BEGAN A VERY CLEVER NOVEL--EVELINA IT WAS CALL'D, FRANCES Baylor Hill recorded on late October day in 1797. She had spent most of the previous week looking after household of sick children, interspersing her nursing chores with sewing projects. She was ready the diversion of good read and more than willing to slight her needlework. [K]nit short piece, she explained, for was reading the best part of the Evelina had claimed her; she finished the first volume in three days. In mid-November she picked up volume two, finished it in four days, and immediately began volume three. Her perpetual sewing duties, company, and funeral slowed her reading of the last volume, however. Still, she stole time almost every day week until November 28, when she noted triumphantly, I finish'd reading Evelina it is very good Novel and very entertaining. (1) By the end of the eighteenth century, the novel as genre was firmly planted on American soil. William Hill Brown had published The Power of Sympathy, generally regarded as the first American novel, in 1789, but English novels had permeated the colonial literary scene decades earlier. (2) Frances Baylor Hill's absorption in Evelina was characteristic of female readers, whether they read in England, New England, or the eighteenth-century South. Featuring women at the center of dramatic plots that turned upon disguise and deceit, seduction and betrayal, rebellion and reconciliation, the novel delivered moral lessons in style unmatched by traditional advice literature. Frances Baylor Hill dutifully read James Blair's Sermons when she could not get to church; regarded Dr. John Gregory's Legacy to His Daughters a very good Book; and regularly read letters on (3) But none of them captivated her as her novels did. Her reading exemplified the coexistence and persistence of devotional, traditional, and educational works as the canon of female education late in the century. The addition of novels, however, was telling portent of the change, seen in Virginian Lady Jean Skipwith's library by 1826, in which novels would supplant traditional advice literature. (4) Novels never dominated eighteenth-century southern reading, but their presence in southern libraries merits attention, their influence can be detected in the ways that women thought about female virtue, friendship, and identity. In our own century we tend to think of novels as recreational reading, and undoubtedly they served that function in the eighteenth century as well. But novels were more than diversions: they contained moral lessons, crucial in the education of southern women, both maid and matron; and this literature comprised the core readings of their education. While there was little formal education available to females, through this reading, white southern women participated actively in the life of the mind of the eighteenth-century Anglo-American world. Indeed, education of any kind was rather haphazard affair in the eighteenth-century South, even boys. Yet, regardless of rank, girls' education differed substantially from that of boys. For girls, learning consisted mostly of those housewifery skills they would need in marriage, reading, and perhaps writing. Even in gentry families, private tutors hired to teach both boys and girls divided the curriculum along gender lines, as the 1773-74 diary of Philip Vickers Fithian reveals: Latin and Greek the boys, and beginning arithmetic, writing, and reading the girls. Mrs. Neill's exclusive boarding school girls in Williamsburg, Virginia, offered the typical female ornamental education of needlework, music, dancing, as well as reading and writing. Even eleven-year-old Virginian Betty Pratt recognized the discrepancies in male and female education. She wrote in 1732 to her brother, who was in school in England, that write better already than can expect to do as long as live; and you are got as far as the Rule of three in Arithmetick, but can't cast up sum in addition cleverly, but am striving to do better every day. …