The whole Duty of Man, The Lady's Calling, The Government of the Tongue, Mr. Nelson's Companion for the Feast and Fasts of the Church of England, Meditations and Soliloquies of St. Augustine, Comber and Bennet on the Liturgy, Mr. Boyle on the Style of the Scriptures. Tillotson's Sermons, Paradise Lost with Addison's judicious and entertaining Remarks, Blackmore's Paraphrase on Job, Cowley's Davideis. For the gayer part of poetry, Mr. Waller, Mr. Cowley's _Mistress_, some pieces of Mr. Prior, particularly his _Henry_ and _Emma_. Mr. Norris's _Miscellany_, and Mr. Watts's _Horæ Lyricæ_. For precepts of Morality I would lay before her Sir Roger L'Estrange's _Seneca_ and his _Fables_; Mr. Collier's _Essays_ and his _Antoninus_ and some select pieces of the Letters and Spectators. For history, Lord Clarendon on the _Rebellion_ and Dr. Welwood's _Memoirs_ are suggested. For novels, the _Adventures of Telemachus_, translated by Mr. Ozell; and _Don Quixot_ by Mr. Motteux, Mr. Congreve, and others, are the only Pieces that I would offer to her. For Plays, tho' there are too many unfit for a young Lady's Perusal: yet such as _Cato_, _Love and Empire_, _Tamerlane_, the _Mourning Bride_, the _Distress'd Mother_, _Phædra and Hippolitus_, and the _Conscious Lovers_, with many more, can never be read without Pleasure and Improvement. Schools for young ladies increased in number during the eighteenth century, especially near London. Malcolm, in 1808, said that even so early as 1759 two or three houses might be seen in almost every village, with the inscription, "Young Ladies boarded and educated," where every description of tradesmen sent their children to be instructed, not in the useful attainments necessary for humble life, but the arts of coquetry and self-consequence--in short, those of a _young lady_. The person who received the children had then the sounding title of Governess: and French and Dancing-masters prepared the girl for the hour when contempt for her parents' deficiencies was to be substituted for affection and respect. Instead of reading their native language with propriety and just emphasis, it was totally neglected, and in place of nervous sentences and flowing periods, the vulgarisms of low life were continued; while the lady repeated familiar words of the French language with a sound peculiar to Boarding-schools, and quite unintelligible to a native of France: the pleasing labours of the needle were thrown aside, and the young lady soon became an adept in imitating laces and spoiling the beauty of coloured silks.[391] The _Idler_ in 1750 comments on female education as spoiling girls for service: