On National Education : Part 5

A Vindication of the Rights of Woman: With Strictures on Political and Moral Subjects
by Mary Wollstonecraft

(Page 18 of 23)

When, therefore, I call women slaves, I mean in a political and civil sense; for, indirectly they obtain too much power, and are debased by their exertions to obtain illicit sway.

Let an enlightened nation then try what effect reason would have to bring them back to nature, and their duty; and allowing them to share the advantages of education and government with man, see whether they will become better, as they grow wiser and become free. They cannot be injured by the experiment; for it is not in the power of man to render them more insignificant than they are at present.

To render this practicable, day schools for particular ages should be established by government, in which boys and girls might be educated together. The school for the younger children, from five to nine years of age, ought to be absolutely free and open to all classes.* A sufficient number of masters should also be chosen by a select committee, in each parish, to whom any complaint of negligence, etc. might be made, if signed by six of the children's parents.

(*Footnote. Treating this part of the subject, I have borrowed some hints from a very sensible pamphlet written by the late bishop of Autun on public Education.)

Ushers would then be unnecessary; for, I believe, experience will ever prove, that this kind of subordinate authority is particularly injurious to the morals of youth. What, indeed, can tend to deprave the character more than outward submission and inward contempt? Yet, how can boys be expected to treat an usher with respect when the master seems to consider him in the light of a servant, and almost to countenance the ridicule which becomes the chief amusement of the boys during the play hours?

But nothing of this kind could occur in an elementary day-school, where boys and girls, the rich and poor, should meet together. And to prevent any of the distinctions of vanity, they should be dressed alike, and all obliged to submit to the same discipline, or leave the school. The school-room ought to be surrounded by a large piece of ground, in which the children might be usefully exercised, for at this age they should not be confined to any sedentary employment for more than an hour at a time. But these relaxations might all be rendered a part of elementary education, for many things improve and amuse the senses, when introduced as a kind of show, to the principles of which dryly laid down, children would turn a deaf ear. For instance, botany, mechanics, and astronomy. Reading, writing, arithmetic, natural history, and some simple experiments in natural philosophy, might fill up the day; but these pursuits should never encroach on gymnastic plays in the open air. The elements of religion, history, the history of man, and politics, might also be taught by conversations, in the socratic form.

After the age of nine, girls and boys, intended for domestic employments, or mechanical trades, ought to be removed to other schools, and receive instruction, in some measure appropriated to the destination of each individual, the two sexes being still together in the morning; but in the afternoon, the girls should attend a school, where plain work, mantua-making, millinery, etc. would be their employment.

The young people of superior abilities, or fortune, might now be taught, in another school, the dead and living languages, the elements of science, and continue the study of history and politics, on a more extensive scale, which would not exclude polite literature. Girls and boys still together? I hear some readers ask: yes. And I should not fear any other consequence, than that some early attachment might take place; which, whilst it had the best effect on the moral character of the young people, might not perfectly agree with the views of the parents, for it will be a long time, I fear, before the world is so enlightened, that parents, only anxious to render their children virtuous, will let them choose companions for life themselves.

Besides, this would be a sure way to promote early marriages, and from early marriages the most salutary physical and moral effects naturally flow. What a different character does a married citizen assume from the selfish coxcomb, who lives but for himself, and who is often afraid to marry lest he should not be able to live in a certain style. Great emergencies excepted, which would rarely occur in a society of which equality was the basis, a man could only be prepared to discharge the duties of public life, by the habitual practice of those inferior ones which form the man.

In this plan of education, the constitution of boys would not be ruined by the early debaucheries, which now make men so selfish, nor girls rendered weak and vain, by indolence and frivolous pursuits. But, I presuppose, that such a degree of equality should be established between the sexes as would shut out gallantry and coquetry, yet allow friendship and love to temper the heart for the discharge of higher duties.

These would be schools of morality - and the happiness of man, allowed to flow from the pure springs of duty and affection, what advances might not the human mind make? Society can only be happy and free in proportion as it is virtuous; but the present distinctions, established in society, corrode all private, and blast all public virtue.

I have already inveighed against the custom of confining girls to their needle, and shutting them out from all political and civil employments; for by thus narrowing their minds they are rendered unfit to fulfil the peculiar duties which nature has assigned them.

Only employed about the little incidents of the day, they necessarily grow up cunning. My very soul has often sickened at observing the sly tricks practised by women to gain some foolish thing on which their silly hearts were set. Not allowed to dispose of money, or call any thing their own, they learn to turn the market penny; or, should a husband offend, by staying from home, or give rise to some emotions of jealousy - a new gown, or any pretty bauble, smooths Juno's angry brow.

About the Author

Mary Wollstonecraft (27 April 1759 - 10 September 1797) was a British writer, philosopher and feminist. During her brief career, she wrote novels, treatises, a travel narrative, a history of the French Revolution, a conduct book, and a children's book. Wollstonecraft is best known for A Vindication of the Rights of Woman (1792), in which she argues that women are not naturally inferior to men, but only appear to be because they lack education. She suggests that both men and women should be treated as rational beings and imagines a social order founded on reason.