Does Our World Need More Leather Apron Clubs?

I used to read Benjamin Franklin’s autobiography once a year. Now I get to it every two or three years. Each time I read it, something new captures my attention. This time it was an excerpt where Franklin describes the formation and purpose of a learning community called Junto (or the Leather Apron club) in 1727. From this group emerged the idea of a shared library, later the subscription library, as well as the American Philosophical Society. Rather than getting it secondhand, I’ll let Franklin explain Junto to you, and follow it up with a few observations about the implications for life in a digital and increasingly networked world.

I should have mentioned before, that, in the autumn of the preceding year, I had form’d most of my ingenious acquaintance into a club of mutual improvement, which was called the Junto; we met on Friday evenings. The rules that I drew up required that every member, in his turn, should produce one or more queries on any point of Morals, Politics, or Natural Philosophy, to be discuss’d by the company; and once in three months produce and read an essay of his own writing, on any subject he pleased. Our debates were to be under the direction of a president, and to be conducted in the sincere spirit of inquiry after truth, without fondness for dispute, or desire of victory; and, to prevent warmth, all expressions of positiveness in opinions, or direct contradiction, were after some time made contraband, and prohibited under small pecuniary penalties.

The first members were Joseph Breintnal, a copyer of deeds for the scriveners, a good-natur’d, friendly middle-ag’d man, a great lover of poetry, reading all he could meet with, and writing some that was tolerable; very ingenious in many little Nicknackeries, and of sensible conversation.

Thomas Godfrey, a self-taught mathematician, great in his way, and afterward inventor of what is now called Hadley’s Quadrant. But he knew little out of his way, and was not a pleasing companion; as, like most great mathematicians I have met with, he expected universal precision in everything said, or was forever denying or distinguishing upon trifles, to the disturbance of all conversation. He soon left us.

Nicholas Scull, a surveyor, afterwards surveyor-general, who lov’d books, and sometimes made a few verses.

William Parsons, bred a shoemaker, but, loving reading, had acquir’d a considerable share of mathematics, which he first studied with a view to astrology, that he afterwards laught [laughed] at it. He also became surveyor-general.

William Maugridge, a joiner, a most exquisite mechanic, and a solid, sensible man.

Hugh Meredith, Stephen Potts, and George Webb I have characteriz’d before.

Robert Grace, a young gentleman of some fortune, generous, lively, and witty; a lover of punning and of his friends.

– The Autobiography of Benjamin Franklin

Notice the attributes of this group.

  1. It existed for “mutual improvement.”
  2. It included people from diverse occupations and experiences.
  3. Participation was not limited to people with formal education or credentials (notice the self-taught member).
  4. Each member was required to come with questions (from “any point of view”) on almost any subject (although they focused on “morality, politics, and natural philosophy”).
  5. These discussions were diverse and not limited to the official professions of the participants.
  6. The focus was a search for truth, not to win the argument.
  7. Each person was required to write an essay on a topic of personal choice and interest every three months, and read it to the group for discussion.

As I look at this list, I’m intrigued by many elements.

  • It is question-driven instead of book driven (even though books were an important part of the learning in this group). Notice how that is qualitatively distinct from most schools and classrooms.
  • This was not for a degree or credential. It is for self-improvement, with an eye toward that which also benefits society.
  • This is not about looking good, winning a debate, or earning accolades. It is about the pursuit of truth.
  • This is not driven by writings or lectures. Instead it is truly peer-to-peer learning. With that in mind, every member is expected to contribute in substantive ways.
  • It is not teacher-driven.
  • It is not about getting professional development so you are eligible for a raise or promotion.
  • It is about growth and the pursuit of truth.
  • This community empowered members to be active and engaged citizens.
  • This is a vibrant learning community.

I can’t help but think that our world and societies would be better off if they were seasoned with more learners and groups like this. Similarly, I have to think that we can leverage the connections of the digital world to build and nurture such communities.

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About Bernard Bull

Dr. Bernard Bull is an author, host of the MoonshotEdu Show, professor of education, AVP of Academics, and Chief Innovation officer. Some of his books include Missional Moonshots: Insights and Inspiration for Educational Innovation, What Really Matters: Ten Critical Issues in Contemporary Education, The Pedagogy of Faith (editor), and Adventures in Self-Directed Learning. He is passionate about futures in education, educational innovation, alternative education, and nurturing agency and curiosity.

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