian method
ofindoctrination?</DIV>
<DIV><BR></DIV>
<DIV><SPAN></SPAN>Sue,
<DIV> </DIV>
<DIV>I had heard it from other sources that it was as high as 98% but I
will settle for 90%.</DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV>Enjoy</DIV>
<CENTER>
<H1><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">Education in Colonial
America</FONT></H1>
<H3><I><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">Robert A.
Peterson</FONT></I></H3></CENTER>
<BLOCKQUOTE>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">One
of the main objections people have to getting government out of the
education business and turning it over to the free market is that "it
simply would not get the job done." This type of thinking is due, in
large measure, to what one historian called "a parochialism in time,"
<SUP>1</SUP> i.e., a limited view of an issue for lack of historical
perspective. Having served the twelve-year sentence in
government-controlled schools, most Americans view our present public
school system as the measure of all things in education. Yet for two
hundred years in <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">American</FONT> history, from
the <SPAN class=correction id="">mid-1600s</SPAN> to the <SPAN
class=correction id="">mid-1800s</SPAN>, public schools as we know them
today were virtually non-existent, and the educational needs of America
were met by the free market. In these two centuries, America produced
several generations of! highly skilled and literate men and women who
laid the foundation for a! nation dedicated to the principles of freedom
and self-government. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">The
private system of education in which our forefathers were educated
included home, school, church, voluntary associations such as library
companies and philosophical societies, circulating libraries,
apprenticeships, and private study. It was a system supported primarily
by those who bought the services of education, and by private
benefactors. All was done without compulsion. Although there was a
veneer of government involvement in some <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">colonies</FONT>, such as in
Puritan Massachusetts, early <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">American</FONT> education was
essentially based on the principle of <SPAN class=correction
id="">voluntarism</SPAN>.<SUP>2</SUP> </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">Dr.
Lawrence A. <SPAN class=correction id="">Cremin</SPAN>, distinguished
scholar in the field of education, has said that during the colonial
period the Bible was "the single most important cultural influence in
the lives of Anglo-Americans."<SUP> 3</SUP> </FONT>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Thus, the cornerstone of
early <FONT style="BACKGROUND-COLOR: rgb(255,255,255)">American</FONT>
education was the belief that "children are an heritage from the Lord."
<SUP>4</SUP> Parents believed that it was their responsibility to not
only teach them how to make a living, but also how to live. As our
forefathers searched their Bibles, they found that the function of
government was to protect life and property.<SUP>5 </SUP>Education was
not a responsibility of the civil government. </FONT>
<H3><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">Education Began in
the Home and the Fields</FONT></H3>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Education in early America
began in the home at the mother's knee, and often ended in the cornfield
or barn by the father's side. The task of teaching reading usually fell
to the mother, and since paper was in short supply, she would trace the
letters of the alphabet in the ashes and dust by the <SPAN
class=correction id="">fireplac</SPAN>.<SUP>6</SUP> The child learned
the alphabet and then how to sound out words. Then a book was placed in
the child's hands, usually the Bible. As many passages were familiar to
him, having heard them at church or at family devotions, he would soon
master the skill of reading. The Bible was supplemented by other good
books such as Pilgrim's Progress by John Bunyan, The New England Primer,
and Isaac <SPAN class=correction id="">Watt's</SPAN> Divine Songs. From
volumes like these, our founding fathers and their generation learned
the values that laid the foundation for free enterprise. ! In "Against
Idleness and Mischief," for example, they learned individual!
responsibility before God in the realm of work and learning.<SUP>7</SUP>
</FONT>
<DIV align=justify>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">How
doth the busy little bee<BR>Improve each shining hour, And gather honey
all the day<BR>>From every opening flower.<BR>How skillfully she
builds her cell,<BR>How neat she spreads the wax<BR>And <SPAN
class=correction id="">labours</SPAN> hard to store it well<BR>With the
sweet food she makes.<BR></FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">In
works of labour, or of skill, </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">I
would be busy too; For Satan finds some mischief still<BR>For idle hands
to do.<BR>In books, or work, or healthful play<BR>Let my first years be
passed; That I may give for every day<BR>Some good account at last.
</FONT></DIV>
<DIV align=justify> </DIV>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Armed with love, common
sense, and a nearby woodshed, colonial mothers often achieved more than
our modern-day elementary schools with their federally--funded programs
and education specialists. These colonial mothers used simple,
time--tested methods of instruction mixed with plain, old-fashioned hard
work. Children were not ruined by educational experiments developed in
the ivory towers of <SPAN class=correction id="">academe</SPAN>. The
introduction to a reading primer from the early 19th century testifies
to the importance of home instruction.<SUP>8</SUP> It says: "The author
cannot but hope that this book will enable many a mother or aunt, or
elder brother or sister, or perhaps a beloved grandmother, by the family
fireside, to go through in a pleasant and sure way with the art of
preparing the child for his first school days." </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">Home
education was so common in America that most children knew how to read
before they entered school. As Ralph Walker has pointed out, "Children
were often taught to read at home before they were subjected to the
<SPAN class=correction id="">rigours</SPAN> of school. In middle-class
families, where the mother would be expected to be literate, this was
considered part of her duties."<SUP>9</SUP> </FONT>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Without ever spending a dime
of tax money, or without ever consulting a host of bureaucrats,
psychologists, and specialists, children in early America learned the
basic academic skills of reading, writing, and ciphering necessary for
getting along in society. Even in Boston, the capital city of the colony
in which the government had the greatest hand, children were taught to
read at home. Samuel Eliot <SPAN class=correction id="">Morison</SPAN>,
in his excellent study on education in colonial New England,
says:<SUP>10</SUP> </FONT>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Boston offers a curious
problem. The grammar (Boston Latin) school was the only public school
down to 1684, when a writing school was established; and it is probable
that only children who already read were admitted to that.... they must
have learned to read somehow, since there is no evidence of unusual
illiteracy in the town. And a Boston bookseller's stock in 1700 includes
no less than eleven dozen spellers and sixty-one dozen primers. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">The
answer to this supposed problem is simple. The books were bought by
parents, and illiteracy was absent because parents taught their children
how to read outside of a formal school setting. Coupled with the
vocational skills children learned from their parents, home education
met the demands of the free market. For many, formal schooling was
simply unnecessary. The fine education they received at home and on the
farm held them in good stead for the rest of their lives, and was
supplemented with Bible reading and almanacs like <SPAN class=correction
id="">Franklin's</SPAN> Poor Richard's. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">Some
of our forefathers desired more education than they could receive at
home. Thus, grammar and secondary schools grew up all along the Atlantic
seaboard, particularly near the centers of population, such as Boston
and Philadelphia. In New England, many of these schools were started by
colonial governments, but were supported and controlled by the local
<SPAN class=correction id="">townspeople</SPAN>. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">In
the Middle <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Colonies</FONT> there was
even less government intervention. In Pennsylvania, a compulsory
education law was passed in 1683, but it was never strictly
enforced.<SUP>11</SUP> Nevertheless, many schools were set up simply as
a response to consumer demand. Philadelphia, which by 1776 had become
second only to London as the chief city in the British Empire, had a
school for every need and interest. Quakers, <SPAN class=correction
id="">Philadelphia's</SPAN> first inhabitants, laid the foundation for
an educational system that still thrives in America. Because of their
emphasis on learning, an illiterate Quaker child was a contradiction in
terms. Other religious groups set up schools in the Middle <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Colonies</FONT>. The Scottish
<SPAN class=correction id="">Presbyterians</SPAN>, the <SPAN
class=correction id="">Moravians</SPAN>, th! e <SPAN class=correction
id="">Lutherans</SPAN>, and Anglicans all had their own schools. In
addition to these church-related schools, private s! <SPAN
class=correction id="">choolmasters</SPAN>, entrepreneurs in their own
right, established hundreds of schools. </FONT>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Historical records, which are
by no means complete, reveal that over one hundred and twenty-five
private s<SPAN class=correction id="">choolmasters</SPAN> advertised
their services in Philadelphia newspapers between 1740 and 1776.
Instruction was offered in Latin, Greek, mathematics, surveying,
navigation, accounting, bookkeeping, science, English, and contemporary
foreign languages.<SUP>12</SUP> Incompetent and inefficient teachers
were soon eliminated, since they were not subsidized by the State or
protected by a guild or union. Teachers who satisfied their customers by
providing good services prospered. One schoolmaster, Andrew Porter, a
mathematics teacher, had over one hundred students enrolled in 1776. The
fees the students paid enabled him to provide for a family of
seven.<SUP>13</SUP> </FONT>
<H3><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">In the Philadelphia
A<SPAN class=correction id="">rea</SPAN></FONT></H3>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Philadelphia also had many
fine evening schools. In 1767, there were at least sixteen evening
schools, catering mostly to the needs of <SPAN class=correction
id="">Philadelphia's</SPAN> hard-working German population. For the most
part, the curriculum of these schools was confined to the teaching of
English and vocations.<SUP>14</SUP> There were also schools for women,
blacks, and the poor. Anthony <SPAN class=correction
id="">Benezet</SPAN>, a leader in colonial educational thought,
pioneered in the education for women and Negroes. The provision of
education for the poor was a favorite Quaker philanthropy. As one
historian has pointed out, "the poor, both Quaker and non-Quaker, were
allowed to attend without paying fees." <SUP>15</SUP> </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">In
the countryside around Philadelphia, German immigrants maintained many
of their own schools. By 1776, at least sixteen schools were being
conducted by the Mennonites in Eastern Pennsylvania. Christopher Dock,
who made several notable contributions to the science of pedagogy,
taught in one of these schools for many years. Eastern <SPAN
class=correction id="">Pennsylvanians</SPAN>, as well as New <SPAN
class=correction id="">Jerseyans</SPAN> and Marylanders, sometimes sent
their children to Philadelphia to further their education, where there
were several boarding schools, both for girls and boys. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">In
the Southern <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">colonies</FONT>, government
had, for all practical purposes, no hand at all in education. In
Virginia, education was considered to be no business of the State. The
educational needs of the young in the South were taken care of in
"old-field" schools. "Old-field" schools were buildings erected in
abandoned fields that were too full of rocks or too over-cultivated for
farm use. It was in such a school that George Washington received his
early education. The Southern <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Colonies'</FONT> educational
needs were also taken care of by using private tutors, or by sending
their sons north or across the Atlantic to the mother country. </FONT>
<H3><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">Colonial
Colleges</FONT></H3>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">A
college education is something that very few of our forefathers wanted
or needed. As a matter of fact, most of them were unimpressed by degrees
or a university accent. They judged men by their character and by their
experience. Moreover, many of our founding fathers, such as George
Washington, Patrick Henry, and Ben Franklin, did quite well without a
college education. Yet for those who so desired it, usually young men
aspiring to enter the ministry, university training was available.
Unlike England, where the government had given Cambridge and Oxford a
monopoly on the granting of degrees,<SUP>16</SUP> there were nine
colleges from which to choose. </FONT>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Although some of the colonial
colleges were started by colonial governments, it would be misleading to
think of them as <SPAN class=correction id="">statist</SPAN>
institutions in the modern sense.<SUP>17</SUP> Once chartered, the
colleges were neither funded nor supported by the State. Harvard was
established with a grant from the Massachusetts General Court, yet
voluntary contributions took over to keep the institution alive. John
Harvard left the college a legacy of 800 pounds and his library of 400
books. "College corn," donated by the people of the Bay Colony,
maintained the young scholars for many years."<SUP>18</SUP> Provision
was also made for poor students, as Harvard developed one of the first
work-study programs.<SUP>19</SUP> And when Harvard sought to build a new
building in 1674, donations were solicited from the people of
Massachusetts. Despite the delays caused by King <SPAN class=correction
id="">Phil! ip's</SPAN> War, the hall was completed in 1677 at almost no
cost to the! taxpayer.<SUP>20</SUP> </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">New
Jersey was the only colony that had two colleges, the College of New
Jersey (Princeton) and Queens (Rutgers). The Log College, the
predecessor of Princeton, was founded when Nathaniel Irwin left one
thousand dollars to William <SPAN class=correction id="">Tennant</SPAN>
to found a seminary.<SUP>21</SUP> Queens grew out of a small class held
by the Dutch <SPAN class=correction id="">revivalist</SPAN>, John <SPAN
class=correction id="">Frelinghuyson</SPAN>.<SUP>22</SUP> Despite
occasional hard times, neither college bowed to civil government for
financial assistance. As Frederick Rudolph has observed, "neither the
college at Princeton nor its later rival at New Brunswick ever received
any financial support from the state. . .." <SUP>23</SUP> Indeed, John
Witherspoon, <SPAN class=correction id="">Princeton's</SPAN> sixth
president, was apparently proud of the fact that his institution was
independent of government c! ontrol. In an advertisement addressed to
the British settlers in the West Indies, Witherspoon wrote:<SUP>24</SUP>
"The College of New Jersey is ! altogether independent. It hath received
no favor from Government but the charter, by the particular friendship
of a person now deceased." </FONT>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Based on the principle of
freedom, Princeton under Witherspoon produced some of America's most
"animated Sons of Liberty." Many of <SPAN class=correction
id="">Princeton's</SPAN> graduates, standing firmly in the Whig
tradition of limited government, helped lay the legal and constitutional
foundations for our Republic. James Madison, the Father of the
Constitution, was a Princeton graduate. </FONT>
<H3><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Libraries</FONT></H3>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">In
addition to formal schooling in elementary and secondary schools,
colleges, and universities, early America had many other institutions
that made it possible for people to either get an education or
supplement their previous training. Conceivably, an individual who never
attended school could receive an excellent education by using libraries,
building and consulting his own library, and by joining a society for
mutual improvement. In colonial America, all of these were possible.
</FONT>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Consumer demand brought into
existence a large number of libraries. Unlike anything in the Old
Country, where libraries were open only to scholars, churchmen, or
government officials, these libraries were rarely supported by
government funds. In Europe, church libraries were supported by tax
money as well, for they were a part of an established church. In
America, church libraries, like the churches themselves, were supported
primarily by <SPAN class=correction id="">voluntarism</SPAN>. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">The
first non-private, non-church libraries in America were maintained by
membership fees, called subscriptions or shares, and by gifts of books
and money from private benefactors interested in education. The most
famous of these libraries was Franklin and <SPAN class=correction
id="">Logan's</SPAN> Library Company in Philadelphia, which set the
pattern and provided much of the inspiration for libraries throughout
the <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">colonies</FONT>.<SUP>25</SUP>
The membership fee for these subscription libraries varied from twenty
or thirty pounds to as little as fifteen shillings a year. The
Association Library, a library formed by a group of Quaker artisans,
cost twenty shillings to join.<SUP>26</SUP> </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">Soon
libraries became the objects of private philanthropy, and it became
possible for even the poorest citizens to borrow books. Sometimes the
membership fee was completely waived for an individual if he showed
intellectual promise and character.<SUP>27</SUP> </FONT>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Entrepreneurs, seeing an
opportunity to make a profit from colonial Americans' desire for
self-improvement, provided new services and innovative ways to sell or
rent printed matter. One new business that developed was that of the
circulating library. In 1767, Lewis Nicola established one of the first
such businesses in the City of Brotherly Love. The library was open
daily, and customers, by depositing five pounds and paying three dollars
a year, could withdraw one book at a time. Nicola apparently prospered,
for two years later he moved his business to Society Hill, enlarged his
library, and reduced his prices to compete with other circulating
libraries.<SUP>28</SUP> Judging from the titles in these
libraries,<SUP>29</SUP> colonial Americans could receive an excellent
education completely outside of the schoolroom. For colonial Americans
who believed in individual responsibility, self-government, and <SPAN
class=cor! id="" rection="">self-improvemen</SPAN>! t, this was not an
uncommon course of study. Most lawyers, for example, were self-educated.
</FONT>
<H3><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">Sermons as
Educational Tools</FONT></H3>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">The
sermon was also an excellent educational experience for our colonial
forefathers. Sunday morning was a time to hear the latest news and see
old friends and neighbors. But it was also an opportunity for many to
sit under a man of God who had spent many hours preparing for a two,
three, or even four hour sermon. Many a colonial pastor, such as
Jonathan Edwards, spent eight to twelve hours daily studying, praying
over, and researching his sermon. Unlike sermons on the frontier in the
<SPAN class=correction id="">mid-19th</SPAN> century, colonial sermons
were filled with the fruits of years of study. They were geared not only
to the emotions and will, but also to the intellect. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">As
Daniel <SPAN class=correction id="">Boorstin</SPAN> has pointed out, the
sermon was one of the chief literary forms in colonial
America.<SUP>30</SUP> Realizing this, listeners followed sermons
closely, took mental notes, and usually discussed the sermon with the
family on Sunday afternoon. Anne <SPAN class=correction
id="">Hutchinson's</SPAN> discussions, which later resulted in the
Antinomian Controversy, were merely typical of thousands of discussions
which took place in the homes of colonial America. Most discussions,
however, were not as controversial as those which took place in the
Hutchinson home. </FONT>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Thus, without ever attending
a college or seminary, a <SPAN class=correction id="">church-goer</SPAN>
in colonial America could gain an intimate knowledge of Bible doctrine,
church history, and classical literature. Questions raised by the sermon
could be answered by the pastor or by the books in the church libraries
that were springing up all over America. Often a sermon was later
published and listeners could review what they had heard on Sunday
morning. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">The
first Sunday Schools also developed in this period. Unlike their
modern-day counterparts, colonial Sunday Schools not only taught Bible
but also the rudiments of reading and writing. These Sunday Schools
often catered to the poorest members of society. </FONT>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Modern historians have
discounted the importance of the colonial church as an educational
institution, citing the low percentage of colonial Americans on
surviving church membership rolls. What these historians fail to
realize, however, is that unlike most churches today, colonial churches
took membership seriously. Requirements for becoming a church member
were much higher in those days, and many people attended church without
officially joining. Other sources indicate that church attendance was
high in the colonial period. Thus, many of our forefathers partook not
only of the spiritual blessing of their local churches, but the
educational blessings as well. </FONT>
<H3><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">Philosophical
Societies</FONT></H3>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Another educational
institution that developed in colonial America was the philosophical
society. One of the most famous of these was <SPAN class=correction
id="">Franklin's</SPAN> <SPAN class=correction id="">Junto</SPAN>, where
men would gather to read and discuss papers they had written on all
sorts of topics and issues.<SUP>31</SUP> Another society was called The
Literary Republic. This society opened in the <SPAN class=correction
id="">bookbindery</SPAN> of George <SPAN class=correction
id="">Rineholt</SPAN> in 1764 in Philadelphia. Here, artisans,
tradesmen, and common laborers met to discuss logic, jurisprudence,
religion, science, and moral philosophy (economics).<SUP>32</SUP>
</FONT>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Itinerant lecturers, not
unlike the Greek philosophers of the <SPAN class=correction
id="">Hellenistic</SPAN> period, rented halls and advertised their
lectures in local papers. One such lecturer, Joseph Cunningham, offered
a series of lectures on the "History and Laws of England" for a little
over a pound.<SUP>33</SUP> </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">By
1776, when America finally declared its independence, a tradition had
been established and <SPAN class=correction id="">voluntarism</SPAN> in
education was the rule. Our founding fathers, who had been educated in
this tradition, did not think in terms of government-controlled
education. Accordingly, when the delegates gathered in Philadelphia to
write a Constitution for the new nation, education was considered to be
outside the jurisdiction of the civil government, particularly the
national government. Madison, in his notes on the Convention, recorded
that there was some talk of giving the Federal legislature the power to
establish a national university at the future capital. But the proposal
was easily defeated, for as <SPAN class=correction id="">Boorstin</SPAN>
has pointed out, "the Founding Fathers supported the local institutions
which had sprung up all over the country."<SUP>34</SUP> A principle had
been est! ablished in America that was not to be deviated from until the
<SPAN class=correction id="">mid-ninet</SPAN>! <SPAN class=correction
id="">eenth</SPAN> century. Even as late as 1860, there were only 300
public schools, as compared to 6,000 private academies.<SUP>35</SUP>
</FONT>
<H3><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">A Highly Literate
Populace</FONT></H3>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">The
results of colonial America's free market system of education were
impressive indeed. Almost no tax money was spent on education, yet
education was available to almost anyone who wanted it, including the
poor. No government subsidies were given, and inefficient institutions
either improved or went out of business. Competition guaranteed that
scarce educational resources would be allocated properly. The
educational institutions that prospered produced a generation of
articulate Americans who could grapple with the complex problems of
self-government. The Federalist Papers, which are seldom read or
understood today, even in our universities, were written for and read by
the common man. <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Literacy</FONT> rates were as
high or higher than they are today.<SUP>36</SUP> A study conducted in
1800 by <SPAN class=correction id="">Du</SPAN> <SPAN class=correction
id="">Pont</SPAN> de <S! class=correction id="" pan="">Nemours revealed
that only four in a thousand Americans were unable to <SPAN
class=correction id="">rea</SPAN>! d and write legibly.<SUP>37
</SUP>Various accounts from colonial America support these statistics.
In 1772, Jacob <SPAN class=correction id="">Duche</SPAN>, the Chaplain
of Congress, later turned Tory, wrote:<SUP>38</SUP> </S!></FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">The
poorest <SPAN class=correction id="">labourer</SPAN> upon the shore of
Delaware thinks himself entitled to deliver his sentiments in matters of
religion or politics with as much freedom as the gentleman or
scholar.... Such is the prevailing taste for books of every kind, that
almost every man is a reader; and by pronouncing sentence, right or
wrong, upon the various publications that come in his way, puts himself
upon a level, in point of knowledge, with their several authors. </FONT>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">Franklin, too, testified to
the efficiency of the colonial educational system. According to
Franklin, the North <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">American</FONT> libraries
alone "have improved the general conversation of Americans, made the
common tradesmen and farmers as intelligent as most gentlemen from other
countries, and perhaps have contributed in some degree to the stand so
generally made throughout the <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">colonies</FONT> in defense of
their privileges." <SUP>39</SUP> </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">The
experience of colonial America clearly supports the idea that the
market, if allowed to operate freely, could meet the educational needs
of modern-day America. In the ninet<SPAN class=correction
id="">eenth</SPAN> century, the Duke of Wellington remarked that "the
Battle of Waterloo was won on the playing fields of <SPAN
class=correction id="">Eton</SPAN> and Cambridge." Today, the battle
between freedom and <SPAN class=correction id="">statism</SPAN> is being
fought in America's schools. Those of us who believe in Constitutional
government would do well to promote the principle of competition,
pluralism, and government non-intervention in education. Years ago,
Abraham Lincoln said, "The philosophy of the classroom will be the
philosophy of the government in the next generation." <BR></FONT>
<BLOCKQUOTE><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">
<HR>
</FONT><FONT size=2><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)"><I>At the time of the
original publication, Mr. Peterson was Headmaster of The Pilgrim
Academy, Egg Harbor City, New Jersey. He taught economics and was
constantly in search of ways to support and defend the principle of
<SPAN class=correction id="">voluntarism</SPAN> in education.</I>
<HR>
<BR></FONT></FONT></BLOCKQUOTE>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">1.
Bertrand Russell, quoted in: Tim <SPAN class=correction
id="">Dowley</SPAN>, ed., The History of Christianity (Grand Rapids:
<SPAN class=correction id="">Wm</SPAN>. B. <SPAN class=correction
id="">Eerdman's</SPAN> Pub. Co., 1977), p. 2. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">2.
<SPAN class=correction id="">CIarence</SPAN> B. Carson has emphasized
this point in his The <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">American</FONT> Tradition
(<SPAN class=correction id="">Irvington-onHudson</SPAN>: The <SPAN
class=correction id="">Fbundation</SPAN> for Economic Education, Inc.,
1964). </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">3.
Lawrence A. <SPAN class=correction id="">Cremin</SPAN>, <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">American</FONT> Education:
The Colonial Experience, 1607-1789. (New York: Evanston and London:
<SPAN class=correction id="">Harper</SPAN> and Row, 1970), p. 40.
</FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">4.
Psalm 127:3. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">5.
Romans 13. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">6.
Elizabeth <SPAN class=correction id="">McEachern</SPAN> Wells, Divine
Songs by Isaac Watts (Fairfax, <SPAN class=correction id="">Va</SPAN>.:
<SPAN class=correction id="">Thoburn</SPAN> Press, 1975), p. ii. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">7.
bid., p. 42. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">8.
Eric Sloane, The Little Red Schoolhouse (Garden City, New York:
Doubleday and Company, Inc., 1972), p. 3. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">9.
Ralph Walker, "Old Readers," in Early <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">American</FONT> Life,
October, 1980, p. 54. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">10.
Samuel Eliot <SPAN class=correction id="">Morison</SPAN>, The
Intellectual Life of New England (Ithaca: Cornell University Press,
1965), <SPAN class=correction id="">pp</SPAN>. 71, 72. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">11.
Carson, p. 152. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">12.
Louis B. Wright, The Cultural Life of the <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">American Colonies</FONT> (New
York: <SPAN class=correction id="">Harper</SPAN> and Row Pub., Inc.,
1957), p. 108. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">13.
Ibid. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">14.
Wright, p. 109. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">15.
Carl and Jessica <SPAN class=correction id="">Bridenbaugh</SPAN>, Rebels
and Gentlemen (New York: Oxford University Press, 1982), p. 36. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">16.
Ibid., p. 39. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">17.
Frederick Rudolph, The <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">American</FONT> College and
University (New York: Random House, A Vintage Book, 1962), <SPAN
class=correction id="">pp</SPAN>. 15-16. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">18.
<SPAN class=correction id="">Morison</SPAN>, p. 39. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">19.
<SPAN class=correction id="">Morison</SPAN>, p. 37. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">20.
<SPAN class=correction id="">Morison</SPAN>, p. 39. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">21.
Archibald Alexander, The Log College (London: Banner of Truth Trust,
1968, First Published, 1851), <SPAN class=correction id="">pp</SPAN>.
14-22. </FONT>
<DIV align=justify><FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">22.William H.S. <SPAN
class=correction id="">Demarest</SPAN>, A History of Rutgers College,
1766-1924 (Princeton: Princeton University Press, 1924), p. 45. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">23.
Rudolph, p. 15. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">24.
John Witherspoon, "Address to the Inhabitants of Jamaica and Other
West-India Islands, in Behalf of the College of New Jersey," Essays upon
Important Subjects, <SPAN class=correction id="">Vol</SPAN>. III
(Edinburgh, 1805), <SPAN class=correction id="">pp</SPAN>. 312-318,
328-330. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">25.
Max <SPAN class=correction id="">Farrand</SPAN>, ed., The Autobiography
of Benjamin Franklin (Berkeley, California, 1949), p~ 86. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">26.
<SPAN class=correction id="">Bridenbaugh</SPAN>, p. 8T </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">27.
<SPAN class=correction id="">Bridenbaugh</SPAN>, p. 99. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">28.
<SPAN class=correction id="">Bridenbaugh</SPAN>, p. 9L </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">29.
Wright, <SPAN class=correction id="">pp</SPAN>. 126-133. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">30.
Daniel <SPAN class=correction id="">Boorstin</SPAN>, The Americans: The
Colonial Experience (New York: Random House, Vintage Books, 1958), <SPAN
class=correction id="">pp</SPAN>. 10-14. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">31.
This later became, of course, the <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">American</FONT> Philosophical
Society. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">32.
<SPAN class=correction id="">Bridenbaugh</SPAN>, <SPAN class=correction
id="">pp</SPAN>. 64-65. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">33.
<SPAN class=correction id="">Bridenbaugh</SPAN>, p. 65. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">34.
<SPAN class=correction id="">Boorstin</SPAN>, p. 183. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">35.
Richard C. Wade, et. al., A History of the United States with Selected
Readings, <SPAN class=correction id="">Vol</SPAN>. I (Boston: Houghton
<SPAN class=correction id="">Mifflin</SPAN> Co., 1W, 1971), p. 398.
</FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">36.
<SPAN class=correction id="">Rousas</SPAN> John <SPAN class=correction
id="">Rushdoony</SPAN>, The Messianic Character of <FONT
style="BACKGROUND-COLOR: rgb(255,255,255)">American</FONT> Education
(<SPAN class=correction id="">Nutley</SPAN>, N.J.: The Craig Press,
1963, 1979), p. 330. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">37.
1bid. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">38.
<SPAN class=correction id="">Bridenbaugh</SPAN>, p. 99. </FONT>
<DIV align=justify><FONT style="BACKGROUND-COLOR: rgb(255,255,255)">39.
<SPAN class=correction id="">Farrand</SPAN>, p. 86.
</FONT></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></BLOCKQUOTE></DIV>
<DIV> </DIV> <BR>-----Original Message-----<BR>From: <A
href='javascript:parent.ComposeTo("suehovey%40moscow.com", "");'>suehovey@moscow.com</A><BR>To:
<A
href='javascript:parent.ComposeTo("heirdoug%40netscape.net", "");'>heirdoug@netscape.net</A>;
<A
href='javascript:parent.ComposeTo("vision2020%40moscow.com", "");'>vision2020@moscow.com</A><BR>Sent:
Sun, 13 May 2007 2:22 PM<BR>Subject: Re: [Vision2020] What was education
like before the Prussian method ofindoctrination?<BR><BR>
<STYLE>#AOLMsgPart_2_526d01d6-5b31-4803-808f-2e7ee949cfb3 .AOLPlainTextBody { FONT-SIZE: 12px; MARGIN: 0px; COLOR: #000; FONT-FAMILY: Tahoma, Verdana, Arial, Sans-Serif; BACKGROUND-COLOR: #fff}#AOLMsgPart_2_526d01d6-5b31-4803-808f-2e7ee949cfb3 .AOLPlainTextBody PRE { FONT-SIZE: 9pt}#AOLMsgPart_2_526d01d6-5b31-4803-808f-2e7ee949cfb3 .AOLInlineAttachment { MARGIN: 10px}#AOLMsgPart_2_526d01d6-5b31-4803-808f-2e7ee949cfb3 .AOLAttachmentHeader { BORDER-RIGHT: #7da8d4 1px solid; BORDER-TOP: #7da8d4 1px solid; BACKGROUND: #f9f9f9; FONT: 11px arial; BORDER-LEFT: #7da8d4 1px solid; BORDER-BOTTOM: #7da8d4 1px solid}#AOLMsgPart_2_526d01d6-5b31-4803-808f-2e7ee949cfb3 .AOLAttachmentHeader .Title { PADDING-RIGHT: 3px; PADDING-LEFT: 3px; BACKGROUND: #b5ddfa; PADDING-BOTTOM: 3px; FONT: 11px arial; PADDING-TOP: 3px}#AOLMsgPart_2_526d01d6-5b31-4803-808f-2e7ee949cfb3 .AOLAttachmentHeader .FieldLabel { PADDING-RIGHT: 10px; PADDING-LEFT: 9px; BACKGROUND: #f9f9f9; PADDING-BOTT
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<STYLE></STYLE>
<DIV><FONT face=Arial size=2>Well the 98% is a number anyone could pull
out of anywhere. Additionally, even with the "Old Deluder Satan Law"
literacy wasn't necessarily a goal for females, or the poor, or
slaves...And even the level of knowledge defined as "literate" then would
be insufficient for today. The national census, which did
attempt to tally the literate didn't even begin until
1790. </FONT></DIV>
<DIV> </DIV>
<DIV><FONT face=Arial size=2>Sue</FONT></DIV>
<BLOCKQUOTE
style="PADDING-RIGHT: 0px; PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: rgb(0,0,0) 2px solid; MARGIN-RIGHT: 0px">
<DIV
style="FONT: 10pt arial; font-size-adjust: none; font-stretch: normal">-----
Original Message ----- </DIV>
<DIV
style="BACKGROUND: rgb(228,228,228) 0% 50%; FONT: 10pt arial; font-size-adjust: none; font-stretch: normal; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial"><B>From:</B>
<A title=heirdoug@netscape.net
href="mailto:heirdoug@netscape.net">heirdoug@netscape.net</A> </DIV>
<DIV
style="FONT: 10pt arial; font-size-adjust: none; font-stretch: normal"><B>To:</B>
<A title=idahotom@hotmail.com
href="mailto:idahotom@hotmail.com">idahotom@hotmail.com</A> ; <A
title=vision2020@moscow.com
href="mailto:vision2020@moscow.com">vision2020@moscow.com</A> </DIV>
<DIV
style="FONT: 10pt arial; font-size-adjust: none; font-stretch: normal"><B>Sent:</B>
Sunday, May 13, 2007 1:49 PM</DIV>
<DIV
style="FONT: 10pt arial; font-size-adjust: none; font-stretch: normal"><B>Subject:</B>
[Vision2020] What was education like before the Prussian method
ofindoctrination?</DIV>
<DIV><BR></DIV>
<DIV>"<SPAN></SPAN>Without public education, we might as well set our
clocks back 300 years and<BR>restrict education to only those that can
afford it." Tom-Tom Hansen.</DIV>
<DIV> </DIV>
<DIV>I don't think that the education in the Colonies 300 years ago was
only for the "well off". If that were the case then why was there a 98%
literacy rate back then? <BR><BR></DIV>
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<DIV>
<HR>
=======================================================<BR> List
services made available by First Step Internet, <BR> serving the
communities of the <SPAN class=correction id="">Palouse</SPAN> since
1994.
<BR>
<A>http://www.fsr.net </A>;
<BR>
<A>mailto:Vision2020@moscow.com</A><BR>=======================================================
<DIV>
<HR>
No virus found in this incoming message.<BR>Checked by <SPAN
class=correction id="">AVG</SPAN> Free Edition. <BR>Version: 7.5.467 /
Virus Database: 269.7.0/803 - Release Date: 5/13/2007 12:17
PM<BR></DIV></DIV></BLOCKQUOTE></DIV>
<DIV>
<HR>
No virus found in this incoming message.<BR>Checked by <SPAN
class=correction id="">AVG</SPAN> Free Edition. <BR>Version: 7.5.467 /
Virus Database: 269.7.0/803 - Release Date: 5/13/2007 12:17
PM<BR></DIV></BLOCKQUOTE></DIV><!-- end of AOLMsgPart_2_526d01d6-5b31-4803-808f-2e7ee949cfb3 --><PRE wrap=""><HR width="90%" SIZE=4>
=======================================================
List services made available by First Step Internet,
serving the communities of the Palouse since 1994.
<A class=moz-txt-link-freetext href="http://www.fsr.net">http://www.fsr.net</A>
<A class=moz-txt-link-freetext href="mailto:Vision2020@moscow.com">mailto:Vision2020@moscow.com</A>
=======================================================</PRE></BLOCKQUOTE><BR>
<P>
<HR>
<P></P>=======================================================<BR> List
services made available by First Step Internet, <BR> serving the
communities of the Palouse since 1994.
<BR>
http://www.fsr.net
<BR>
mailto:Vision2020@moscow.com<BR>=======================================================
<P>
<HR>
<P></P>No virus found in this incoming message.<BR>Checked by AVG Free
Edition. <BR>Version: 7.5.467 / Virus Database: 269.7.0/803 - Release Date:
5/13/2007 12:17 PM<BR></BLOCKQUOTE></BODY></HTML>