The first chapter

From reading the first chapter of Hannah Foster’s The Boarding School, it becomes evident that Foster vigorously advocates for a boarding school education for young women. She claims that, “the foundation of a useful and happy life must be laid in youth,” thus implying that mental structures of women form early in life and that the boarding school process greatly contributes to the transformation from a young lady into a woman (Foster front matter). Even on the book’s cover this thesis prevails, “information, instruction, and advice, calculated to improve the manners, and form the character of young ladies” (Foster cover). By making these claims, Foster enables her book to associate with and attempt to convince parents in sending their daughters to boarding school by utilizing ethos, logos, and pathos appeals. She incorporates ethos because Foster herself attended boarding school, logos by including the accounts of a boarding school headmistress and students, and pathos by relating to the parents through herself being a mother of six. In Foster’s first chapter alone, she assuages many concerns parents share before sending their daughter away, including a schedule of an average day.
From outside research I discovered that Hannah Foster never owned or worked at a boarding school. However, shortly following her mother’s death in 1762, she attended a New England boarding school. The boarding school that Foster describes in her book is not the same as she attended; furthermore, today both of these schools would not be considered boarding schools but instead finishing schools (concentrating more on preparing young women for marriage and proper etiquette than education).
From her writings, which enunciate the importance of boarding school, it can be concluded that Foster enjoyed her boarding school experience. In The Boarding School, Foster writes in a perspective point of view. She frequently quotes or writes in observation of others, such as Mrs. Williams who oversees the school, “William’s inspection, and the candid perusal and criticism of her companions; and the subject canvassed with great freedom of opinion, they withdrew from the tasks of the day to feel that relaxation and amusement, which each preferred” (Foster 10). Foster constantly reinstates the good mannerisms of the ladies who attend the boarding school of Mrs. Williams. Following the conclusion of a speech by the headmistress addressing graduating students, foster portrays the ladies as well mannered well taught by describing how “they most affectionately assured Mrs. Williams, that it should be their daily study to profit by her lessons” (Foster 16).
She continues to describe the process of selecting the young women to live and study with the sensible Mrs. Williams as selective and privileged, “all young ladies, who had previously received the first rudiments of learning, and been initiated into the polite accomplishments, which embellish virtue and soften the cares of human life” (Foster 6). Foster supports the first pages in her book by pervading them with quotes from Mrs. Williams concerning the graduation and personal experiences of students. Through Mrs. Williams quotes, Foster’s claims on the value of a boarding school experience expand and flourish.