Benjamin Franklin and the power of the Holy Spirit

Primary Analysis

            Benjamin Franklin wrote Upon Hearing George Whitefield Preaching in 1771. This account was written in Franklin’s autobiography testifying to his readers the historical event of witnessing Evangelist George Whitefield preaching to an enormous crowd during the Great Awakening.

            Two significant events that were occurring at the time of this event were the Great Awakening and the rise of power among women near the end of colonial America.  First of all, a great evangelist who took part in this religious phenomena of the Great Awakening was George Whitefield. Whitefield preached powerful words that reached and filled the need and void of many people (Oakes 122). The sermons given in revivals during the time of the Great Awakening brought on religious fervor and unity among the people as Benjamin Franklin said in the following:

The Multitude of all Sects and Denominations that attended his Sermons [i.e. Evangelist George Whitefield] were enormous…It was wonderful to see the Change soon made in the Manners of our Inhabitants; from being thoughtless or indifferent about Religion, it seem’d [seemed] as if all the World were growing Religious, so that one could not walk thro’ [through] the Town in an Evening without Hearing Psalms sung in different Families of every Street (63).

Whitefield’s life and relationship with God was very well known that even soldiers used his clothes as relics for protection five years after his death (Oakes 122).

During this time as well, women were gaining more respect and wielding more power in the home due to the arduous work that they contributed to the home. “Between the American Revolution and the Civil War, so many elements of American society were changing-the growth of population…changes were bound to take place in the situation of women” (Zinn).  It was also out of practicality that frontier women were gaining some degree of equality among men in the world and within the home (Zinn). For example, Martha Moore Ballard, a typical American housewife, “‘baked and brewed, pickled and preserved, spun and sewed, made soap and dipped candles’” (Zinn). It is estimated that as a midwife for twenty-five years, she would have delivered “more than a thousand babies” (Zinn). A woman’s role in the home was also important due to the fact that education transpired within the home itself (Zinn). However, more women were practicing more freedoms outside of the home as well as they began working “at important jobs-publishing newspapers, managing tanneries, keeping taverns, engaging in skilled work. In certain professions, like midwifery, they had a monopoly” (Zinn). All these causes for which women were beginning to step outside their regulated power, obtaining more and not following the normal gender roles of society were the stepping stones to even greater changes in the next century.

The purpose for which this document was written was to relate Franklin’s encounter, reaction and observations of the effect of that the words of Revivalist George Whitefield had on Colonial America. Although it is not documented that Franklin shared a personal encounter with God, he nonetheless, believed greatly in self-improvement. Consequently, he could not understand how such great multitudes would listen avidly to a speaker who would call them, “half Beasts and half Devils” (Voices 63). Therefore, Franklin also marveled and felt excitement while observing the influence Whitefield had over his audience and how they were stirred to positive changes (including himself). Benjamin also wrote about his petty disagreement with Whitefield about his plan to raise money to build orphanages in Georgia instead of bringing the orphans to the New England colonies. Because Whitefield would not heed to Franklin’s advice on this matter, he retracted his thought of contributing financially to this cause. Benjamin Franklin comically confesses at the end of this excerpt that upon hearing Whitefield’s words at the ending of his sermon, he begins to soften and become ashamed; during which he gradually resulted in emptying his pockets of money for Whitefield’s charity. This reading ties in nicely with Oakes because at the beginning of chapter five, it begins directly with an American Portrait of George Whitefield: Evangelist for a Consumer Society. This directly addresses to a similar occasion of which Franklin would have observed in his own experience.

Many historical scholars believe and state that this excerpt from Franklin’s autobiography suggests the persuasive powers of George Whitefield are related to his great oratory skills, therefore, the consequent reason for which Franklin admired Whitefield. However, just how many of these historical scholars who believe, state and teach this idea—including Franklin himself, have actually had such a similar personal encounter with God like Whitefield, his listeners and other people who have thus experienced what Franklin wrote about? Whitefield’s words were spoken with great power and held the ability to persuade the hearts of the people, even the unwilling ones such as Franklin. The reason behind this is because as Whitefield said, “I endeavored to do all to the glory of God,” (Oakes 121) which he attempted to complete to the best of his human ability. As a result, God’s glory was upon Whitefield as well. The word’s he spoke were reinforced by the power of the Holy Spirit. In view of that, many who understand the spiritual side of what occurred in this event will not be as puzzled as Franklin towards the reaction of Whitefield’s listeners.

            This reading was interesting because of Franklin´s foolish behavior in the beginning and how one see´s the change in him towards the events he is witnessing and experiencing. He seems almost childlike as he watches in awe as the multitude accepts Whitefield’s use of name calling. I was disappointed in him when he became petty over a disagreement with Whitefield. However, at the end of this reading I laughed as he felt himself under the influence of the Holy Spirit, which he felt himself powerlessly persuaded to give in. This same feeling continues to occur even today. Like Franklin, I’ve found myself under this same persuasive power as well and I see God’s use of humor as he uses his Holy Spirit to compel me to act or refrain from certain things. When it clicks in my mind of what is going on, I can only shake my head smilingly and say, “Ok God, you win.”

Women’s Role in America since the Antebellum Era

Going back 200 years in history we find that American women during the Antebellum Era were limited to only certain career options. Only those to be considered genteel such as seamstresses, shop keepers, laundresses, maids and cooks are among the few accepted feminine occupations. Very few were even educated and those who were only knew the basic of reading and writing skills. However, it was in the 19^th century that the idea of change in women’s roles were coming to a pique; the radical feminist movement of the 19^th century would help pave the way for new ideas that would transform the new century. Although there have been great changes in the roles of American women since the antebellum era, the education and career opportunities now available to women are the greatest improvements.

In 19^th century America at the beginning of the Antebellum Era, women carried an important, yet invisible role in society. Women had duties very much as strenuous as men. According to Howard Zinn, author of A People’s History of the United States, a common housewife of these early years would have been expected to have “baked and brewed, pickled and preserved, spun and sewed, made soap and dipped candles”, as well as be able to treat family ailments, cook, raise children and most likely be responsible for their preliminary education (Zinn). Although there already did exist acceptable jobs outside the home for a woman, the ideal place for her was at home, according to Coventry Patmore’s popular narrative poem of  Angel in the House. This poem from a 19^th century man’s perspective, shows what men think an ideal woman should be. Angel in the House popularized and contextually influenced the development of the idea of the cult of true womanhood as well. This concept of the ideal woman opposed the thought that women had an equally capable mind as men. The cult also taught that too much study harmed the female mind. Therefore, women were deemed incapable of leading or participating in political, and financial matters as well as pursuing an education. Although a British production, Angel in the House greatly influenced the young and impressionable Americans as well. During the antebellum era in the 19^th century we still see women who although strong, are being politically, economically and socially oppressed.

According to Antebellum Women by Carol Lasser and Stacey Robertson, Education played a critical role (Lasser and Robertson 28). Young ladies were encouraged to attend dame schools, or finishing schools, known as refinement institutions where young girls were taught basic skills in reading, writing and sums (Lasser and Robertson 29). However, the majority of their education in these educative institutions was composed of female arts and other topics which flattered women such as the arts in music and dance (Lasser and Robertson 29). One example of a dame school is Sarah Pierce’s Litchfield Seminary mentioned in Antebellum Women (Lasser and Robertson 31). However, it was very difficult for women to pursue a more depth and professional education. In fact, prior to the civil war, only three colleges were open to women according to History of American Education by Harry G. Good (482). It is not even clear whether any of the educators were women.

College level education was hard to come by for Antebellum Era Women. Joel Perlmann and Robert A. Margo, authors of Women’s Work? mention that at the beginning, it wasn’t because communities denied girls higher education, it was rather because “they were not sent by their families.” (25). Of course, there were other ingrained factors as to which they were not sent. Such ideologies that a higher education was a waste because ladies were meant to marry, after which, they’d dedicate their lives to their households. There was also the great doubt that women were capable and equal as men in mental prowess. These stereotypes were influential factors that would affect the importance of women’s education. Even by 1850 and 1860 the higher number of student’s genders was always ranked higher by males than females whether in the North or the South according to a chart by Perlmann and Margo (62).

Elizabeth Blackwell is an example of a pioneer educator as she opened the first institution in the medical field for women in the antebellum era. Blackwell was also recognized as “America’s first woman physician” in her autobiography Pioneer Work Opening the Medical Profession to Women (Blackwell v).To achieve her own education was a struggle, and in the end she was accepted because of an accident (Blackwell viii). Emma Willard, another Antebellum woman, was a female activist and prized education and the capacity of the female mind. In her book, A Plan for Improving Female Education, her goal was to “convince the public, that a reform, with respect to female education, is necessary” (Willard 1). Emma Willard is also a pioneer in America’s women history because she created the first woman’s institution for higher education (Willard iii). In Lydia Maria Child Selected Letters, 1817-1880 by Milton Meltzer, Patricia G. Holland and Francine Krasno, Lydia Maria Child was a feminist writer born in 1802 and was also a school teacher when she was a teen (xi). At that current time, the number of female educators were not prominent until “later, especially between 1830s 1860” according to Perlmann and Margo’s Women’s Work? (22).

The challenges of domesticating the newly obtained American territories in the Antebellum Era, gave women the opportunity to fill the gap in which not enough men could fill. In other words the ideal woman would become a man’s greatest asset. One gap that women helped fill was by becoming schoolhouse teachers. Important American women figures who influenced change was First Lady Abigail Powers Fillmore. According to Kirsten Hoganson’s Abigail Powers Fillmore 1^st lady 1850-1853, Abigail was like many young women educated by her mother at home (Hoganson 99). Abigail constantly continued her studies through self-education and went onto become a teacher to help financially (Hoganson 99). Cormac O’Brien, author of Secret Lives of the First Ladies gave details that Abigail’s star pupil whom she encouraged and influenced to pursue his education was her future husband Millard Fillmore-future President (72-73). Abigail P. Fillmore continued her career as a teacher after marriage until the birth of her first child (Hoganson 100). First Lady Fillmore was one of the few exceptions to which education and a career was a priority.

There are several reasons for which women became more prominent as educators. Perlmann and Margo explain in Women’s Work? that by the 1840’s, the prominent idea of female educators was appreciated as they were being recognized for their nurture of children (Permann and Margo 7). There was also the unfortunate fact that women were at this current time being oppressed through their unfair wages. Women educators were cheaper to hire than Men educators (Perlmann and Margo 7). By the 1850s many women, especially young women were being hired to work as primary educators in the South while in New England, 84% of all rural teachers were women by 1860 (7). The need for educators was being filled by those who were willing, like the women. As the Civil War grew closer, more women were being educated and becoming educators as well, not only in primary education or dame schools but in college level education as well.

After the Civil War, one of America’s focus was in taming the Mid-West in America; therefore, opening more doors to women education and educators due to the great need (Good 481). Among these real women educators who braved this wild land were Hannah Breece and Miss Treva Adams Strait. Hannah Breece is described by her great niece Jane Jacobs as one of the “Americans on the frontier” in her biography A Schoolteacher in Old Alaska (Jacobs vii). In 1901, Alaska was still a very dangerous place, especially for women, considering the un-dominated rough terrain, all the obsessive gold miners, murderers, black-market traders and Natives there. Breece faced all these dangers at the age of forty-five and taught “Aleuts, Kenais, Athabaskans, Eskimos and people of mixed native and European blood in Alaska” for fourteen years and in skirts and petticoats as well! (Jacobs vii). Later on in 1928, many women opted for the more accessible option of teaching in the Mid-West country like Trevia Adams. According to Adam’s autobiography Miss Adams, Country Teacher, she was 18 when she began teaching, eager to become financially independent (Strait 3). This desire of becoming independent women would win over society, not only as educators, but other careers as well.

Moving forward from the Antebellum Era, we see a stark contrast with American women today. There is no longer that barrier where a women in America is deterred from pursuing a certain education or career because of her gender. Examples of intellectual and successful women in their respective careers today includes Hilary Clinton, who is involved in the nation’s politics and aspired to run for the presidential seat according to Biography.com (Hillary Clinton Biography). Clinton is a graduate of Yale Law School and was also First Lady of the United States (Hillary Clinton Biography). She now continues her occupation as a government official and a Women’s Rights Activist according to biography.com.  Condoleezza Rice, “is the first black woman to serve as the United States' national security adviser, as well as the first black woman to serve as U.S. Secretary of State”, she continues today as a government official (Condoleezza Rice Biography). I conclude with our current President of San Diego City College, Lynn Ceresino Neault. According to San Diego State University’s “Student Biographies” Lynn Neault studied with them and achieved her B.A. and M.A. in Public Administrations. She has since been working for the San Diego Community College District (“Student Biographies”). Women can now proceed to fulfill any ambitious dream today.

            Finally, considering all the changes these prominent women began in their day for a brighter future, educational and career opportunities for women are the greatest improvements. I am very thankful for the opportunity to have learned about these women. I can look back and see how far we have come. Because of them, I am now free to make the choices I desire for myself and my future career as a woman of the 21^st Century in America.

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