METHODS OF INSTRUCTION.
FEMALE EDUCATION.
Some weeks ago we announced in the Register, that Mr. and Mrs. Berkeley would open an Institution for the education of young ladies in this city, upon a new plan. Being pleased with the style of the advertisement, and becoming acquainted with the gentleman and lady, we have paid occasional visits to their School, and acknowledge ourselves pleased with the manner in which they impart instruction, and with the kind and pleasing treatment of their pupils. They are not employed in reading and committing portions of elementary books to memory, for the purpose of recital. But few books are used. Knowledge is communicated by means of familiar lectures, and free conversation, in which the subject under discussion is illustrated in such a way as to be perfectly understood by the students—and where a technical or uncommon word occurs, it is explained to them. And to ascertain with certainty that these lectures and conversations are duly comprehended, the scholars have exercises given them to write every evening, in which they express their ideas in their own way. These exercises were shown to the Teachers, are corrected, and, if necessary, further explained.
In this manner, the pupils become more thoroughly acquainted with their studies, and in a much shorter period than in the usual mode of communicating instruction; their time is fully employed, first on one subject and then on another, and so far from exhibiting weariness on their return home, they are cheerful, and delighted with their Teachers.
To the usual studies of our Female Academies, are added, familiar lectures on Botany, Mineralogy, Natural History, Chemistry and Geometry. The French Language is also taught to such as desire it; and Mrs. Berkeley teaches Drawing and Painting on Velvet, and plain and ornamental Needle-work.
We take pleasure in noticing this Institution, and shall be glad to find that our doing so has the effect of inducing such of our citizens as have daughters or wards to educate, to pay the School a visit, for we fear, except its merits be ascertained, and it receive a more general patronage, we shall lose the advantages offered to us by these able Teachers, as we cannot expect them to sacrifice their time and talents without a reasonable remuneration. We know indeed, that they have been invited to a neighboring town; but we believe they prefer Raleigh to any other situation in the State. We hope, therefore, they will meet with that support which we think they deserve.
—Editorial, Raleigh Register, March 17, 1831.
(Source: North Carolina Schools and Academies, 1790-1840, By Charles L. Coon 1914)
