Produced by Jacqueline Jeremy and the Online Distributed
Proofreading Team at https://www.pgdp.net (This file was
produced from images generously made available by The
Internet Archive/American Libraries.)
THE
BOARDING SCHOOL;
OR
FAMILIAR CONVERSATIONS
BETWEEN A
_GOVERNESS AND HER PUPILS._
WRITTEN FOR THE
AMUSEMENT AND INSTRUCTION
OF
YOUNG LADIES.
LONDON:
PRINTED FOR G. AND W. B. WHITTAKER,
AVE-MARIA LANE.
1823.
LONDON:
PRINTED BY COX AND BAYLIS, GREAT QUEEN STREET,
LINCOLN'S-INN FIELDS.
PREFACE.
Those persons whose time is devoted to the instruction of youth, have
not only abundant opportunities of ascertaining the capacities of their
pupils, but of observing their various dispositions, and of noticing the
effects which have been produced on them by previous habit and example.
It seldom happens that amiability of temper, respectful behaviour to
superiors, or kindness to inferiors, distinguish children who in their
infancy have been left to the care of menials, or who have been
suffered, by the blind indulgence of parents, to gratify their forward
inclinations; and it as rarely occurs that those who have had the
benefit of good example and parental admonition in the "bud of life,"
display much propensity to vice as they grow up, unless their morals
become contaminated by afterwards forming improper companions. With
reference to the effects of early education, it has been most truly
said, that
"Just as the twig is bent, the tree's inclin'd."
And though a variety of causes may operate to form the character, or
give a bias to the mind, it is a fact not to be controverted, that early
impressions are never wholly eradicated, and the magic of some well
remembered maxim or parental caution will often come very seasonably to
the aid of the most experienced.
In pourtraying the characters which are introduced in "THE BOARDING
SCHOOL," the Author has endeavoured to represent, by contrast, the
amiable and unamiable passions; and, by exhibiting them in their true
colours, to render her fair and youthful readers as emulous to imitate
the one, as they will doubtless be to avoid the other; while the
narrative, being of the most familiar kind, will, it is hoped,
contribute to their amusement.
THE BOARDING SCHOOL.
CHAPTER I.
Elizabeth Adair was stooping to prop a rose-tree in a viranda, when she
hastily turned to her sister, and exclaimed, "it is useless attending
either to plants or flowers now: I must give up all my favourite
pursuits."
"But you will have others to engage your attention," returned Jane.
"And will they afford me pleasure? You may as well say that I shall
listen with joy to the foolish commands of some parents, and the
haughty remarks of others."
"Let this be our comfort," said Jane, "sensible people always treat the
instructors of youth with respect; they neither command with pride, nor
complain with insolence."
"But think of the change! We, who have had every indulgence, and no
cares to perplex us!"
"My dear Elizabeth, in the day of prosperity we seldom rejoice with
thankfulness; but in the time of adversity, when our path is darkened,
then we can bitterly repine. Surely we should place our joys and our
sorrows against each other, as a defence from a murmuring spirit."
"It is not late trials that trouble me, but future vexations that I
dread. You know that I have never been accustomed to stupid, drawling,
spoiled children."
"I hope," said Jane, "you will not have a class of this description to
instruct."
"O, all things will be easy to you, for you love children and love
teaching; but I have never applied my mind to any thing of the kind: I
shall not know how to ask the most simple question in nature."
Jane smiled, as she said, "Since you are so very doubtful of your
abilities, I think I will give a short lesson upon teaching. Suppose you
ask your pupil if she has learned grammar: if she replies in the
affirmative, desire her to explain the nature of the different parts of
speech. Then try her abilities in the arithmetical tables, or from the
history of England; tell her to relate some particular event in the
reign of one of our kings, and go on to other subjects in a similar
manner. In the first instance, however, always hear your pupil read;
clear, distinct reading, with proper emphasis--I do not mean in a
theatrical style--is one test of abilities; give her some pointed
passage from history, or from any suitable book."
"I want an example," said Elizabeth.
"Now, sister, you are trifling, and will lead me to trifle in return."
"In 1199 John signed Magna Charta, the bulwark of English liberty;" or,
"the king wept when he found himself a prisoner; but the master of
Glamis said--"
"Go on, my dear Jane: the master of Glamis I will not have any thing to
say to."
"You forget," said Jane, "that we are not to finish a sentence with to,
or for, or any word so insignificant. Let a little girl read, 'remember
now thy Creator in the days of thy youth,' or something in the same
easy, impressive style. But consult my mother: she will give you the
best information upon the subject of teaching."
"Ah," said Elizabeth, "my spirits fail when I think of the task! I only
wish the first week were over."
"It will pass away like all other things. We have only to be resolute in
doing our duty, and leave the rest to Providence. Let us at all times
remember our own excellent instructress: her 'authority, when most
severe, and mustering all its force, was but the graver countenance of
love, watering at once and nourishing the plant.'"