From this circumstance he jumped to the conclusion that the usual method pursued in schools of studying Latin before the modern languages was all wrong. It would be better, he said, to begin with the French, proceed to the Italian, and finally reach the Latin. This would be beginning with the easiest first, and would also have the advantage that if the pupils should quit the study of languages, and never arrive at the Latin, they would have acquired another tongue or two which, being in modern use, might be serviceable to them in after-life. This suggestion, though extravagantly praised, has never been adopted, for the modern languages are now taught contemporaneously with Latin. It was an idea founded exclusively on a single and very unusual experience, without any test as to its general applicability. But all Franklin’s notions of education were extremely radical, because based on his own circumstances, which were not those of the ordinary youth, to whom all systems of education have to be adapted. He wished to entirely abolish Latin and Greek. They had been useful, he said, only in the past, when they were the languages of the learned and when all books of science and important knowledge were written in them. At that time there had been a reason for learning them, but that reason had now passed away. English should be substituted for them, and its systematic study would give the same knowledge of language-structure and the same mental training that were supposed to be attainable only through Latin and Greek. His own self-education had been begun in English. He had analyzed and rewritten the essays in Addison’s _Spectator_, and, believing that in this way he had acquired his own most important mental training, he concluded that the same method should be imposed on every one. He wished to set up the study of that author and of Pope, Milton, and Shakespeare as against Cicero, Virgil, and Homer. One of our most peculiar American habits is that every one who has a pet fancy or experience immediately wants it adopted into the public school system. We not uncommonly close our explanation of something that strikes us as very important by declaring, “and I would have it taught in the public schools.” It has even been suggested that the game of poker should be taught as tending to develop shrewdness and observation. Franklin’s foundation for all education was English. He would have also French, German, or Italian, and practical subjects,--natural science, astronomy, history, government, athletic sports, good manners, good morals, and other topics; for when one is drawing up these ideal schemes without a particle of practical experience in teaching it is so easy to throw in one thing after another which seems noble or beautiful for boys and girls to know. But English he naturally thought from his own experience was the gate-way to everything.