_On the Importance of the Education of Daughters._
The Education of Girls is, in general, exceedingly neglected:[1] custom,
and maternal caprice, often appear to have the entire regulation of it.
It absolutely seems as if we supposed the sex to be in need of little
or no instruction. On the other hand, the Education of _Boys_ is
considered as a very important concern, affecting the welfare of
the public; and although it be frequently attended with errors and
mistakes, great abilities are nevertheless thought necessary for the
accomplishment of it. The brightest talents have been engaged to form
plans and modes of instruction:--What numbers of masters and colleges
do we behold? What expences incurred in the printing of books, in
researches after science, in modes of teaching languages, in the
establishment of professors? All these grand preparations may probably
have more shew than substance, but they sufficiently denote the high
idea we entertain of the education of Boys. In regard to Girls, some
exclaim, "why make them learned? curiosity renders them vain and
conceited: it is sufficient if they be one day able to govern their
families, and implicitly obey their husbands!" Examples are then
adduced of many women whom science has rendered ridiculous; and on
such contemptible authority we think ourselves justified in blindly
abandoning our daughters to the conduct of ignorant and indiscreet
mothers.
[1] It must be remembered that the above sentiment was expressed in
the year 1688, when the want of a good system of female education
was universally felt and regretted. At the present day, we witness
a noble reverse of things; and whatever theories may have, been
proposed abroad, we can never cease to admire the labours, and
applaud the sagacity, of _our_ countrywomen in behalf of their sex.
It is true, that we should be on our guard not to make them ridiculously
learned. Women, in general, possess a weaker but more inquisitive mind
than men; hence it follows that their pursuits should be of a quiet and
sober turn. They are not formed to govern the state, to make war, or to
enter into the church; so that they may well dispense with any profound
knowledge relating to politics, military tactics, philosophy, and
theology. The greater part of the mechanical arts are also improper for
them: they are made for moderate exercise; their bodies as well as minds
are less strong and energetic than those of men; but to compensate for
their defects, nature has bestowed on them a spirit of industry, united
with a propriety of behaviour, and an economy which renders them at once
the ornament and comfort of home.[2]
[2] This idea is beautifully expressed in the following lines of
THOMSON:--
"To give society its highest taste,
Well-ordered home man's best delight to make;
And by submissive wisdom, modest skill,
With every gentle care-eluding art
To raise the virtues, animate the bliss,
And sweeten all the toils of human life:
This be the female dignity and praise!"
_Autumn_, ver. 602-608.
But admitting that women are by nature weaker than men, what is the
consequence? What, but that the weaker they are, the more they stand in
need of support. Have they not duties to perform, which are the very
foundation of human existence? Consider, it is women who ruin or uphold
families; who regulate the _minutiæ_ of domestic affairs; and who
consequently decide upon some of the dearest and tenderest points
which affect the happiness of Man. They have undoubtedly the strongest
influence on the manners, good or bad, of society. A sensible woman, who
is industrious and religious, is the very soul of a large establishment,
and provides both for its temporal and eternal welfare. Notwithstanding
the authority of men in public affairs, it is evident, that they cannot
effect any lasting good, without the intervention and support of women.
The _world_ is not a phantom, it is _the aggregate of all its families_;
and who can civilize and govern these with a nicer discrimination than
women? besides their natural assiduity and authority at home, they are
peculiarly calculated for it, by a carefulness, attention to particulars,
industry, and a soft and persuasive manner. Can men promise themselves
any felicity in this life, if marriage, the very essence of domestic
society, be productive of bitterness and disappointment? and as to
children, who are to constitute the future generation, to what misery
will _they_ be exposed, if their mothers ruin them from the cradle?
Such then, are the occupations of the female sex, which cannot be
deemed of less importance to society than those of the male. It appears
that they have a house and establishment to regulate, a husband to make
happy, and children to rear. Virtue is as necessary for men as for
women; and without entering upon the comparative good or ill which
society experiences from the latter sex, it must be remembered that they
are _one half of the human race_, REDEEMED BY THE BLOOD OF JESUS CHRIST,
AND DESTINED TO LIFE ETERNAL.
Lastly, let us not forget that if women do great good to the community
when well educated, they are capable of infinite mischief when viciously
instructed. It is certain that a bad education works less ill in a male,
than in a female breast; for the vices of men often proceed from the
bad education which their mothers have given them, and from passions
which have been instilled into them at a riper age, from casual
intercourse with women.
What intrigues does history present to us--what subversion of laws
and manners--what bloody wars--what innovations in religion--what
revolutions in states--all arising from the irregularities of women?
Ought not these considerations to impress us with the importance of
female education? Let us, therefore, discuss the various means of
accomplishing so desirable an object.