This article explores intersections between portraiture, printed genre images and conduct literature in late eighteenth-and early nineteenth-century Britain, focusing on representations of textile crafts and their accoutrements. In extant scholarship needlework has been characterised as an important site of debate, a discursive locus wherein the qualities of appropriate femininity were sketched out and redefined. Centring on the very mechanisms by which this discourse operated, this article argues that visual and literary images of textile-work were central to the creation of a grammar of respectable femininity, a symbolic language that variously advocated maternal instruction, domestic industry and marital eligibility.In the last few decades of the eighteenth century a very specific kind of familial portraiture emerged. Portraits such as Sir Joshua Reynolds's The Ladies Waldegrave (1781; Fig. 1) were typical of a genre of images in which young women, specifically sisters, were shown to practise an interrelated set of polite accomplishments including drawing, needlework, reading and playing music. 1 Yet the cultural intersections implied by these works goes beyond a witty play on sister arts undertaken by sister sitters. In fact, a far more complex notion of sister arts is simultaneously present in such portraits: an intimate and implicit relationship between paint, print and practice.Accomplishments featured consistently within genre prints, painted portraiture and conduct literature throughout the eighteenth and early nineteenth centuries. John Burton's didactic text Lectures on Female Education and Manners (1793), for example, expounded the acquisition of accomplishments 'that will contribute to render you serviceable in domestic, and agreeable in social life', and would transform their practitioners into 'obedient Daughters, faithful Wives and prudent Mothers', three related feminine identities whose construction this article will seek to interrogate. 2 Chief among such pursuits was a set of related yet distinctive textile-based practices that included both traditionally defined forms of needlework such as sewing, working on a tambour and embroidery, as well as textile practices such as lace-making and spinning, which often appear simultaneously within such representations. In eighteenth-and early nineteenth-century Britain all girls learned plain sewing: basic stitches that would allow them to make and repair textiles. Beyond this, the complexity and variation of stitches learned was dependent on the student's social and economic status: girls of lower classes were expected to possess a basic knowledge of sewing for housewifery and even paid work, while those from middling and upper class backgrounds also learned a variety of ornamental stitches, known as fancy work. 3 Focusing on the second half of the eighteenth century and the earliest decades of the nineteenth, this article examines a particular moment in the history of women's education, characterised by the so-called 'accomplishment debates', on the on...