Thoughts on the Education of Daughters - Mary Wollstonecraft

Summary

'Thoughts on the Education of Daughters' by Mary Wollstonecraft is a pedagogical treatise outlining her ideas on how young women should be educated to become rational, virtuous, and independent individuals. Published in 1787, it predates her more famous 'A Vindication of the Rights of Woman' but already lays the groundwork for her feminist philosophy. The book argues against the prevailing educational practices that focused on superficial accomplishments, social graces, and cultivating excessive sensibility, which Wollstonecraft believed rendered women weak, dependent, and ultimately unhappy. Instead, she advocates for an education rooted in reason, moral discipline, and the development of a strong character, enabling women to fulfill their duties effectively as wives, mothers, and members of society, and to find contentment regardless of their marital status. It covers various aspects of a girl's life, from infancy to marriage, emphasizing the importance of parental guidance, rational thought, and practical skills over vanity and fleeting pleasures.

Book Sections

Section: Introduction

Wollstonecraft begins by lamenting the state of female education in her time, which she believes often fosters vice and unhappiness rather than virtue and wisdom. She asserts that the happiness of society depends on the proper education of women, as they are the primary educators of children and play a crucial role in forming the character of future generations. She introduces the idea that women are often taught to be weak and dependent, focusing on external appearances and superficial accomplishments to attract a husband, rather than cultivating their minds and moral faculties. The overarching goal of the book is to outline a method of education that will lead young women to genuine virtue, independence, and lasting contentment.

Roles Discussed	Characteristics	Motivations
The Daughter/Girl	Potential for reason and virtue; often misled by societal expectations; susceptible to vanity and dependency if improperly educated.	To achieve personal happiness and societal contribution; often driven by a desire for approval and affection.
The Mother	Primary educator and moral guide; immense influence on her children's development; often constrained by her own poor education and societal pressures.	To raise virtuous children; to secure her children's future happiness and social standing; often motivated by love and duty.
The Father	Provides overall direction and moral environment; often less involved in the daily education of daughters; sets the tone for family values.	To ensure the family's welfare and reputation; to provide for his children; often motivated by responsibility and ambition.
The Governess/Teacher	Professional educator; ideally a woman of reason and virtue; often restricted by parental expectations and social norms.	To impart knowledge and moral principles; to earn a living; sometimes motivated by a genuine desire to educate, other times by necessity.
Society/The World	Source of prevailing norms and expectations; often promotes superficiality and dependency in women; exerts powerful influence on individual choices.	To maintain existing social hierarchies and gender roles; driven by tradition, custom, and economic structures.

Section: The Nursery

Wollstonecraft emphasizes the profound importance of early childhood experiences in shaping a child's character. She criticizes the common practice of spoiling children with excessive indulgence and flattery, which she argues instills self-love, vanity, and a lack of self-control. She advocates for a nursery environment that fosters natural curiosity, simplicity, and truthfulness. Children should be taught to manage their emotions, understand the consequences of their actions, and develop a sense of empathy rather than being encouraged to seek constant attention or praise. She suggests that plain dress, simple food, and ample outdoor activity are more beneficial than luxurious comforts, preparing children for the realities and potential hardships of life. The aim is to cultivate a robust physical and moral constitution from the earliest years.

Section: Sensibility

This chapter critiques the excessive cultivation of "sensibility" in women, a prevailing ideal of the time that equated femininity with extreme emotionality, delicate nerves, and a propensity for fainting or intense feeling. Wollstonecraft argues that while a degree of natural sensibility is desirable, its exaggerated emphasis makes women weak, dependent, and irrational. It distracts them from developing their intellect and moral strength, rendering them incapable of coping with life's difficulties. Instead of promoting constant emotional arousal, she advocates for tempering feelings with reason and cultivating fortitude. True strength, she posits, lies not in reacting impulsively to every slight emotion, but in reasoned judgment and a steady mind. She believes that an education focused on reason will produce women capable of genuine, lasting affection rather than fleeting, dramatic passions.

Section: Boarding Schools

Wollstonecraft offers a scathing critique of boarding schools for girls, particularly those designed for the upper classes. She argues that these institutions, far from providing a superior education, often corrupt young minds by fostering vanity, artificiality, and a lack of genuine moral instruction. In large groups, children tend to imitate each other's follies rather than learning solid principles. She points out that the focus is often on accomplishments meant to attract a husband, such as music, dancing, and superficial manners, while neglecting critical thinking, moral reasoning, and the development of domestic skills. She also notes the dangers of forming intense, often fleeting, friendships based on sentimentality rather than shared values, and the absence of a true parental figure to provide consistent moral guidance. For Wollstonecraft, a home-based education under the direct supervision of a virtuous and educated mother is far preferable.

Section: Accomplishments & Reading

In these chapters, Wollstonecraft distinguishes between truly valuable knowledge and mere superficial "accomplishments." While she doesn't entirely dismiss skills like music or drawing, she argues that they should be pursued for genuine enjoyment and personal enrichment, not as tools for display or to attract a suitor. The primary focus of a girl's education, she contends, should be on cultivating her understanding and moral faculties.

Regarding reading, she advises against novels that inflame the imagination with unrealistic romantic notions and foster idleness. Instead, she recommends books that teach practical knowledge, history, geography, and moral principles. She stresses that reading should be an active, thoughtful process, aimed at developing critical thinking and rational judgment, rather than passive consumption for entertainment. The goal is to build a well-informed mind capable of independent thought and sound decision-making, preparing women for the intellectual demands of motherhood and responsible household management.

Section: Marriage & The Mother

Wollstonecraft discusses marriage not as the sole goal of a woman's existence, but as a partnership that should be founded on mutual respect, reason, and shared values, rather than fleeting passion or economic necessity. She argues that an educated woman is better equipped to choose a suitable partner and to sustain a fulfilling marriage. She emphasizes the importance of a wife being a companion and friend to her husband, capable of intelligent conversation and shared intellectual pursuits, rather than merely an ornamental possession.

Crucially, she highlights the vital role of the educated mother. An educated woman, she asserts, will be better prepared to guide her children morally and intellectually, fostering their virtues and reason from an early age. She will be capable of creating a home that nurtures character and intelligence, becoming the cornerstone of a virtuous family and, by extension, a virtuous society. For Wollstonecraft, the ultimate purpose of female education is to enable women to fulfill these critical roles effectively, finding personal dignity and societal utility in the process.

Literary Genre

Educational Treatise, Conduct Book, Essay Collection, Early Feminist Philosophy.

Author Facts

• Mary Wollstonecraft (1759–1797): An English writer, philosopher, and advocate of women's rights.
• Pioneer of Feminism: Often regarded as one of the founding feminist philosophers.
• Major Works: Best known for 'A Vindication of the Rights of Woman' (1792), where she argues that women are not naturally inferior to men but appear to be so because of a lack of education.
• Personal Life: Her life was marked by unconventional relationships and a strong belief in individual liberty. She had two daughters, Fanny Imlay (with American businessman Gilbert Imlay) and Mary Godwin (with philosopher William Godwin).
• Legacy: Her daughter, Mary Shelley, went on to write 'Frankenstein'. Wollstonecraft died shortly after giving birth to Mary Shelley due to complications.

Morale

The central morale of 'Thoughts on the Education of Daughters' is that the proper education of women is essential for their personal happiness, moral development, and the well-being of society. Women should be educated to cultivate reason, virtue, and independence, rather than focusing on superficial accomplishments, vanity, or excessive emotionality. This will enable them to become rational companions, effective mothers, and self-sufficient individuals capable of navigating life's challenges with fortitude and dignity, regardless of their marital status.

Curiosities

• Precursor to a Masterpiece: This book, published five years before 'A Vindication of the Rights of Woman', already contains many of the core ideas Wollstonecraft would later expand upon regarding female education and societal roles.
• Personal Experience: Wollstonecraft had worked as a governess herself, giving her firsthand experience with the educational practices she critiques. This personal insight adds a layer of practical observation to her philosophical arguments.
• Influence of Rousseau: While Wollstonecraft admired aspects of Jean-Jacques Rousseau's educational theories, particularly his emphasis on natural education, she vehemently disagreed with his views on female education, as expressed in 'Emile, or On Education', which relegated women to a subservient role. Her works can be seen as a direct challenge to Rousseau's ideas on gender.
• Financial Necessity: This book, like many of her early works, was written primarily out of financial necessity. Wollstonecraft supported herself through writing, which was unusual for a woman of her time.
• Target Audience: Although her later works would appeal to a broader intellectual audience, 'Thoughts on the Education of Daughters' was aimed more directly at mothers and educators of the upper-middle class, offering practical guidance for raising girls.