A PLAN FOR THE CONDUCT F jfemale education, 1 N BOARDING SCHOOLS, PRIVATE FAMILIES, AND PUBLIC SEMINARIES. ..<..<,.<*>..>..>.. By Erafmus Daw: in, M. D. F. R. s. Author of Zoonomia, and of the Botanic Garden. <<<$> >> TO WHICH ARE ADDED, RUDIMENTS OF TASTE, IN A SERIES OF LETTERS FROM A MOTHER TO HER DAUGHTERS. Embellished with an elegant Frontispiece. PHILADELPHIA: PRINTED BY JOHN ORMROD, N. 41, Chesnut-street. 1798. DEDICATION. JL O the parents and guardians, who are felicitous about the education of their female wards, and daughters, to the governefles of fchools inftitu- ted for female tuition, to the teachers of young ladies in private families, and public feminaries, this fmall work is with all due refpeft prefented BY THE AUTHOR. l ^ CONTENTS. Seffion I. THE FEMALE CHARACTER. II. MUSIC AND DANCING. III. READING. IV. WRITING. V. GRAMMAR. VI. LANGUAGES. PHYSIOGNOMY. VII. ARITHMETIC. CARD-PLAYING. VIII. GEOGRAPHY. IX. HISTORY. X. NATURAL HISTORY. XI. RUDIMENTS OF. TASTE. BEAUTY. GRACE. A 2: Contents. "< <%,>->' XII. DRAWING AND EMBROIDERY. PERSPECTIVE. XIII. HEATHEN MYTHOLOGY. XIV. POLITE LITERATURE. NOVELS. XV. ARTS AND SCIENCES. XVI. MORALS. XVII. COMPASSION. XVIII. VERACITY. XIX. PRUDENCE. JUSTICE. CHASTITY. XX. FORTITUDE. BASHFULNESS. XXI. TEMPERANCE. XXII. RELIGION. XXIII. ADDRESS. XXIV. CONVERSATION. XXV. EXERCISE, DUMB BELLS. XXVI. AIR. BED-ROOMS. FIRE-GRATES. XXVII. CARE OF THE SHAPE. COLD BATH. Contents. <-t *>> XXVIII. DRESS. EAR-RINGS. POWDER. XXIX. AMUSEMENTS CHESS. XXX. PUNISHMENTS. REWARDS. MOTIVES. XXXI. LI3PING. XXXII. STAMMERING. XXXIII. SQUINTING. XXXIV. INVOLUNTARY MOTIONS. XXXV. SWELLED FINGERS, AND KIBED HEELS. XXXVI. BEDS. RHEUMATISM. XXXVII. DIET. NEW MILK. XXXVIII. ECONOMY. XXXIX. SCHOOL-EDUCATION, USES OF. XL. CATALOGUE OF BOOKS. APOLOGY FOR THE WORK. JL HE following treatife was written at the defire of Mifs S. and Mifs M. Par ker ; who were themfelves educated for the purpofe of educating others ; and on that account were originally placed in dif ferent feminaries for female tuition ; and afterwards engaged themfelves for a time as teachers in other fchools, and in private families; the better to qualify themfelves for the arduous taflc of conducting a board ing fchool for the education of young ladies. APOLOGY FOR THE WORK. ..<..<**>..>.. About four years ago a houfe was offer ed for fale at Afhborne in Derbyftiire, at the very extremity of the town, in a moft pleafant and healthy fituation, on a dry fandy foil, with excellent water, well fliel- tered from the north-ealt, and command ing an extenfive profpedl of Sir Brooke Boothby's park, and its beautiful environs. A fpacious walled garden adjoins the houfe, at the bottom of which is a ftream of water, which may fometime be convert ed into a river-bath* Mifs PARKERS procured this eligible fituation^ and had the houfe well fitted up for the purpofes of a boarding fchool. It confifts of an ample fchool-room, and an ample dining-room, and four fmaller par- APOLOGY FOR THE WORK. '<<*>> lours, on the principal floor ; with two ftair-cafes, one of which is of ftone. The whole is airy and well lighted; and now contains about thirty pupils without being crowded. They next had the good fortune to en gage very excellent teachers in dancing, mufic, and drawing, from Nottingham, Derby, See. with a polite emigrant as French matter ; and laftly applied to me for any ideas, I could furnifh them with, on the fubjed of female education. And now, as their eftabliftiment has fucceeded to their utrnoft wifh, have exprefled a defire, that I would give to the public, what I wrote originally for their private infpec- tion. APOLOGY FOR THE WORK. ..<..<4 >..>.. I have only to add, that a copy of the manufcript has been feen by many of the ingenious of both fexes,and much improv ed by their obfervations ; to whcm I here beg leave to return my moft grateful ac knowledgments. A P L A N FOR THE CONDUCT OF FEMALE EDUCATION. SECTION I. THE FEMALE CHARACTER. THE PARENTS and guardians of young ladies of the laft half century were lefs folicitous about procuring for them fo extenfive an education, as modern refine ment requires. Hence it happens, that female education has not yet been reduced to a perfe<5l fyftem ; but is frequently di- ie<5ted by thofe, who have not themfelves had a good education, or who have not flu- died the fubjedl with fufficient attention. And tho' many ingenious remarks are to be B 10 THE FEMALE CHARACTER. found in the works of Locke, RoufTeau, Genlis, and other writers ftill more mo dern ; yet few of them are exactly appli cable to the management of boarding fchools ; the improvement of which is the intent of the prefent treatife. The advantages of a good education confift in uniting health and agility of bo dy with cheerfulnefs and activity of mind ; in fuperadding graceful movements to the former, and agreeable taftes to the latter ; and in the acquirement of the rudiments of fuch arts and fciences, as may amufe our- felves, or gain us the efteem of others ; with a ftri<5i attention to the culture of mo rality and religion. The female charader (hould pofiefs the mild and retiring virtues rather than the bold and dazzling ones ; great eminence in almofl any thing is fometimes injurious to a young lady ; whofe temper and difpofi- tion {hould appear to be pliant rather than THE FEMALE CHARACTER. II robuft ; to be ready to take impreffions ra ther than to be decidedly marked ; as great apparent ftrength of character, however excellent, is liable to alarm both her own and the other fex ; and to create admira tion rather than affection. There are however fituations in tingle life ; in which, after the completion of their fchool-education, ladies may culti vate to any extent the fine arts or the fci- ences for their amufement or inftru<5tion. And there are fituations in a married ftate ; which may call forth all the energies of the mind in the care, education, or pro- vifion, for a family .; which the inadivity, folly, or death of a hufbandmay render ne- ceflary. Hence if to foftnefs of manners, complacency of countenance, gentle un hurried motion, with a voice clear and yet tender, the charms which enchant all hearts! can be fuperadded internal ftrength and adivity of mind, capable to tranfad the bufinefs or combat the evils of life ; 1*2 THE FEMALE CHARACTER. with a due fenfe of moral and religious obligation; all is obtained, which education can fupply ; the female chara<5ler becomes complete, excites our love, and commands our admiration. Education fhould draw the outline, and teach the ufe of the pencil ; but the exertions of the individual muft afterwards introduce the various gradations of {hade and colour, murt illuminate the landfcape, and fill it with the beautiful figures of the Graces and the Virtues. SECTION II. MUSIC AND DANCING generally taught by mafters, who profefs thofe arts; concerning which we (hall only obferve, that they are fre quently believed to be of too great impor - tance in female education ; and on that ac count that too much time is expended on their acquirement. It is perhaps more defirable, that young ladies fhould play, fing r and dance, only fo well as to amufe themfelves and their friends, than to prac- tife thofe arts in fo eminent a degree as to aftonifh the public ; becaufe a great appa rent attention to trivial accompliflunents is liable to give a fufpicion, that more va luable acquifitions have been neglected. And, as they confift in an exhibition of the perfon, they are liable to be attended with vanity, and to extinguish the blufli of youthful timidity ; which is in young ladies the mofi powerful of their exterior charms. B2 14 MUSIC AND DANCING. Such rnafters fliould be chofen to in- ftrudt young ladies in thefe accomplifli- ments, as are not only well qualified to fing and play, or to dance themfelves ; but alfo who can teach with good temper and genteel behaviour : they fhould recollecl, that vulgar manners, with the (harp gef- tures of anger, and its difagreeable tones of voice, are unpardonable in thofe, who profefs to teach graceful motion, and me lodious expreffion ; and may affed the talle and temper of their pupils, fo as to be more injurious to their education ; than any thing, which they are able to teach them, can counterbalance. SECTION III. READING. reading is as much a language to the eye, as fpeaking is to the ear; it re quires much time and labour for children to acquire both thefe languages. Such books (hould therefore be put into their hands, as join amufement with inftrucfHon, and thus lighten the fatigue of continued application, as Sandford and Merton, Pa rent's affiftant, Evenings at home, and ma ny others. In learning to read aloud, a clear and diftinft enunciation is feldom acquired at fchools ; which is owing to the child ftand- ing clofe to the teacher, who looks over the book along with it ; and hence the pupil finds no difficulty in being underftood, even when fhe pronounces only half words. This however is eafily remedied by placing the reader at the diftance of l6 READING. two yards or more from the hearer ; then the young fcholar foon finds, that fhe is not underftood, unlefs flie expreflfes her- feif with clear articulation. For this pur- pofe the teacher fhould always be provided with a duplicate of the book, fhe teaches; that (he may not be neceffitated to look over the fhoulderof her pupiL As the young fcholars advance in the knowledge of language, other books mufl be taught them both in profe and poetry ; fuch as may improve their minds in the knowledge of things, in morality, religion, or which may form their tafte. A great number of books for the ufe of children has been publiftied in late years ; many of them by very ingenious writers, and well adapted to the purpofe defigned, of fuch of thefe, as have come to my knowledge, a catalogue (hall be given at the end of this treatife. SECTION. IV. WRITING. KITING, as it keeps the body in a fixed pofture, as well as drawing, and needlework, fhould not be too long appli ed to at a time ; fince the body, and even the countenance, may thus get a certain tendency to one attitude ; as is feen in children, who are brought up to fome me chanic art, as in polifhing buttons or pre cious ftones on a lathe. A proper manner of holding the pen, or pencil, or needle, with an eafy but graceful attitude of the perlbn, and an agreeable moderate atten tion of the countenance, fhould firrtbe taught ; for which purpofes an inclined defk has many advantages over an horizon tal table for the books, or working frames ; as the body is thence lefs bent forwards ; and the light in general (ituations more vi vidly reflected to the eye. i8 WRITING, If the defk be fixteen inches broad, the furthermoft edge of it fliould rife about three inches and half from the horizontal line ; which produces the rnoft convenient inclination, and the table or frame, which fupports it, for the ufe of the taller chil dren, fhould rife about two feet eight inch es from the ground. SECTION V. GRAMMAR, HIGH is an abftracl fcience teaching the texture of language, is too hard for very young minds; and is there fore generally taught too early : and the fame may be faid of Arithmetic. The Englifh grammars in general ufe at fchools are both tedious and defective competi tions ; an epitome, or extraft, from Lowth's grammar, with the late improvements of Mr. Home Tooke in the theory of lan guage,- would well fupply this branch of knowledge; and might be given to the public under the name of a "rational Englifii grammar." Mrs. Devis has published a fmall and ufeful rudiment of grammar purpofely for the ufe of young ladies ; which may be taught as an introduction to Lowth's grammar. The Abbe Gaultier's Jeu de GRAMMAR. Grammaire may perhaps be rendered a- mufing to children, and convey to them ideas of the French grammar. SECTION VI. LANGUAGES. JL HE neceffity of learning fome an- tient or foreign languages impofes a labori ous taflc on the youth of both fexes ; which confumes years of their precious time, which might otherwife be employed in the acquifition of faiences. The difficulty of obtaining a competent knowledge of the Greek or Latin language is many times greater than that of obtaining any modern one ; as may be deduced from the innu merable changes of the termination of their noun*, adjedives, and verbs ; which to a beginner are all fo many new words. And as the works of the beft writers in thefe languages have been tranflated into our own, it is lefs neceflary in the education of ladies to expend fo much time and la bour in acquiring them. But as the French and Italian are lefs difficult to learn, and contain new books of tafte and knowledge, C 22 LANGUAGES. which are yearly publifhed in this age of literature ; and as they are convenient for converting with foreigners, who come hither, or in our travelling into other countries ; and laftly, as they are agree able as well as fafhionable fludies; the pupils of boarding fchools fhould be en couraged to attain one or both of them. The method recommended by Mr. Locke in his treatife on education, feft. 162, of teaching languages by converfa- tion, will on trial be generally found' fuc- cefsful in refpect to modern languages with even the youngeft children. Never- thelefs a knowledge of grammar fhould afterwards be taught with care, if the child be too young at firft to attend to it ; for without the aid of grammar not only the French or Italian languages, but even the Engliih will not always be fpoken or writ ten with perfect accuracy. For this purpofe of acquiring modern languages by converfation, a fchool gene- LANGUAGES. 23 rally fupplies better opportunities than a private family, befides the advantage of fome degree of emulation, which frequent ly exifts, where children converfe to gether : another advantage of infantine fo- ciety is, that they learn many other things, as well as languages, by repeating them to each other ; and obtain, what isfeldoni to be acquired from adult companions, fome knowledge of phyfiognomy ; as the paffions of children are more legibly expreffed on their countenances than at a maturer age. This knowledge of phyfiognomy, which is perhaps only to be acquired at fchools, by giving a promptitude of underftanding the prefent approbation or diflike, and the good or bad defigns, of thofe whom we con- verfe with, becomes of hourly uie in al- moft eveiy department of life. SECTION VIL ARITHMETIC JLjKE grammar is an abftraft fcience, which is frequently attempted to be taught too early ; at the fame time it may be ob- ferved, that the early initiation of moft children into card play ing before they come to fcliool, by giving clear and vifible ideas of the ten firft numerals, feems greatly to facilitate their acquirement of arithmetic ; and if this fafhionable amufement could be fo managed by the parents, who allow it to their children, as not to excite a defire of gain along with a conteft of ingenuity, it might be rendered, in fome ineafure, ad vantageous by exciting the mind to a&ivi- ty in this branch of fcience ; but is never- thelefs not proper to be ufed in fchools, where its effects on the paffions cannot be fufficiently watched, and. counteracted. So much of the fcience of numbers as is in common ufe, as the numeration, fub- ARITHMETIC. 5 tradion, multiplication, and divifion of money, (hould be learnt with accuracy ; to which {hould be added the rule of three, and decimal fractions; which will abun dantly repay the labour of acquiring them by the pleafure and utility, which will per petually refult from the knowledge of them thro' life. The higher parts of arithme tic, as algebra and fluxions, belong to the a^ftrufer fciences. There are many introductory books to the fcience of arithmetic ; thofe I have heard moft recommended are Vife's tutor's guide, Hutton's pradical arithmetic, and Wingate's arithmetic ; but it is probable, that moft of the introductory treatifes to a- rithmetic muft be nearly of equal excel lence. SECTION VIII. GEOGRAPHY. much of this icience, as depends only on memory, may be taught to chil dren in their early years. They fhould be taught to point out on large maps the counties of England > and then the prin cipal diviftons of Europe, and of the other quarters of the world ; and laftly to trace out the principal rivers and mountains, which ingrave or imbofs its furface, which is much to be preferred to diffeded maps ; as it is the fituations, rather than the exa There are no virtuous difpofitions- no generous affections no truly noble fentiments, that are not comprifed in that fublime character. Poffefs it, my young friends, for no higher diftindtion, or grea ter felicity, can poffibly be wifhed you by CORNELIA.