Books provided a ready means of transmitting English standards of life to the colony. The carefully selected volumes in the manor houses clearly reveal their owners' aspiration to become "compleat gentlemen." It was not unusual for the collection of a prosperous planter to number as many as one or two thousand. Works providing guidance in the mode of life they admired greatly predominated, though works of literature were not absent. English "courtesy" and "conduct" books were on every gentleman's shelves. Richard Allestree's A Gentleman's Calling and Henry Peacham's The Compleat Gentleman, and other works which portrayed fortitude, prudence, temperance, justice, liberality, and courtesy as cardinal virtues appear again and again in the inventories of the period, along with the writings of Castiglione and other Italians of an earlier day from whom English authors had derived ideas of courtly conduct.
Most numerous were works stressing a gentleman's religious obligations. Duty to God and Church was set forth in devotional works of various kinds, collections of sermons, and theological treatises. Then came books on historical subjects which offered actual examples of men of great deeds. There were also many volumes on politics and statecraft and military manuals, all of them useful in teaching the larger obligations which a man of wealth owed to society. Guidance in the practical duties of a great estate was furnished in treatises on various phases of farming and gardening, manuals of medicine and surgery, books on surveying and engineering, commentaries on law and legal procedure and handbooks of architecture.[8]
Naturally, the character of the schooling provided for the growing generation greatly concerned the Virginia gentlemen. Many, eager to give their children direct contact with the traditional learning and culture of the mother country, sent them for a period of years to English schools.[9] Not infrequently, mere infants were placed under the protection of relatives and friends in the mother country. As early as 1683 William Byrd II, then nine years old, and his sister Susan, about six, were being watched over in English schools by their Horsmanden grandparents, and plans were making to send over their little sister, Ursula, aged four. Each of the great "King" Carter's five boys was sent overseas at an early age. In 1762 John Baylor of Caroline County, who had received his own education at Putney Grammar School and Caius College, Cambridge, sent his twelve-year-old son to Putney, and about the same time put his four young daughters at a boarding school at Croyden in Kent.[10]
The high value placed upon schooling in England is well illustrated in the attitude of Robert Beverley of "Blandfield" when he prepared to send his young son, William, abroad in 1773. Confiding the lad for a season to a tutor in the home of his father-in-law, Landon Carter of "Sabine Hall," he carefully explained his purpose. "I would recommend to Mr. Menzies the Latin Lillies Grammar," he wrote Carter, "because, as no other rudiments are used in any Schools of Eminence, when he goes to England, he may in part have gotten over the Drudgery of Education. All I wish to learn him in Virginia is, to read, write, & cypher, & do as much with his Grammar, as the Time will admit of...."[11] Planters frequently provided in their wills that their young sons and daughters be educated abroad. It is likely that an even larger number of small children would have been sent "home," as the planters fondly called the mother country, had their parents not feared the dangers of an ocean voyage and the mortal effects of the smallpox which was raging in England during the eighteenth century.
As an alternative to sending children overseas, the traditional learning of the English schools could be brought to Virginia by English-trained tutors and governesses. Well-to-do planters customarily engaged such persons to instruct their children at home, even when it was planned to send the youngsters abroad later. They also employed dancing and music masters to visit their households at regular intervals. A building near the mansion was generally set aside as a schoolroom. There the master's children and perhaps those of some neighboring planters were taught. The young men and women who came overseas to teach the children of Virginia were honored members of the households in which they lived. Great care was taken in selecting them. After a number of young Scotchmen had come to the colony as tutors during the eighteenth century, it was feared they would "teach the children the Scotch dialect which they can never wear off."[12] Throughout the period one finds frequent mention of the need of suitable instructors in the letters of the planters to their factors in the mother country. After the middle of the century, tutors were sometimes secured from Princeton and other American colleges.[13]
A goodly number of the youths sent to the English schools enrolled later at the colleges of Oxford and Cambridge, and others who had been educated by private tutors were also sent there. Certain families sent generation after generation of sons to these universities. At intervals from the time that Ralph Wormeley, the second of that name, had matriculated at Oriel College, Oxford, in 1665, until the outbreak of the Revolution, his kinsmen were found in English colleges. Not a few young Virginians attended the Inns of Court.
In his domestic establishment the planter sought to reproduce as nearly as he conveniently could the residence of the English gentry with its gardens, lawns, and parks. Plans of English homes and gardens, which intelligent workmen or even a layman might adapt, were accessible in the handbooks of architecture and gardening found in many of the planters' libraries. In some instances the striking similarity of detail leaves little doubt that the plans for a planter's residence derived directly from plates in these books. All the forms common to the English country architecture of the period were employed in the plantation residences. Sometimes English master builders and gardeners were imported to supervise the construction of the residences and the planting of the grounds.
The vogue for formality in English architecture and landscaping was mirrored in the arrangement of the Virginia estates. The mansions were generally placed according to carefully preconceived plans in a formal setting which nonetheless managed to achieve an air of ease and naturalness. Balance and symmetry were observed everywhere, with the buildings, gardens, and extensive lawns forming component parts of one composition. Walks of brick or oyster shell crossed the grounds in geometric pattern. If a bowling green or formal garden flanked one side of the mansion, an orangery or perhaps a park stocked with deer flanked the other.
English box and other ornamental plants were used with fine effect. Terraces, elaborate parterres, sunken panels, canals, and dramatic vistas gave variety to the scene. "Falling gardens" were popular at the residences situated on high eminences overlooking the great rivers and marshes.[14] Not infrequently, as at "Blandfield," a ha-ha provided a note of pleasant surprise for one walking on the lawns.[15] Graceful garden houses, dovecots, and other miniature structures, carefully placed, sometimes imparted a fanciful atmosphere to the whole. Every estate had its orchard, the fruit of which surpassed the choicest specimens of the homeland. Wildernesses or preserves of transplanted trees might be found at some distance from the residence, and sometimes serpentine drives and walks invited one to explore hidden retreats.
Situated amidst such attractive surroundings, the residences appeared to fine advantage. Their architectural arrangement contributed much to their impressiveness. At the same time it was admirably suited to the peculiar needs of plantation life. The mansion or "great house" was but the central unit, about which, at carefully spaced intervals, stood numerous smaller structures, all subsidiary to it. Spoken of indiscriminately as "offices," these dependent buildings all served some useful purpose or function in the domestic economy.