Writing Master

January 8

Carl Robert Keyes Daily Advert Update , , , , , , ,

What was advertised in a revolutionary American newspaper 250 years ago today?

New-York Gazette and Weekly Mercury (January 8, 1776).

“WRITING TAUGHT in six Weeks … Specimens of Improvement may be seen.”

Among the various advertisements that appeared in the January 8, 1776, edition of the New-York Gazette and Weekly Mercury, W. Elphinston offered his services as a writing tutor.  Although writing and reading are skills often taught simultaneously today, that was not always the case in eighteenth-century America.  For instance, at “Mrs. TAYLOR’s BOARDING SCHOOL” for “young LADIES” in Philadelphia, all students learned “Reading and the Grammar” along with sewing and embroidery, but they had to pay extra for instruction from a “Writing Master,” a “Drawing Master,” a “Dancing Master,” a “Musick Master,” and other tutors.  Some colonizers learned to read without simultaneously learning writing (or arithmetic).  Those who made their mark on documents rather than signing their names did not necessarily lack the skill to read those documents, but they did not benefit from instruction in forming the letters that they knew how to read.

Elphinston offered his assistance.  He did not teach reading; he assumed that his prospective students already possessed that skill at some level.  He expected them to apply what they already knew about reading to learning to write.  Elphinston claimed that his pupils would learn to write in just six weeks, provided that they devoted an hour per day to their lessons.  In addition to novices, he also helped those with rudimentary ability to improve their writing, yet he did not merely ask prospective students to take his word for it.  Instead, he made “Specimens of Improvement” available at the house where he gave lessons.  Anyone who considered engaging his services could examine those specimens themselves to see what kind of progress Elphinston’s former students made because of their lessons with the writing tutor.  He was not the only writing master to make specimens available to the public.  When a “Person from Boston” relocated to Connecticut and advertised that he “will teach in the most elegant and easy Manner, the several Hands now in Practice, both Useful and Ornamental,” he noted that a “Specimen of [his] Performance, in the several hands abovementioned, is left with the Printer … for the Inspection of any Person” who might hire him.  Newspaper advertisements attracted attention, but writing tutors believed that samples could seal the deal.

September 12

Carl Robert Keyes Daily Advert Update , , , , , , , , ,

What was advertised in a revolutionary American newspaper 250 years ago today?

Dunlap’s Maryland Gazette (September 12, 1775).

“Mrs. TAYLOR’s BOARDING SCHOOL … [for] young LADIES.”

The first advertisement in the September 12, 1775, edition of Dunlap’s Maryland Gazette, published in Baltimore, promoted “Mrs. TAYLOR’s BOARDING SCHOOL” for “young LADIES” on Philadelphia, apparently an elite institution based on the tuition.  The headmistress charged forty-five pounds per year along with an initial entrance fee of five pounds.  Taylor advised the parents and guardians of prospective pupils that they would be taught “Reading and the Grammar, plain work and to make every particular for their dress, to flower Muslin after the Dresden and French method, all kind of open work, to crown childrens caps, make up baby linen, mark letters, to pickle, preserve, and to clear-starch.”  The standard curriculum combined practical skills that prepared young women to run a household with some leisure activities that testified to their status.

Yet that was not the extent of the instruction that took place at Taylor’s boarding school.  For additional fees, her charges could opt for additional lessons taught by tutors that Taylor hired.  Students learned to form their letters from a “Writing Master” for fifteen shillings each quarter.  They learned their steps from a “Dancing Master” for a guinea (or twenty-one shillings) each quarter.  Although Taylor did not say so, those students presumably learned to dance with grace rather than focusing exclusively on the mechanics of minuets and other popular dances.  Lessons from a “Drawing Master” cost twenty-five shillings per quarter.  Taylor also listed a “Musick Mater &c. &c.” but did not note their rates.  Repeating the common abbreviation for et cetera twice suggested that other tutors taught painting, French, and other genteel pursuits in addition to singing and playing instruments.  Taylor operated her boarding school in the largest and most cosmopolitan city in the colonies.  For pupils aspiring to gentility, she could arrange for access to all sorts of instructors, allowing her students and their families to choose which kinds of lessons they needed or desired in addition to the standard curriculum.  For the gentry in Baltimore, a port growing in size and importance on the eve of the American Revolution, Taylor’s boarding school for young ladies may have looked very attractive indeed.

June 30

Carl Robert Keyes Daily Advert Update , , , , , , ,

What was advertised in a revolutionary American newspaper 250 years ago today?

Connecticut Gazette (June 30, 1775).

“A Person from Boston … will teach … the several Hands now in Practice.”

A “Person from Boston” sought to open a school in southwestern Connecticut in the summer of 1775.  He placed an advertisement in the Connecticut Gazette in hopes of reaching prospective pupils and their families, stating that he would commence instruction in New Haven “or any of the neighbouring Towns” if a sufficient number of “Scholars” signed up for lessons.  In addition to reading and arithmetic, he taught “the several Hands now in Practice, both Useful and Ornamental,” including “Round Hand, Roman Print, Italic Print, Italian Hand, Old English Print, and German Text.”

The schoolmaster did not give his name, instead merely identifying himself as a “Person from Boston, who was educated by one of the most eminent School-Masters in that Place.”  He asked that those “who may incline to favor and promote this Undertaking … leave their Names with the Printer” of the Connecticut Gazette.  Timothy Green, the printer, likely did more than keep a list of names of interested students.  He served as a surrogate for the anonymous schoolmaster.  Even though residents of New Haven and the vicinity did not know the “Person from Boston,” they did know Green and could ask him for his impressions of the man, whether he seemed reputable and capable of the instruction he proposed. Furthermore, the unnamed schoolmaster left “A Specimen of the above Person’s Performance, in the several Hands mentioned” at the printing office “for the Inspection of any Person who may incline the forward the Undertaking.”  Anyone who visited the printing office for that purpose could chat with Green about the “Person from Boston” as they examined the “Specimen.”

They might have learned that he was a refugee from Boston who left the city following the battles at Lexington and Concord.  When the siege of Boston commenced, Governor Thomas Gage and the Massachusetts Provincial Congress negotiated an agreement that allowed Loyalists to enter the city and Patriots and others to depart.  Other refugees from Boston resorted to newspapers advertisements to attract customers and clients after taking up residence in new towns.  It may have been a similar situation for the “Person from Boston” who found himself in New Haven at the beginning of the Revolutionary War.

January 6

Carl Robert Keyes Daily Advert Update , , , , ,

What was advertised in a colonial American newspaper 250 years ago today?

South-Carolina and American General Gazette (January 6, 1775).

“That Part of Education so universally admired … corresponding by Letter in a polite easy Stile.”

Benjamin Waller taught penmanship and so much more to female pupils in Charleston on the eve of the American Revolution.  In an advertisement addressed “TO THE LADIES” in the January 6, 1775, edition of the South-Carolina and American General Gazette, the tutor announced that he “opened a WRITING SCHOOL … for the Benefit of the Fair Sex only.”  His students learned “the Italian, or any other Hand,” yet Waller’s lessons extended beyond writing to encompass style.  He devoted much of his advertisement to describing the merits of “that Part of Education so universally admired, though very much neglected in this Province, that is, corresponding by Letter in a polite easy Stile.”

Waller likely intended for such an allegation to incite anxiety among many of his prospective pupils.  After all, Charleston was one of the largest and most cosmopolitan urban ports in the colonies.  The local gentry prided themselves on being as fashionable and genteel as their counterparts in New York and Philadelphia.  In addition, they guarded against being considered a backwater outpost when compared to London and other European cities.  Some would have been uncomfortable with Waller’s assertion that writing letters “in a Polite easy Stile” was not widely practiced in South Carolina, questioning whether they fell short of the ideal and put their deficiencies on display each time they wrote to family and friends.

Those were not the only stakes.  Waller deployed a series of questions to illustrate what prospective pupils would gain from his instruction: “What Exstacy does a Letter wrote from Children to parents, or from one Friend to another, raise in their Breast if there appears Simplicity with elevated Sentiments?  What transporting Pleasure must as Man feel while reading kind Expressions from his lovely Consort’s Pen?  What an Impression does every Sentence leave on the Heart, endearing the Writer to the Receiver.”  Writing letters, Waller argued, was not merely a skill but an art, just as much as the drawing and painting lessons advertised by other tutors.  Women who were truly genteel could not take knowing how to write for granted; they also needed guidance, Waller suggested, in forming their thoughts and expressing them gracefully.

September 18

Carl Robert Keyes Daily Advert Update , , , , , , ,

What was advertised in a colonial American newspaper 250 years ago today?

Maryland Journal (September 18, 1773).

“A lecture on the necessity, advantage, beauty, and propriety of a just vocal expression.”

When Mr. Rathell, “formerly of Annapolis, Teacher of the English Language, Writing-master and Accomptant,” opened a school and offered private lessons in Baltimore he introduced himself to prospective students and their families with an advertisement in the Maryland Journal.  Much of the lengthy advertisement focused on establishing his experience and credentials.  Rathell noted that he “for some time superintended the Academy of the late eminent Mr. Dove, professor of oratory in Philadelphia.”  That led to Dove recommended him as a private tutor who earned “the approbation of many respectable families” in the largest city in the colonies.  Rathell claimed that he “can produce indubitable proofs” of Dove’s approval of his endeavors as a private tutor.  He also promised to strive to continue “to do justice to the recommendation of the celebrated teacher … whose memory is justly revered by the first literary character in America.”  If prospective students and their families were not familiar with “the late eminent Mr. Dove,” Rathell implicitly suggested that reflected on them and gave all the more reason that those who wished to rank among the genteel needed to engage his services.

Furthermore, the tutor gained additional experience in Lancaster, Pennsylvania.  “To give still greater weight to his credit as a private tutor,” Rathell exclaimed, “he cannot avoid mentioning, with very great respect, that at Lancaster he has been favoured with an attendance on several Ladies eminent for literary accomplishments.”  He lauded his former pupils, recognizing “their own happy genius,” while also insisting that their accomplishments “would give consequence to, and establish the reputation of, the most capital teacher at the first court in Europe.”  Despite the distance that separated Baltimore from London, Paris, and other centers of cultural and fashion, Rathell asserted that his students received instruction that rivaled that available to monarchs and nobles.

Rathell also used his advertisement to preview a program that he envisioned, one that had the potential to enhance his reputation in Baltimore and attract more students to his school.  He proposed “to read, in public, a few pieces from the most eminent English authors.”  The elocution of the “Teacher of the English Language” would be on full display for his audience.  In addition, he planned “to deliver a lecture on the necessity, advantage, beauty, and propriety of a just vocal expression, wherein the use and elegance of accent, quantity, emphasis, and cadence will be illustrated.”  Again, Rathell made an implicit argument to prospective students and their families.  It did not matter how expansive their knowledge of literature or how fashionably they dressed if their manner of speaking betrayed them as not truly genteel.  Learning to express themselves with “elegance” was an aspect of personal comportment vital to demonstrating status and sophistication.  Those who did not master their speech risked being considered imposters when they gathered with the better sort.  Like many other tutors, whether they taught elocution or dancing or French, Rathell played on the anxieties and insecurities of prospective students and their families while also trumpeting his experience successfully teaching others skills associated with gentility and social standing.

August 17

Carl Robert Keyes Daily Advert Update , , , , , , ,

Who was the subject of an advertisement in a colonial American newspaper 250 years ago today?

Pennsylvania Packet (August 17, 1772).

“He came on redemption, and was disappointed in meeting his expected friend.”

James Gordon found himself in an unanticipated situation when he migrated from Londonderry to Philadelphia in the summer of 1772.  The “WRITING-MASTER AND ACCOMPTANT” declared that he “came on redemption, and was disappointed in meeting his expected friend.”  In other words, he did not pay his passage in advance, nor did he sign an indenture and agree to work for a set number of years in exchange for transportation across the Atlantic.  Instead, Gordon became a redemptioner.  Compared to indentured servants who signed contracts that outlined their commitments in advance of departing European ports, redemptioners were “redeemed” by colonizers who paid their passage upon arrival.  Many redemptioners arranged in advance for family and friends to redeem them.  Others, however, sailed without knowing who might redeem them, sold into indentured servitude after crossing the Atlantic.  That system was especially popular with German-speaking migrants.  Newspapers published in Philadelphia ran the greatest numbers of advertisements offering redemptioners for sale.

Gordon apparently thought that a friend would redeem him when he arrived in Philadelphia, though the friend may not have been aware of that arrangement.  Whatever the circumstances, he placed an advertisement seeking a patron to redeem him by paying for his passage and hiring him “as a Clerk or Schoolmaster.”  Gordon expressed his willingness to work for “any Gentleman, Merchant, Farmer, or other, in any part of the province of Pennsylvania, or New-Jersey.”  If no one who wanted to hire him as a clerk or schoolmaster were to “pay his redemption,” he could be redeemed by someone who had him do other kinds of work that Gordon likely would have found much less agreeable.

To avoid that possibility, Gordon added a nota bene in which he attempted to promote the qualities that made him a good schoolmaster and clerk while simultaneously not scaring off prospective employers by overselling himself.  Perhaps most importantly, he wanted to impress them with his honesty.  “As the generality of advertisers are pleased to embellish their abilities with the most exalted encomiums,” he declared, “the above Gordon, as to that point inclines to be silent, only, that by his behaviour, method of teaching, (or clerkmanship) and assiduity, flatters himself of meriting the kind approbation of any employer.”  Gordon hoped that his advertisement would convince someone would hire him as a schoolmaster or clerk.  Otherwise, he faced the prospects of the owner or captain of the vessel that carried him across the ocean would allow others to “pay his redemption” and employ him as they saw fit.  Gordon may have thought that he had a deal in place when he left Londonderry, but redemption turned out to be a gamble for the writing master and clerk.