Although his _Proposals Relating to the Education of Youth in Pensilvania_ (1749) furnished the initial suggestion which created the Philadelphia Academy, later the college, and ultimately the University of Pennsylvania, it is easy to overestimate the real significance of Franklin's influence in these schemes unless we remember that political quarrels separated him from those who were nurturing the school in the 1750's. In 1759 Franklin wrote from London to his friend, Professor Kinnersley, concerning the cabal in the Academy against him: "The Trustees have reap'd the full Advantage of my Head, Hands, Heart and Purse, in getting through the first Difficulties of the Design, and when they thought they could do without me, they laid me aside."[i-105] After Franklin failed to secure Samuel Johnson,[i-106] Rev. William Smith was made Provost and Professor of Natural Philosophy of the Academy in 1754. He quoted Franklin as saying that the Academy had become "a narrow, bigoted institution, put into the hands of the Proprietary party as an engine of government."[i-107] With Milton, Locke, Fordyce, Walker, Rollin, Turnbull, and "some others" as his sources, Franklin adapted the works of these pioneers in education to provincial uses. (One finds it difficult to discover any original ideas in the _Proposals_.) Like Locke and Milton, he urged that education "supply the succeeding Age with Men qualified to serve the Publick with Honour to themselves, and to their Country."[i-108] Here he was unlike President Clap, who in 1754 explained that "the Original End and design of Colleges was to instruct and train up persons for the Work of the ministry.... The great design of founding this school [Yale] was to educate ministers in our own way."[i-109] As early as 1722, in _Dogood Paper_ No. IV, Franklin caricatured sardonically the narrow theological curriculum of Harvard College.[i-110] Existing for the citizenry rather than the clergy, offering instruction in English as well as Latin and Greek, in mechanics, physical culture, natural history, gardening, mathematics, and arithmetic rather than in sectarian theology, Franklin's Academy was to be more secular and utilitarian than any other school in the provinces. Indeed, Rev. George Whitefield lamented the want of "_aliquid Christi_" in the curriculum, "to make it as useful as I would desire it might be."