Examine the nature of the revolution in women's education proposed by Mary Wollstonecraft?

 According to Wollstonecraft the only reason for women’s state is their lack of education. In Chapter V she attacks several writers, especially Rousseau, who had written poor accounts of women. Wollstonecraft cites and comments on long passages from Emile. She is not unaware of Rousseau’s relationships with women. In her chapter “On National Education,” she states:

“Whoever drew a more exalted female character than Rousseau? Though in the lump he constantly endeavoured to degrade the sex. And why was he thus anxious? Truly to justify to himself the affection which weakness and virtue had made him cherish for that fool Theresa. He could not raise her to the common level of her sex; and therefore he laboured to bring woman down to hers. He found her a convenient humble companion, and pride made him determine to find some superior virtues in the being whom he chose to live with; but did not her conduct during his life, and after his death, clearly show how grossly he was mistaken who called her a celestial innocent.”

She wrote in her preface that “My main argument is built on this simple principle, that if [woman] be not prepared by education to become the companion of man, she will stop the progress of knowledge and virtue; for truth must be common to all”, Wollstonecraft contends that society will degenerate without educated women, particularly because mothers are the primary educators of young children. She attributes the problem of uneducated women to men and “A false system of education, gathered from the books written on this subject by men who [consider] females rather as women than human creatures”. Women are capable of rationality; it only appears that they are not, because men have refused to educate them and encouraged them to be frivolous (Wollstonecraft describes silly women as “spaniels” and “toys”). While stressing it is of the same kind, she entertains the notion that women might not be able to attain the same degree of knowledge that men do.

The Position of Women

      One of Wollstonecraft’s central arguments in the Rights of Woman is that women should be educated rationally in order to give them the opportunity to contribute to society. In the eighteenth century, it was often assumed by both educational philosophers and conduct book writers, who wrote what one might think of as early self-help books, that women were incapable of rational or abstract thought. Women, it was believed, were too susceptible to sensibility and too fragile to be able to think clearly. Wollstonecraft, along with other female reformers such as Catharine Macaulay and Hester Chapone, maintained that women were indeed capable of rational thought and deserved to be educated. She argued this point in her own conduct book, Thoughts on the Education of Daughters (1787), in her children’s book, Original Stories from Real Life (1788), as well as in the Rights of Woman.

 Wollstonecraft attacks conduct book writers such as James Fordyce and John Gregory as well as educational philosophers such as Jean-Jacques Rousseau who argue that a woman does not need a rational education. Rousseau famously argues in Emile (1762) that women should be educated for the pleasure of men; Wollstonecraft, infuriated by this argument, attacks not only it but also Rousseau himself. Intent on illustrating the limitations that contemporary educational theory placed upon women, Wollstonecraft writes, “taught from their infancy that beauty is woman’s sceptre, the mind shapes itself to the body, and, roaming round its gilt cage, only seeks to adorn its prison”, implying that without this damaging ideology, which encourages young women to focus their attention on beauty and outward accomplishments, they could achieve much more. Wives could be the rational “companions” of their husbands and even pursue careers should they so choose: “women might certainly study the art of healing, and be physicians as well as nurses. And midwifery, decency seems to allot to them . . . they might, also, study politics . . . Business of various kinds, they might likewise pursue.”

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