Haven affirms that "by the light of reason and nature, we are led to believe in, and adore God, not only as the maker, but also as the governor of all things."[i-64] "Revelation comes in to the assistance of reason, and shews them to us in a clearer light than we could see them without its aid." Clarke observes that "the light of nature teaches, which revelation confirms."[i-65] Rev. Henry Cumings, illustrating his indebtedness to scientific rationalism, honors "the gracious Parent of the universe, whose tender mercies are over all his works ...,"[i-66] a Deity "whose providence governs the world; whose voice all nature obeys; to whose controul all second causes and subordinate agents are subject; and whose sole prerogative it is to dispense blessings or calamities, as to his wisdom seems best."[i-67] Simeon Howard discovers the "perfections of the Deity, as displayed in the Creation" as well as in the "government and redemption of the world."[i-68] Both Phillips Payson[i-69] and Andrew Eliot[i-70] affirm the identity of "the voice of reason, and the voice of God." No clergyman of the eighteenth century was more terribly conscious of the polarity of colonial thought than was Ezra Stiles. Abiel Holmes has told the graphic story of Stiles's struggles with deism after reading Pope, Whiston, Boyle, Trenchard and Gordon, Butler, Tindal, Collins, Bolingbroke, and Shaftesbury.[i-71] If he finally, as a result of his trembling and fearful doubt, reaffirmed zealously his faith in the bibliolatry and relentless dogma of Calvinism,[i-72] Newtonian rationalism was a means to his recovery, and throughout his life a complement to his Calvinism.[i-73] Turning from his well-worn Bible, the chief source of his faith, he also kindled his "devotion at the stars." It should be remembered, however, that this tendency among Puritan clergy to call science to the support of theology had been inaugurated by Cotton Mather as early as 1693,[i-74] and that it was the Puritan Mather whom Franklin acknowledged as having started him on his career and influenced him, by his _Essays to do Good_, throughout life. Only against this complex and as yet inadequately integrated background of physical conditions and ideas (the dogmas of Puritanism, Quakerism, Methodism, rationalism, scientific deism, economic and political liberalism[i-75]--against a cosmic, social, and individual attitude, the result of Old-World thought impinging on colonial thought and environment) can one attempt to appraise adequately the mind and achievements of Franklin, whose life was coterminous with the decay of Puritan theocracy and the rise of rationalism, democracy, and science. II. FRANKLIN'S THEORIES OF EDUCATION