Did Benjamin Franklin Bring Pornography to America?

field_image
Franklin's gaze
Question

Is it true that Ben Franklin brought pornography to America?

Answer

Benjamin Franklin was "the primary publisher . . . in America from the start of his business in 1729 until he retired early in 1748" at age 42, according to J. A. Leo Lemay, the author of a projected seven-volume biography of the founding father. During this period, Franklin was a prominent bookseller as well publisher and printer, and as such, sold many books imported from Europe.

Lemay has reprinted a selection of titles that Franklin desired to sell, listed in published advertisements from 1739 and 1740, a few of which might seem from their titles to include salacious content, e.g. "Arraignment of lewd women" and "Garden of Love." Lemay, however, refrains from categorizing these works or any others sold by Franklin as pornographic. Likewise, no respected biographer of Franklin has asserted that he imported pornography for sale.

no respected biographer of Franklin has asserted that he imported pornography for sale.
Franklin as Reader

Numerous authors nevertheless have repeated the claim that Franklin was one of the first or in some accounts the first American to own a copy of John Cleland's Fanny Hill; or the Memoirs of a Woman of Pleasure, an English novel containing explicit descriptions of sexual encounters and historically considered to be one of the most widely read erotic texts.

The first installment of that book, however, was not published until November 1748, some 10 months after Franklin had retired as a bookseller, and although Lemay notes that Franklin did continue until 1757 "to guide the choice of pamphlets and books issued" by the publishing firm that he had founded, importation of Fanny Hill into America did not occur until much later in the 18th century, according to Joseph W. Slade, author of a reference work on the history of pornography.

Just when the sale of pornographic novels began to thrive in Europe is a matter of contention among historians. Many scholars, including Donald Thomas and Steven Marcus, identify the latter part of the 18th century as the period of its flourishing, while Peter Wagner contends "the pornographic novel and related fiction were in full bloom" prior to the publication of Fanny Hill.

Cathy N. Davidson reports "some evidence to suggest" that Isaiah Thomas, a claimant to the title of publisher of the "first American novel," in addition was the first American publisher to import Fanny Hill, but she also notes that an English bookseller wrote to Thomas that he did not send that book "to my Customers if I can possibly avoid it." Davidson concludes that Thomas, had he imported the novel, "would have gone to considerable lengths to hide that fact." We might conclude that Franklin, had he imported pornography, would have done the same.

Franklin as Author

A few of Franklin's own writings have been categorized as potentially obscene, though none was published under his own name during his lifetime. A federal circuit court judge in a concurring opinion to the 1957 obscenity case United States v. Roth (which became the basis for the landmark Supreme Court case Roth v. United States) cited Franklin's "Advice to a Young Man on the Choice of a Mistress" and "The Speech of Miss Polly Baker," as two works "which a jury could reasonably find 'obscene,' according to the judge's instructions in the case at bar." The judge concluded, "On that basis, if tomorrow a man were to send those works of Franklin through the mails, he would be subject to prosecution and (if the jury found him guilty) to punishment under the federal obscenity statute."

Bibliography

J. A. Leo Lemay, The Life of Benjamin Franklin, vol. 4, Printer and Publisher, 1730-1747 (Philadelphia: University of Pennsylvania Press, 2006), 378, 392, 401.

Stacy Schiff, A Great Improvisation: Franklin, France, and the Birth of America (New York: Henry Holt, 2005), 236; Joseph W. Slade, Pornography and Sexual Representation: A Reference Guide (Westport, CT: Greenwood Press, 2001), 3: 834.

Peter Wagner, Eros Revived: Erotica of the Enlightenment in England and America (London: Secker & Warburg, 1988), 231-32.

Cathy N. Davidson, Revolution and the Word: The Rise of the Novel in America (New York: Oxford University Press, 1986), 84, 88-89; United States v. Roth, 237 F. 2d 796 (2d Cir. 1957).

Max Hall, Benjamin Franklin & Polly Baker: The History of a Literary Deception (Chapel Hill: University of North Carolina Press, 1960).

Image of Franklin reading: Detail of 1766 painting by David Martin, now at the Pennsylvania Academy of Fine Arts, Philadelphia.

Iroquois and the Founding Fathers

field_image
Hendrick, the great Sachem or chief of the Mohawk Indians, 1754, New York Public
Question

Did any Native American group influence the men who drafted the United States governing documents?

Answer

In 1744, Canasatego, leader of the Onondaga nation and spokesman for the Iroquois Confederation, advised the British colonists:

". . . We heartily recommend Union and a Good Agreement between you our Brethren. Our wise Forefathers established Union and Amity between the Five Nations; this has made us formidable, this has given us great weight and Authority with our Neighboring Nations. We are a Powerfull confederacy, and by your observing the same Methods our wise Forefathers have taken, you will acquire fresh Strength and Power."

Canasatego’s admonition and other evidence has led some scholars to believe that Native American, particularly Iroquois, governments served as models for the new nation’s government. Others refute that theory and argue that the framers of the United States Constitution and other documents did not need the example of Indian governments because they could refer to numerous English and Continental European political theories for their ideas.

The Iroquois Confederation is the oldest association of its kind in North America. Although some scholars believe that the Five Nations (Oneida, Onondaga, Cayuga, Mohawk, and Seneca) formed their Iroquois League in the 12th century, the most popular theory holds that the confederation was created around 1450, before Columbus’ “discovery” of America. These five nations bore common linguistic and cultural characteristics, and they formed the alliance to protect themselves from invasion and to deliberate on common causes. In the 18th century, the Tuscarora joined the league to increase the membership to six nations.

Those who support the theory that the First Peoples influenced the drafting of the founding documents point to the words of founders such as Benjamin Franklin, who in 1751 wrote to his printer colleague James Parker that “It would be a strange thing if Six Nations of ignorant savages should be capable of forming a scheme for such an union, and be able to execute it in such a manner as that it has subsisted ages and appears indissoluble; and yet that a like union should be impracticable for ten or a dozen English colonies.” Native American Studies Professor Bruce Johansen and American Studies Professor Donald Grinde, among others, argue that American colonists, in Johansen’s words, “drew freely on the image of the American Indian as an exemplar of the spirit of liberty they so cherished.” These scholars argue that the framers of American governments understood and admired Native American government structures, and they borrowed certain indigenous concepts for their own governments.

Other scholars are not convinced. Anthropologist Elisabeth Tooker, for example, argued that European political theory and precedent furnished the models for American Founders, while evidence for Indian influence was very thin. Although the concept of the Iroquoian Confederation may have been similar to the United States’ first efforts to unite alliance, the Iroquois constructed their government under very different principles. The member nations of the Iroquois League all lived under matrilineal societies, in which they inherited status and possessions through the mother’s line. Headmen were not elected, but rather clan mothers chose them. Representation was not based on equality or on population. Instead, the number of Council members per nation was based on the traditional hierarchy of nations within the confederation. Moreover, the League of Six Nations did not have a centralized authority like that of the federal system the Euro-Americans eventually adopted. These arguments are, however, intriguing. Curious to know more? Read the debate between Elisabeth Tooker and Bruce Johansen, and the articles in the William and Mary Quarterly Forum (1996) cited below.

For more information

Grinde, Donald A. and Bruce E. Johansen. Exemplar of Liberty: Native American and the Evolution of Democracy. Los Angeles: American Indian Studies Center, University of California, 1991.

Richter, Daniel K. The Ordeal of the Longhouse: The Peoples of the Iroquois League in the Age of European Colonization. Chapel Hill: University of North Carolina Press, for the Institute of Early American History and Culture, 1992.

See an exchange between Johansen and Elisabeth Tooker in Ethnohistory:
Tooker, Elisabeth. “The United States Constitution and the Iroquois League” Ethnohistory, 35 (1988): 305-336.

Johansen, Bruce E., “American Societies and the Evolution of Democracy in America, 1600-1800.” Ethnohistory, 37 (1990): 279-290.

Tooker, Elisabeth, “Rejoinder to Johansen,” Ethnohistory, 37 (1990): 291-297.

See also the exchanges located in:
Forum: “The Iroquois Influence Thesis—Con and Pro,” William and Mary Quarterly, 3d Ser., 53 (1996): 587-636.

Bibliography

Canasatego’s speech to the British colonists at the Treaty of Lancaster negotiations, in Indian Treaties Printed by Benjamin Franklin, 1736-1762. ed. by Julian P. Boyd. Philadelphia: Historical Society of Pennsylvania, 1938.

Benjamin Franklin to James Parker, March 20, 1751, Papers of Benjamin Franklin, vol. 3, Jan. 2, 1745-June 30, 1750. ed. by Leonard Labaree et al. New Haven: Yale University Press, 1962.

Freedom Trail Foundation [MA]

Description

The Freedom Trail Foundation operates the Freedom Trial, a 2.5-mile path through Boston, Massachusetts, which includes 16 historical sites. These sites are the Boston Common, the oldest public park in the U.S.; the 1798 State House; Park Street Church; the Granary Burying Ground, resting place of John Hancock, Paul Revere, Samuel Adams, and the Boston Massacre victims; King’s Chapel and Burying Ground; Boston Latin School, the country's first public school—where Benjamin Franklin once studied; the Old Corner Book Store; the Old South Meeting House, starting point of the Boston Tea Party; the Old State House; the Site of the Boston Massacre; Faneuil Hall, meeting hall and marketplace; the Paul Revere House, Revere's home at the time of his famous 1775 ride; the Old North Church where Revere alerted his countrymen to British invasion; Copp's Hill Burying Ground, where nearly 1,000 free African Americans are buried; the USS Constitution or “Old Ironsides” and a corresponding museum; and the Bunker Hill Monument, which commemorates the June 17, 1775 battle.

The foundation offers educational programs, one-hour interactive outreach performances, walking tours, and audio tours. The website offers informative articles for children, suggested reading, a curriculum guide for purchase, and podcasts.

The following sites along the trail also offer interactive educational programs: the State House, the Old South Meeting House, the Old State House, Faneuil Hall, the Paul Revere House, the Old North Church, the USS Constitution, the USS Constitution Museum, and the Bunker Hill Monument.

Bookmark This! Interactive Exhibits

Date Published
Article Body

Remember the first years of the Oregon Trail game? http://www.nationalgeographic.com/lewisandclark/

http://www.edutopia.org/virtual-field-trips? Internet Explorers: Virtual Field Trips Are More Than Just Money SaversVirtual field trips debuted in the early days of the Internet with an awesome promise: They'd take students to exotic places no school bus could, they'd be a boon to low-income classes without a travel budget, and nobody would get stuck in the car listening to the umpteenth verse of "99 Bottles of Beer on the Wall."

http://www.windowsintowonderland.org/ Explore our award winning electronic field trips! Since 2001, Yellowstone has been offering eTrips to share the resources and treasures of the world’s first national park. Embark on these exciting adventures and look through new Windows Into Wonderland.

http://www.history.org/ Colonial Williamsburg

http://hampsonmuseum.cast.uark.edu/ Virtual Hampson Museum This website represents a Virtual Museum of 3D artifacts selected from the collections at the Hampson Archeological Museum State Park in Wilson, Arkansas. We will continue to add additional artifacts to this site through 2009. The Hampson Museum contains an extraordinary collection of American Indian objects, largely made some 350 to 600 years ago at the location now called the “Nodena Site,” near modern day Wilson. You can "Browse the Collection" where you will view 3D representations and photos of these objects, download 3D data for your own use, and read artifact descriptions provided by archaeologist, Dr. Bob Mainfort of the Arkansas Archeological Survey.

http://www.benfranklin300.org/timeline/index.html Explore Benjamin Franklin's multi-faceted achievements in this interactive timeline based on the international traveling exhibition. Benjamin Franklin: InSearch of a Better World. Play, listen, observe, and have fun learning about Franklin's extraordinary life and legacy.

Maps, Tools for Adventure About the Exhibit

“National Geographic Maps: Tools for Adventure” is a traveling exhibit created by The Children’s Museum of Indianapolis in partnership with National Geographic.

Great Chicago Stories by the Chicago History Museum Read historical fiction stories that illuminate Chicago's past. Use the Interactive History Map to look closer at artifacts from the collection of the Chicago History Museum and to explore locations throughout the city from each story. Build further on your experience with classroom activities.

A Rising People: Benjamin Franklin and the Americans

Description

From the Penn State-Harrisburg website:

"During this one-week workshop . . . [participants will] walk the streets that Franklin walked, step through the doorways that he knew, and see the buildings where he helped found the United States. We'll explore the many rooms of Benjamin Franklin's mind: writer, civic leader, politician, diplomat, scientist, and revolutionary were just some of the titles that Franklin assumed during his eighty-four years. We'll read Franklin's words—published and personal—and those of men and women who lived in the era."

Contact name
George W. Boudreau
Registration Deadline
Sponsoring Organization
National Endowment for the Humanities, Penn State-Harrisburg
Phone number
7179486396
Target Audience
K-12
Start Date
Cost
Free; $1,200 stipend
Course Credit
"Two types of credit will be available to each educator participating. First, workshop staff will assist you in receiving continuing education credit (similar to Pennsylvania’s Act-48 requirements). Second, participants may register for graduate-level credit through the Pennsylvania State University, which will require both participation in all programs of the weeklong workshop and additional readings and assignments."
Contact Title
Associate Professor of History and Humanities
Duration
Six days
End Date

A Rising People: Benjamin Franklin and the Americans

Description

From the Penn State-Harrisburg website:

"During this one-week workshop . . . [participants will] walk the streets that Franklin walked, step through the doorways that he knew, and see the buildings where he helped found the United States. We'll explore the many rooms of Benjamin Franklin's mind: writer, civic leader, politician, diplomat, scientist, and revolutionary were just some of the titles that Franklin assumed during his eighty-four years. We'll read Franklin's words—published and personal—and those of men and women who lived in the era."

Contact name
George W. Boudreau
Registration Deadline
Sponsoring Organization
National Endowment for the Humanities, Penn State-Harrisburg
Phone number
7179486396
Target Audience
K-12
Start Date
Cost
Free; $1,200 stipend
Course Credit
"Two types of credit will be available to each educator participating. First, workshop staff will assist you in receiving continuing education credit (similar to Pennsylvania’s Act-48 requirements). Second, participants may register for graduate-level credit through the Pennsylvania State University, which will require both participation in all programs of the weeklong workshop and additional readings and assignments."
Contact Title
Associate Professor of History and Humanities
Duration
Six days
End Date

Atlantic Cousins: Benjamin Franklin and His Visionary Friends

Description

"Ben Franklin was at the heart of the Enlightenment. He drew to him some of the greatest minds of that time—people whose ideas continue to shape how we live. Jack Fruchtman, author of Atlantic Cousins, examines how Franklin and his circle of friends shaped a remarkable period in history. A book signing will follow the program."

Contact email
Sponsoring Organization
National Archives
Phone number
1 202-357-5000
Target Audience
General Public
Start Date
Cost
None
Course Credit
None
Duration
One or two hours

History Found in Pieces

Description

"Discover what archeology is and how we learn from what others have left behind. Participants will become archaeologists as they participate in the Archaeology: History Found in Pieces program, visit Franklin Court and hear how archaeology was used to learn about Franklin and how it plays an important role in how we interpret Franklin today. Educators will learn about teaching with primary source documents and objects, discover how archaeologists and curators use these clues to piece together history, and have the opportunity to explore Independence Park Institute’s newly opened hands-on student learning labs."

Contact name
Kraft, Amber
Contact email
Registration Deadline
Sponsoring Organization
Independence Park Institute
Target Audience
Fourth Grade through Twelfth Grade
Start Date
Cost
$30.00
Course Credit
"Act 48/NJ Professional Development Hours: 3"
Contact Title
Education Program Developer
Duration
One day

From Paper to the Press

Description

"At Independence National Historical Park educators will learn what paper meant to the founding of our country and 18th century America. See a printing demonstration at the Franklin Court Printing Office. Then explore the Independence Park Institute’s newly opened Benjamin Franklin: Man of Many Talents Learning Lab where teachers will try setting their names in type as well as many of Franklin’s other activities. At each location, teachers will learn about education programs and field trip opportunities."

Contact name
Kraft, Amber
Contact email
Registration Deadline
Sponsoring Organization
Independence Park Institute
Target Audience
Third Grade through Twelfth Grade
Start Date
Cost
$50.00
Course Credit
"Act 48/NJ Professional Development Hours: 5"
Contact Title
Education Program Developer
Duration
One day

Great American Texts: Franklin's "Autobiography" and Jefferson's "Notes on the State of Virginia"

Description

"Franklin's 'Autobiography' and Jefferson's 'Notes on the State of Virginia' are exemplary expressions of the principles that inform the American way of life. The course aims to recover what such a claim means by paying careful attention to what the books say about nature, human desires, reason, education, religion, government, farming, commerce, and several other things. As time permits, we will consider related writings of Franklin and Jefferson."

Registration Deadline
Sponsoring Organization
Ashbrook Center, TeachingAmericanHistory.org
Phone number
1 419-289-5411
Target Audience
Kindergarten through Twelfth Grade
Start Date
Cost
None ($500 stipend)
Course Credit
"Teachers may choose to receive two hours of Master's degree credit from Ashland University. This credit can be used toward the new Master of American History and Government offered by Ashland University or may be transfered to another institution. The two credits will cost $440."
Duration
Six days
End Date